Academic literature on the topic 'Teaching – Standards – New South Wales'
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Journal articles on the topic "Teaching – Standards – New South Wales"
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Gilbert, Stephanie, and Gail Tillman. "Teaching Practise Utilising Embedded Indigenous Cultural Standards." Australian Journal of Indigenous Education 46, no. 2 (May 8, 2017): 173–81. http://dx.doi.org/10.1017/jie.2017.4.
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The Wollotuka Institute, University of Newcastle, New South Wales, is the first university or organisation to enter into the accreditation process with the World Indigenous Higher Education Consortium (WINHEC). Part of that process includes identifying the local cultural standards and protocols that drive and shape our work as a cultural entity. As a result of successfully completing these processes, the course ‘Working with Aboriginal Communities’, consciously underwent a process of affirmation recognising and embedding where missing, these cultural protocols within our pedagogy and curriculum. Each intake sees students from all disciplines enrol and all benefit greatly from their cultural learning experiences. In this paper, we discuss how these cultural protocols shaped the course material that both online and face-to-face tertiary students experienced, as well, noting the outcomes of this process. Both authors are long-term educators in higher education and have had our teaching invigorated by this experience of critique and reflection. This paper serves to both be a reflective and documentary process for ourselves as well as an opportunity to share our experiences with our colleagues involved in higher education.
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Kennelly, Julie, Neil Taylor, and Pep Serow. "Education for Sustainability and the Australian Curriculum." Australian Journal of Environmental Education 27, no. 2 (2011): 209–18. http://dx.doi.org/10.1375/ajee.27.2.209.
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A national curriculum is presently being developed in Australia with implementation due during 2014. Associated standards for the accreditation of teachers and for teacher education providers have been prepared with the standards describing skills and attributes that teachers are expected to attain. The developing Australian Curriculum, along with the teacher accreditation and initial teacher education program standards, claim to support guiding statements that describe aspirations for all young Australians. Those guiding statements acknowledge that ‘sustainability’ is an essential element of education for young people in Australia. However ‘sustainability’ is unconvincingly represented in the curriculum and is not visible in the standards. This could potentially result in its omission from teacher education and qualification at all levels. A similar situation already exists in New South Wales (NSW). This article illustrates the positioning of five freshly graduated primary teachers within the context of their five NSW schools and from this distils implications for teaching ‘sustainability’ within the developing national proposals.
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Ballantyne, B., and RL Gammie. "Minimum Disease Resistance Standards in New-South-Wales." Australasian Plant Pathology 24, no. 1 (1995): 1. http://dx.doi.org/10.1071/app9950001.
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Bhandari, Buna, Padmanesan Narasimhan, Abhinav Vaidya, and Rohan Jayasuriya. "Theory-based mobile phone text messaging intervention for blood pressure control (TEXT4BP) among hypertensive patients in Nepal: study protocol for a feasibility randomised controlled trial." BMJ Open 10, no. 9 (September 2020): e040799. http://dx.doi.org/10.1136/bmjopen-2020-040799.
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IntroductionUncontrolled blood pressure is one of the main risk factors for cardiovascular disease and death in Low-income and middle-income countries. Improvements to medication adherence and lifestyle changes can be assisted by using mobile phone text messaging interventions. This study aims to test the feasibility and acceptability of a text messaging intervention for blood pressure control ‘(TEXT4BP)’, developed based on behavioural change theory to improve treatment adherence and lifestyle change among hypertensive patients in Nepal.Methods and analysisThe TEXT4BP intervention will be tested using a two-arm parallel-group, unblinded, individually randomised controlled trial. This feasibility study would recruit 200 clinically diagnosed hypertensive patients aged 18–69 years, currently receiving blood pressure-lowering medication for more than 3 months, visiting a tertiary healthcare facility in Kathmandu, Nepal. A nested qualitative study will assess the acceptability of the short message service intervention. The intervention group will receive text messages containing information on hypertension, diet, medication and physical activity three times a week for 3 months. The control group will receive standard care. At baseline and 3 months, measures of medication adherence, salt intake, physical activity and blood pressure will be collected. Feasibility measures, such as differential rates of recruitment and attrition rates, will be calculated. Acceptability of text message interventions will be studied using usability measures and in-depth interviews among intervention group participants. This pilot study is not funded.Ethics and disseminationThis study has received ethics approval from the University of New South Wales Human Research Ethics Committee B (HC190357), Nepal Health Research Council (302/2019) and Institutional Review Committee of Kathmandu Medical College and Teaching Hospital Kathmandu, Nepal (030520192). The findings of the study will be disseminated through peer-reviewed publications and conference presentations.Trial registration numberACTRN12619001213134.
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Oates, R. Kim, Kerry J. Goulston, Craig M. Bingham, and Owen F. Dent. "The cost of teaching an intern in New South Wales." Medical Journal of Australia 200, no. 2 (February 2014): 100–103. http://dx.doi.org/10.5694/mja13.10213.
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Walsh, Kieran. "The cost of teaching an intern in New South Wales." Medical Journal of Australia 200, no. 9 (May 2014): 524. http://dx.doi.org/10.5694/mja14.00178.
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Goh, Shyan L. L. "The cost of teaching an intern in New South Wales." Medical Journal of Australia 201, no. 4 (August 2014): 197. http://dx.doi.org/10.5694/mja14.00550.
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Oates, R. Kim, and Kerry J. Goulston. "The cost of teaching an intern in New South Wales." Medical Journal of Australia 201, no. 4 (August 2014): 197. http://dx.doi.org/10.5694/mja14.00699.
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Perry, Bob, and Joan Mason. "Support teachers and secondary mathematics teaching in New South Wales." Mathematics Education Research Journal 4, no. 2 (June 1992): 23–37. http://dx.doi.org/10.1007/bf03217237.
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Cresswell, GC. "Development of a leaf sampling technique and leaf standards for kiwifruit in New South Wales." Australian Journal of Experimental Agriculture 29, no. 3 (1989): 411. http://dx.doi.org/10.1071/ea9890411.
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The nutrient composition of foliage from mature vines of the kiwifruit varieties, Hayward and Bruno was monitored monthly over 3 consecutive growing seasons in an orchard on the central coast of New South Wales. Within a season, concentrations of N (5.07-2.74%), P (1.0-0.44%), K (3.29-1.95%) and Zn (36-19 mg/kg) in the first leaf after the fruit generally declined while concentrations of Ca (1.4 1 - 4.21%), Mg(0.28-0.50%) and Mn (151-275 mg/kg) increased. Leaf composition was relatively stable in February and this is proposed as a suitable standard sampling time for leaf analysis in New South Wales. Only minor differences in nutrient composition were found between the first leaf and other potential index leaves remaining on shoots at this time. Using this leaf sampling procedure, commercial kiwifruit orchards in New South Wales were surveyed over 3 consecutive seasons. The applicability of the New Zealand leaf analysis standards for use in New South Wales was assessed by comparing the predicted and actual performance of orchards in the survey. Where unreasonable divergence between the two was noted the standards were amended to make them more relevant to field conditions in New South Wales.
Dissertations / Theses on the topic "Teaching – Standards – New South Wales"
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Galvin, Anne Therese. "The Use of Information and Communication Technology-based Science Resources by New South Wales Stage 3 Primary School Teachers." Thesis, Curtin University, 2017. http://hdl.handle.net/20.500.11937/65344.
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The use of Information and Communication Technology-based science resources by selected teachers of Stage 3 students across New South Wