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Journal articles on the topic 'Teaching in Australia'

Author: Grafiati

Published: 4 June 2021

Last updated: 2 February 2022

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1

Hill, Peter. "Teaching Slavonic languages in Australia." Volume 3 3 (January 1, 1986): 123–30. http://dx.doi.org/10.1075/aralss.3.08hil.

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The absence of suitable materials for use in beginners’ courses in Macedonian for Australian undergraduates has led to the production of an Australia-based audio-visual course. The development of this course has involved decisions that fall within the area of language planning. Macedonians in Australia are not normally very conversant with the Macedonian standard or “literary” language (MSL), which is, in any case, not very highly standardized. It still shows considerable variation in lexicon and syntax. The MSL was chosen as the basis for the course, despite initial consideration being given to the idea that some form of dialectal language might be taught. The MSL Provides a neutral idiom that can serve people of different dialectal backgrounds. However, forms that are not likely to be accepted or even understood by large sections of the Macedonian communities in Australia are avoided. Colloquial, obsolescent and dialectal lexical items are included if they rate positively by this criterion.

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Charteris, Jennifer. "Teaching performance assessments in the USA and Australia." International Journal of Comparative Education and Development 21, no. 4 (October 31, 2019): 237–50. http://dx.doi.org/10.1108/ijced-10-2018-0039.

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Purpose Teaching performance assessments (TPAs) have developed in the USA and Australia as a “bar exam” for the profession and are used means to assure that graduates are classroom ready. The purpose of this paper is to outline how these assessments have been implemented in teacher education in the USA and Australian contexts. The edTPA is embroiled in controversy in the USA and there are important lessons from the related research literature that could inform the how other countries engage with TPAs in pre-service teacher education. Design/methodology/approach This conceptual paper outlines how Australia has introduced TPAs in initial teacher education (ITE) through policy borrowing from the USA. The paper synthesises critiques of the edTPA (USA) from research literature and considers the implications of TPAs in the Australian context. Findings The TPA impacts the focus of pre-service teacher practicum teaching, and pedagogy and curriculum in ITE education. The TPA could be used to mobilise detrimental accountability mechanisms. With the outsourcing of assessment to edu-business, Pearson Education, teacher education institutions in the USA have a sense that they have lost control over determining which students are credentialed to teach. Although pre-service teacher assessment is still administered and assessed by ITE institutions in Australia, there is a concern that could change. It is argued that educators, administrators and policy makers should avoid moves to outsource TPAs in Australia. Originality/value Because it is in its infancy, there is a little robust research into the implication of introducing teacher performance assessments into the Australian teacher education context.

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Mackinlay, Elizabeth, and Katelyn Barney. "Introduction." Australian Journal of Indigenous Education 41, no. 1 (August 2012): 1–9. http://dx.doi.org/10.1017/jie.2012.2.

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Indigenous Australian studies, also called Aboriginal and Torres Strait Islander studies, is an expanding discipline in universities across Australia (Nakata, 2004). As a discipline in its own right, Indigenous Australian studies plays an important role in teaching students about Australia's colonial history and benefits both non-Indigenous and Indigenous students by teaching them about Australia's rich and shared cultural heritage (Craven, 1999, pp. 23–25). Such teaching and learning seeks to actively discuss and deconstruct historical and contemporary entanglements between Indigenous and non-Indigenous Australians and, in doing so, help build better working relationships between Indigenous and non-Indigenous Australians. As educators in this discipline, it is important for us to find pedagogical approaches which make space for these topics to be accessed, understood, discussed and engaged with in meaningful ways.

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Jackling, Beverley, Paul A. de Lange, and Riccardo Natoli. "Transitioning to IFRS in Australian Classrooms: Impact on Teaching Approaches." Issues in Accounting Education 28, no. 2 (November 1, 2012): 263–75. http://dx.doi.org/10.2308/iace-50358.

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ABSTRACT: This paper outlines the impact that transition to International Financial Reporting Standards (IFRS) had in Australia with reference to the teaching approaches across university accounting classrooms. The discussion begins with a short history of past rules governing accounting in Australia, followed by a review of the transition to IFRS in Australia. An assessment of the ways in which the Australian accounting academic community incorporated the adoption of IFRS into their curriculum is also provided. The review suggests that despite an initial period of foreboding from accounting educators, the transition to IFRS involved minimal changes in teaching approaches. We argue that there were missed opportunities to revise the curriculum, particularly at the introductory level, by adopting a framework-based teaching approach in line with the principles-based IFRS. The paper concludes with some observations about lessons learned from the Australian experience as a guide for accounting faculty in other parts of the world who are about to embark on the transition to IFRS.

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Vaughan, Jeff, Lawrie Davidson, Alex Nemchin, and Stephen Quinton. "Teaching Process Mineralogy in Australia." Journal of Geoscience Education 52, no. 1 (January 2004): 45–51. http://dx.doi.org/10.5408/1089-9995-52.1.45.

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Sneddon, J. N. "Teaching informal Indonesian." Australian Review of Applied Linguistics 24, no. 2 (January 1, 2001): 81–95. http://dx.doi.org/10.1075/aral.24.2.06sne.

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Abstract Of the Major Asian languages taught in Australia, Indonesian is the only one which exists in a diglossic situation, in which the language of everyday conversation is significantly different from the formal language. Indonesian language teaching in Australia concentrates largely on the ‘high’ form of the language; in most schools and universities the everyday variety is dealt with either superficially or not at all. As a result, most Australian learners develop no proficiency in this variety. Unlike the formal language, informal Indonesian is highly context-bound, with presuppositions and shared knowledge playing an essential role in conveying meaning. The paper looks at the preposition soma to demonstrate this distinction between formal and informal language. Using language appropriate to the situation is essential to ‘good manners’ and effective communication. Hence it is important to incorporate teaching of informal language into Indonesian courses, particularly the variety spoken by the Jakartan middle-class, which is acquiring status as a standard colloquial form of the language. It has as yet been subjected to very little study and as a result almost no materials are available for teaching it. Moreover, most non-native teachers have little or no knowledge of it. Only when descriptions of this variety are available can effective teaching be implemented.

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Goot, Murray. "2014 Henry Mayer Lecture the Press We Had to Have? Henry Mayer and The Press in Australia: Argument, Reception, Impact." Media International Australia 153, no. 1 (November 2014): 5–20. http://dx.doi.org/10.1177/1329878x1415300103.

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Published 50 years ago, Henry Mayer's The Press in Australia – still the most comprehensive analysis of Australia's daily papers and their critics – remains a landmark in the study of the Australian press. This article lays out the book's main arguments, recalls the way it was received, and offers an assessment of its impact on teaching in the universities, on academic research and on the newspaper industry.

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Atkinson, Roger, Tania Broadley, Anne Coffey, Pamela Martin-Lynch, Clare McBeath, Sid Nair, and Lee Partridge. "Editorial - TL Forum 2015: Teaching and learning uncapped." Journal of University Teaching and Learning Practice 12, no. 4 (October 1, 2015): 2–9. http://dx.doi.org/10.53761/1.12.4.1.

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Teaching and Learning Forum is a series of annual conferences held in Perth by Western Australia's five universities, Curtin University, Edith Cowan University, Murdoch University, The University of Notre Dame Australia, and The University of Western Australia. After 24 Forums, 1992-2015 (TLF, n.d. 1), TLF is clearly an enduring presence in our local discourse on university teaching and learning practices. In this editorial for the Journal's special issue, titled TL Forum 2015: Teaching and learning uncapped, we present multiple understandings of how an enduring presence has been attained, and why we assert the importance of our local discourse.

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Aldous, David E. "Perspectives on Horticultural Therapy in Australia." HortTechnology 10, no. 1 (January 2000): 18–23. http://dx.doi.org/10.21273/horttech.10.1.18.

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Human awareness of plants in Australia goes back 50,000 years when the aboriginal first began using plants to treat, clothe and feed themselves. The European influence came in 1778 with the First Fleet landing in New South Wales. Australia's earliest records of using horticulture for therapy and rehabilitation were in institutions for people with intellectual disabilities or who were incarcerated. Eventually, legislation created greater awareness in the government and community for the needs of persons with disabilities, and many worthwhile projects, programs and organizations were established or gained greater recognition. Horticultural therapy programs may be found in nursing homes, rehabilitation centers, adult training support services, hospitals, day centers, community centers and gardens, educational institutions, supported employment, and the prisons system. This article reviews the history and development of Australian horticulture as a therapy in the treatment of disabilities and social disadvantaged groups, and includes an overview of programs offered for special populations and of Australia's horticultural therapy associations. It also discusses opportunities for research, teaching and extension for horticultural therapy in Australia.

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Cutter-Mackenzie, Amy, Barbara Clarke, and Phil Smith. "A Discussion Paper: The Development of Professional Teacher Standards in Environmental Education." Australian Journal of Environmental Education 24 (2008): 3–10. http://dx.doi.org/10.1017/s0814062600000537.

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AbstractProfessional teaching associations in Australia and abroad have been developing teacher and/or teaching standards and associated professional learning and assessment models in the key discipline areas since the 1990s. In Australia, a specific intent of this approach is to capture and recognise the depth and range of accomplished educators' teaching. Despite the increasing work in this area, there has been a dearth of discussion about teacher standards in environmental education and no previous attempt to research and/or develop professional teacher standards for environmental education in Australia. This paper discusses the history of teacher standards in Australia, and considers the implications for the development of teacher standards in environmental education. In doing so, we present a research-practice model that is currently being piloted in Victoria for developing accomplished professional teacher standards and learning in environmental education with and for accomplished Australian primary and secondary teachers.

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Wigglesworth, Gillian, and Rosey Billington. "Teaching creole-speaking children." Australian Review of Applied Linguistics 36, no. 3 (January 1, 2013): 234–49. http://dx.doi.org/10.1075/aral.36.3.01wig.

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There are now significant numbers of children who speak a language other than English when they enter the formal school system in Australia. Many of these children come from a language background that is entirely different from the school language. Many Indigenous children, however, come from creole-speaking backgrounds where their home language may share features with the school language whilst remaining substantially different in other ways. What often makes this situation more challenging is the tendency to view creole, rather than as a different language, as a kind of deficient version of the standard language. Children entering the school system with a creole thus often encounter considerable difficulties. In addition, teachers who are not trained in teaching creole-speaking children may not recognise these difficulties. This paper explores some of these issues in the Australian context with reference to home languages such as Kriol and Torres Strait Creole (TSC) as well as minority dialects such as Australian Aboriginal English (AAE), and discusses possible resolutions.

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Bruce, Harry. "Internet and academic teaching in Australia." Education for Information 13, no. 3 (July 1, 1995): 177–91. http://dx.doi.org/10.3233/efi-1995-13302.

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Penington, David G. "Rediscovering university teaching hospitals for Australia." Medical Journal of Australia 189, no. 6 (September 2008): 332–35. http://dx.doi.org/10.5694/j.1326-5377.2008.tb02054.x.

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Piterman, Leon. "Rediscovering university teaching hospitals for Australia." Medical Journal of Australia 190, no. 5 (March 2009): 285–86. http://dx.doi.org/10.5694/j.1326-5377.2009.tb02404.x.

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Dear, Rachel F., and Martin H. N. Tattersall. "Rediscovering university teaching hospitals for Australia." Medical Journal of Australia 190, no. 5 (March 2009): 285–86. http://dx.doi.org/10.5694/j.1326-5377.2009.tb02405.x.

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Brady, Laurie. "Changes in School Teaching in Australia." Educational Practice and Theory 25, no. 1 (January 1, 2003): 5–16. http://dx.doi.org/10.7459/ept/25.1.02.

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Gasser, R. B., I. Beveridge, N. C. Sangster, and G. Coleman. "Veterinary parasitology teaching in eastern Australia." Veterinary Parasitology 108, no. 4 (October 2002): 295–307. http://dx.doi.org/10.1016/s0304-4017(02)00229-7.

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Jayamanne, Laleen. "On Teaching Cinema Studies in Australia." BioScope: South Asian Screen Studies 2, no. 1 (January 2011): 5–9. http://dx.doi.org/10.1177/097492761000200102.

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Baldwin, Jennifer. "The place of Arabic language teaching in Australian universities." History of Education Review 47, no. 1 (June 4, 2018): 77–86. http://dx.doi.org/10.1108/her-05-2016-0021.

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PurposeThe purpose of this paper is to demonstrate that the teaching of Arabic language has had a distinctive and important history in Australian universities from the middle of the twentieth century through to the twenty-first century.Design/methodology/approachIn this paper, the author draws on a range of sources, government reports and surveys (both general and specific to Arabic), newspaper articles and published literature to give a comprehensive picture of the teaching of Arabic language in Australian universities over the last 60 or so years.FindingsThis paper has demonstrated that Arabic language teaching has moved through a number of phases as a scholarly, migrant and trade language. However, although the Middle East has become strategically important for Australia in defence and foreign affairs, and many people from the Middle East have migrated to Australia, Arabic (the major language of the Middle East) has never been given high priority by governments in Australia.Originality/valueThis paper, in taking an historical perspective, has demonstrated how Arabic has never commanded the attention of governments for funding to the same extent as Asian languages have.

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Sawyer, Michael, and Femke Giesen. "Undergraduate Teaching of Child and Adolescent Psychiatry in Australia: Survey of Current Practice." Australian & New Zealand Journal of Psychiatry 41, no. 8 (August 2007): 675–81. http://dx.doi.org/10.1080/00048670701449153.

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Objective: To identify the goals, content, and time allocated for undergraduate child psychiatry teaching programmes in Australian medical schools. Method: A structured questionnaire designed specifically for the present study was used to identify the goals, content, and time allocated to child psychiatry teaching for undergraduate medical students. Staff responsible for child psychiatry teaching programmes at all 15 medical schools in Australia were contacted and those in 12 schools (80%) agreed to participate. Results: All 12 medical schools provided some teaching relevant to child psychiatry. Teaching was commonly provided as part of general psychiatry and/or paediatric teaching programmes. Between 4 and 12 h were allocated for child psychiatry teaching, with the exception of one school, which assigned 46 h. Ten schools (83%) offered clinical placements in child psychiatry to some or all students, with placements ranging in length from 0.5 days to 8 weeks. However, only four schools (33%) offered clinical placements to all students. Two schools (17%) offered no clinical placements or electives in child psychiatry. The skills required to assess children and families, and knowledge about normal child development were identified as key teaching goals. Barriers to teaching child psychiatry included the lack of academic child psychiatrists in Australia, and the limited time allocated for this teaching in medical school curricula. Conclusions: The amount of time allocated for teaching child psychiatry in Australian medical schools is relatively small and not consistent with the size of the public health problem posed by child and adolescent mental disorders. Staff responsible for teaching child psychiatry need to coordinate their activities more effectively at a national level to identify teaching goals, design curricula, and advocate for high-quality child psychiatry teaching programmes in medical schools.

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MacNaughton, Glenda, and Karina Davis. "Beyond ‘Othering’: Rethinking Approaches to Teaching Young Anglo-Australian Children about Indigenous Australians." Contemporary Issues in Early Childhood 2, no. 1 (March 2001): 83–93. http://dx.doi.org/10.2304/ciec.2001.2.1.10.

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Current early childhood literature concerning anti-racist and multicultural education discusses the importance of adopting a curriculum framework to counter the development of prejudice and racism in young children. This article draws on two separate research projects in Victoria, Australia that explore how this might best be done. One project was concerned with exploring young children's understandings of indigenous Australians and their cultures and the other investigated teaching practices of a group of early childhood practitioners with indigenous Australians and their cultures. The results from these two projects are compared in order to explore some current issues in adopting curriculum frameworks that counter the development of prejudice and racism in young Anglo-Australian children towards Australia's indigenous peoples and cultures.

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Rouse, Elizabeth, and Dawn Joseph. "The theory–practice challenge: International early childhood education students making connections in Australia." Teachers' Work 16, no. 1 & 2 (November 13, 2019): 31–47. http://dx.doi.org/10.24135/teacherswork.v16i1and2.277.

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Increasing numbers of international students are enrolling in Australian universities in early childhood teaching degrees. For many of these students understanding the early childhood education pedagogies and approaches is a different way of viewing teaching and learning from their own cultural perspective. Many of these students struggle to understand the teaching and learning theory that underpins early childhood education in Australia which draws on play-based pedagogies, child centred learning, and intentional teaching. This small-scale case study sought to gain insights into how international students undertaking a Master of Teaching (Early Childhood) in an Australian university were enabled to link their theoretical learning to practical applications of being an early childhood teacher. Using questionnaire data, the study found that the international students struggled to connect the theory and pedagogical thinking that underpins early childhood education. What was most significant for these students was the experiences they gained through their practical placements.

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Selim, Nadia. "Will Arabic Survive in Australia: Participation and Challenges." ICR Journal 10, no. 1 (June 15, 2019): 85–105. http://dx.doi.org/10.52282/icr.v10i1.73.

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Motivated by the need to preserve Arabic learning and teaching, this article acknowledges the importance of considering the various contexts in which Arabic is taught and learnt and its specific status therein. In this regard, the Australian context is underrepresented in the literature on Arabic language learning. This article will, therefore, shed some light on the specifics of the Australian context, in which Arabic is a language of wider teaching that struggles to attract sufficient numbers of learners in the senior years of school, thereby often calling into question the viability of university-level programs. With the viability of Arabic tertiary programs in Australia on the line, reversing such trends is a necessity. However, research on Arabic in the Australian context has also been very limited. Therefore, this article will explore five language-specific issues that might underpin problematic participation in the learning of Arabic.

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Singh, Jasvir Kaur Nachatar, and Humayra Ayasha Chowdhury. "Early-career international academics' learning and teaching experiences during COVID-19 in Australia: A collaborative autoethnography." Journal of University Teaching and Learning Practice 18, no. 5 (December 1, 2021): 218–35. http://dx.doi.org/10.53761/1.18.5.12.

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Scholarly articles on international academics mainly focuses on personal and professional challenges endured by international academics’ during conventional times. This includes adjustments to new roles and living in a foreign country, pedagogical differences stemming from intercultural differences, language barriers and unequal access to resources (funding, exploitation). This paper explores experiences of two international early-career academics in Australia highlighting their teaching-related challenges, strategies and opportunities during COVID-19, using a collaborative autoethnography qualitative approach. At this Australian university, teaching was paused for a week in March 2020 to cope with the learning and teaching ‘shock’ – to reorientate teaching from face-to-face to completely offer courses remotely to ensure that students were not disadvantaged in their learning and provide space for academic staff to reorientate their learning and teaching materials to suit online delivery. Personalised reflections encapsulate some bizarre teaching related experiences of these international academics in the online learning and teaching space, underpinned by their cultural differences. There were four major challenges identified: transition to online learning and teaching, learning and teaching online practices, relationship issues between students and academic staff, and language-related issues. Specific strategies to overcome these challenges are also identified that led to overall teaching success endured by these international early-career academics in Australia.

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Bates, Richard, and Scott Eacott. "Teaching educational leadership and administration in Australia." Journal of Educational Administration and History 40, no. 2 (August 2008): 149–60. http://dx.doi.org/10.1080/00220620802210913.

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Stanek, E. K. "Teaching EEs in Australia and the USSR." IEEE Potentials 9, no. 1 (February 1990): 23–25. http://dx.doi.org/10.1109/45.46814.

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Kirwan, Sharyn J. "Annotated bibliography on language teaching in Australia." Language Teaching and Learning in Australia 9 (January 1, 1992): 140–60. http://dx.doi.org/10.1075/aralss.9.09kir.

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Abstract This paper reviews a number of articles that have been published since 1988, just after the release of Lo Bianco’s National policy recommendations on language. The review, which covers two sections 1) theoretical LOTE issues and 2) practical LOTE issues, is by no means exhaustive. The aim of this paper is to provide teachers, students and researchers with an overview of what has been happening, theoretically and practically, in the area of LOTE teaching in Australia during the past 4 years.

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Giorgi, Piero P., and M. John Thearle. "Teaching the history of medicine in Australia." Medical Journal of Australia 161, no. 1 (July 1994): 6–7. http://dx.doi.org/10.5694/j.1326-5377.1994.tb127310.x.

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Haynes, Bruce. "History Teaching for Patriotic Citizenship in Australia." Educational Philosophy and Theory 41, no. 4 (January 2009): 424–40. http://dx.doi.org/10.1111/j.1469-5812.2008.00430.x.

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Piip, Janene. "Teaching in the VET sector in Australia." International Journal of Training Research 13, no. 1 (January 2, 2015): 96–97. http://dx.doi.org/10.1080/14480220.2015.1051346.

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Gough, J. K., Z. McCallum, C. Bevan, and A. Vance. "Undergraduate Child Psychiatry Teaching in Melbourne, Australia." Academic Psychiatry 34, no. 3 (April 29, 2010): 190–94. http://dx.doi.org/10.1176/appi.ap.34.3.190.

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Ellis, Liz. "Teaching from experience." Australian Review of Applied Linguistics 25, no. 1 (January 1, 2002): 71–107. http://dx.doi.org/10.1075/aral.25.1.05ell.

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Abstract This paper reports on case studies of three non-native English speaker teachers who teach English as a Second Language (ESL) to adults in Australia. It sets out to show that while there are differences in the teachers’ backgrounds, there are also similarities which derive from their non-native status, and from the fact that they are high-level bilinguals of English and at least one other language. The paper begins by reviewing the debate in English language teaching (ELT) internationally about the place of native and non-native speakers in ELT and goes on to outline the research which has been carried out to date in comparing native and non-native teachers in other countries. The paper then argues for the importance of examining these issues in the Australian context. The experience and insights of the three teachers are examined through the analysis of interviews and classroom transcripts, and are linked to the growing literature which suggests that teachers’ practices are heavily informed by their knowledge, beliefs and experience. I argue that the distinctive but shared resources of non-native teachers merit looking at their contribution in a new light.

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Wallis, Katharine A. "Welcome to The Lucky Country: the Royal Australian College of General Practitioners deters overseas-trained academic general practitioners." Australian Health Review 44, no. 5 (2020): 782. http://dx.doi.org/10.1071/ah19276.

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In assessing overseas-trained general practitioners (GPs) applying for specialist recognition in Australia, the Royal Australian College of General Practitioners (RACGP) sets a minimum requirement of 2 days per week ‘undertaking general practice activities’ over the 3 years prior to application. The RACGP does not consider academic practice (i.e. relevant teaching and research) to be a ‘general practice activity’, thereby blocking overseas-trained full-time academic GPs from specialist recognition in Australia. The actions of the RACGP have implications for access to quality primary health care in Australia.

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Wood, Ellen, Paul Harpur, and Nancy Pachana. "Teaching an old dog new tricks: Using courthouse facility dogs in Australia." Alternative Law Journal 43, no. 2 (June 2018): 89–95. http://dx.doi.org/10.1177/1037969x18767694.

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Courthouse facility dogs are increasingly used to support child witnesses and complainants during testimony in courtrooms across the globe. Although already commonplace in the United States, this practice has been largely unexplored in the Australian context. This paper puts forward the case for courthouse facility dogs in Australia and offers some insight into striking the delicate balance between protecting defendants’ rights to a fair trial, and improving the efficiency and quality of the legal system for vulnerable witnesses and victims.

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Lambert, Phil. "Educational Standards and Australia: a changed landscape." Revista Brasileira de Estudos Pedagógicos 97, no. 247 (December 2016): 463–71. http://dx.doi.org/10.1590/s2176-6681/291437381.

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Abstract: This article provides insight into the development of Australia's educational standards, the resultant alignment between curriculum, assessment and teaching standards and the move to online tailored testing. Background to the development and nature of the standards is provided as well as areas being considered for further reform. The article acknowledges the challenges in reaching settlement in relation to the standards-setting reforms in a Federation such as Australia. It also outlines the significant benefits now being realised as a result of the collaborative effort to achieve a national curriculum, a national assessment program and national teaching standards.

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Goldsworthy, David. "Teaching gamelan in Australia: Some perspectives on cross-cultural music education." International Journal of Music Education os-30, no. 1 (November 1997): 3–14. http://dx.doi.org/10.1177/025576149703000102.

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Indonesian percussion orchestras (gamelan) have found a place in several Australian education institutions. Their presence and usage confronts music educators and students alike with a whole range of cross-cultural issues – social, ethical, pedagogical, and musical. Javanese gamelan is an ideal medium for introducing students to broader aspects of Indonesian society as well as to the musical principles and procedures of another culture. The educative value of gamelan studies also extends to musical insights and skills of a more general application in a student's music education. This paper examines some approaches to teaching gamelan in Australia, and discusses problems faced by students of this tradition in a cross-cultural situation.

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Goldburg, Peta. "Teaching Religion in Australian Schools." Numen 55, no. 2-3 (2008): 241–71. http://dx.doi.org/10.1163/156852708x283069.

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AbstractTraditionally the teaching of religion in schools in Australia was confined to Church-sponsored or independent schools because public education in Australia prided itself on being "free, secular and compulsory." For over one hundred years, the teaching of religion in church schools was grounded in a faith-forming approach but, in the 1980s, there was a shift to an educational approach to teaching of religion. The development of educational approaches enabled the introduction of Studies of Religion for senior secondary school students. After considering these shifts, suggestions will be made for some dynamic teaching approaches for students in Studies in Religion.

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Mulcock, Jane, and Natalie Lloyd. "Human-Animal Studies in Australia: Current Directions." Society & Animals 15, no. 1 (2007): 1–5. http://dx.doi.org/10.1163/156853007x169306.

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AbstractIn 2004, Natalie Lloyd and Jane Mulcock initiated the Australian Animals & Society Study Group, a network of social science, humanities and arts scholars that quickly grew to include more than 100 participants. In July 2005, about 50 participants attended the group's 4-day inaugural conference at the University of Western Australia, Perth. Papers in this issue emerged from the conference. They exemplify the Australian academy's work in the fields of History, Population Health, Sociology, Geography, and English and address strong themes: human-equine relationships; management of native and introduced animals; and relationships with other domestic, nonhuman animals—from cats and dogs to cattle. Human-Animal Studies is an expanding field in Australia. However, many scholars, due to funding and teaching concerns, focus their primary research in different domains. All authors in this issue—excepting one—are new scholars in their respective fields. The papers represent the diversity and innovation of recent Australian research on human-animal interactions. The authors look at both past and present, then anticipate future challenges in building an effective network to expand this field of study in Australia.

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Long, Dr Warrick, Associate Professor Lisa Barnes, Professor Maria Northcote, and Professor Anthony Williams. "Disruptive Changing Higher Education Ecosystems: Have University Academics Been Gazumped?" Frontiers in Education Technology 4, no. 2 (April 11, 2021): p12. http://dx.doi.org/10.22158/fet.v4n2p12.

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Continual reforms in the Australian Higher Education Sector result in ongoing significant changes to the experiences of the Australian academic. As a result, massification, internationalisation and corporatization form the landscape of academia in Australia. The Australian University Accounting Academic (AUAA) faces ongoing challenges and opportunities within this dynamic academic environment, and this study explores these challenges in relation to teaching themed issues that confront the AUAA. By using a questionnaire and interviews with AUAAs, three themes emerged, being curriculum, teaching workload, and the impact of online teaching. The “ASSET” support framework is developed from these conversations with the AUAA’s to help them become an “asset” to the university during these times of disruptive change instead of allowing the system to “gazump” them.

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Hewitt, Mitchell, Ken Edwards, Sarah Ashworth, and Shane Pill. "Investigating the Teaching Styles of Tennis Coaches Using The Spectrum." Sport Science Review 25, no. 5-6 (December 1, 2016): 350–73. http://dx.doi.org/10.1515/ssr-2016-0019.

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Abstract It is unknown what teaching styles (range of pedagogies) coaches are employing during coaching sessions and whether these teaching styles are associated with recommended pedagogical principles advocated by sport and coaching scholars. It is unknown whether twenty years of coach education has shifted coaching practice as the insights into the pedagogical diversity and preference of teaching styles that underpin and inform the coaches’ decisions to employ particular teaching strategies during coaching sessions are undetermined. This paper addresses these unknowns in the field of tennis coaching in Australia by reporting the findings of a study that address the lack of information on the teaching styles employed by tennis coaches by asking the following research question: What teaching styles are junior coaches in Australia actually using during coaching sessions? This study used The Spectrum (Mosston & Ashworth, 2008) of teaching styles as a tool to assess the observed teaching styles of twelve junior coaches. Contrary to the educational convictions of Australian sport coach education materials the results from this study indicated that the coaches in this study potentially did not offer players developmental opportunities beyond a limited range (i.e., motor skill development in the physical learning domain) due to a narrow pedagogical mix in their coaching.

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Ling, Peter. "8. Strategic Approaches to Academic Development: Relationship to Learning and Teaching." Collected Essays on Learning and Teaching 2 (June 13, 2011): 48. http://dx.doi.org/10.22329/celt.v2i0.3202.

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Most universities in Australia have established at least one organizational unit with a responsibility for academic development. While ‘academic’ could embrace all aspects of the role of academics, including research, innovation, and contributions to community and professional bodies, the expectation is that the focus will be on learning and teaching. In this paper, I address the extent to which – and the sense in which – this is true. I use the results of several surveys conducted in Australia in 2007 and information emerging from a forum of Australian university personnel associated with the development of academics. These sources show that academic development units often perform a range of functions that go beyond the development of learning and teaching. Reviewing the available data, I conclude that the current role of academic developers is very much influenced by strategic pursuits of universities. In this climate, the potential for academic development to operate with the integrity of a practice informed by the disciplined study of learning and teaching is more limited than it was during periods where the understanding of learning and teaching drove the enterprise.

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Dallimore, Liz. "Teaching the scientists of tomorrow." Biochemist 24, no. 2 (April 1, 2002): 32. http://dx.doi.org/10.1042/bio02402032.

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Since arriving in the UK as a young scientist from Australia, I have discovered that many of the attitudes and problems associated with science education are common to both countries. Government teachers and academic staff of both countries campaign to entice more young people, particularly women, to choose a career within science. Science appears to be a more prominent part of the curriculum in Australia at the equivalent of GCSE and AS/A2 levels. However, my perception is that students tend to see it as a stepping stone to university courses in other disciplines (e.g. medicine, dentistry and physiotherapy) and have little perception of the career opportunities open to graduate scientists.

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Doe, Peter Edward, Sarah Lyden, Seeta Jaikaran-Doe, and Xiaolin Wang. "Enhancing Chinese Students’ Learning in an Australian 2+2 Undergraduate Engineering Program." International Journal of Higher Education 7, no. 5 (September 26, 2018): 86. http://dx.doi.org/10.5430/ijhe.v7n5p86.

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Undergraduate engineering units (subjects) are delivered by Australian academics at two universities in China over a three-week period. Students may choose to transfer to the Australian university to complete the final two years of the Bachelor of Engineering with Honours degree (2+2 program). The aim of this study is to determine what strategies are most effective for the Australian university academics to adopt for effective delivery of engineering units at Chinese universities. A mixed methods approach was applied to in-class feedback and student surveys. Three major themes: Language, Learning and Social were identified. These themes were further explored in a quantitative survey of Chinese students newly-arrived in Australia in 2016. Successful strategies for delivering engineering units included referring questions to discussion groups; students explaining difficult concepts to other students; writing key words on the board and flash cards. The principal concern for students before they transferred to Australia was the teaching and learning style of the Australian university academics. However, English language proficiency was the major concern for students transferred to Australia. The strategy for improving Chinese students’ engagement and learning outcomes should focus on additional support both in China and Australia.

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Horsley, G. H. R., Elizabeth Minchin, and K. H. Lee. "The Teaching of Latin and Greek in Universities in Australia and New Zealand: Present and Future." Antichthon 29 (1995): 78–107. http://dx.doi.org/10.1017/s0066477400000952.

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Most classical journals report on research on literary, historical and linguistic questions, and rarely allocate space to discussions of pedagogy at tertiary level. This article, however, falls into the latter category. It takes the form of a report on the teaching of Latin and Greek (both classical and post-classical) in universities in Australia and New Zealand; and it makes a number of suggestions regarding the future of the classical languages in this region.Any general examination by an outsider of the situation of Classics in Australian and New Zealand universities would readily conclude that most departments are managing well, or at least holding their own, compared to other disciplines. Student enrolments are high overall, since most departments, like those in Britain and North America, have expanded their teaching range to embrace ancient history, classical literature in translation and, in some cases, archaeology. This has been the situation for the best part of the last two decades. Often these subjects were introduced in order to ‘subsidise’ and protect the continuance of Greek and Latin with their smaller numbers; but they have been extremely popular with students in every university in Australasia in which they are taught. And so these teaching areas have come to have a life and a rightful presence of their own.

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Cameron, Leanne. "How learning designs, teaching methods and activities differ by discipline in Australian universities." Journal of Learning Design 10, no. 2 (March 2, 2017): 69. http://dx.doi.org/10.5204/jld.v10i2.289.

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<p class="JLDAbstract">This paper reports on the learning designs, teaching methods and activities most commonly employed within the disciplines in six universities in Australia. The study sought to establish if there were significant differences between the disciplines in learning designs, teaching methods and teaching activities in the current Australian context, as was reported in Scott’s Course Experience Questionnaire (CEQ) analysis (2006). Although it found a broad range of teaching approaches are used in all disciplines, it emerged that there was still some bias toward the traditional discipline stereotypes, which in some cases has been found to negatively affect student engagement.</p><p class="JLDAbstract">Additionally, while there was a general awareness amongst study participants about the importance of responding to student evaluations of teaching, improvements to teaching and learning practice were most commonly adopted without reference to current research or professional advice, and rarely was advice sought outside their discipline. Although a small-scale study such as this could not be said to be wholly representative of the higher education sector in Australia, these initial findings might indicate a need for administrators to acknowledge the role of quality teaching in maximising student engagement and its relationship to student retention by encouraging the study of learning and teaching as a routine part of lecturers’ practice.</p>

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Keddie, Amanda, and Martin Mills. "Teaching for Gender Justice." Australian Journal of Education 51, no. 2 (August 2007): 205–19. http://dx.doi.org/10.1177/000494410705100208.

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Since the mid 1990s ‘boys' as an equity concern have come to dominate the gender and education agenda in many countries. This has been particularly the case in Australia where substantial funding has been invested in research to investigate boys' issues, into a federal parliamentary inquiry into boys' education and into schools that have a particular focus on improving boys' education. The discourses that work to construct boys as an equity concern have had differing impacts upon teachers' philosophies and practices in relation to boys' education. In this paper we locate two teacher stories within the context of broader gender equity discourses in Australia. Against a backdrop that attempts to articulate the primary concerns of two secondary teachers in relation to effectively teaching boys, the stories explore implications for gender justice that can be associated with, on the one hand, an affirmative approach, and on the other, a transformative approach to issues of boys and schooling.

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McCredie, Margaret, and Peter M. Brooks. "Rheumatology teaching in Australia: the need for review." Medical Journal of Australia 143, no. 11 (November 1985): 492–95. http://dx.doi.org/10.5694/j.1326-5377.1985.tb119909.x.

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Crawford, J. R. "Teaching and Research in International Law in Australia." Australian Year Book of International Law Online 10, no. 1 (1987): 176–201. http://dx.doi.org/10.1163/26660229-010-01-900000010.

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Danaher, Mike. "Teaching listening skills to JFL students in Australia." Language Learning Journal 13, no. 1 (March 1996): 42–44. http://dx.doi.org/10.1080/09571739685200131.

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Lucadou-Wells, Rosemary, and John F. Bourke. "Teaching Business Law: Some Ethical Dimensions from Australia." Procedia - Social and Behavioral Sciences 209 (December 2015): 102–8. http://dx.doi.org/10.1016/j.sbspro.2015.11.264.

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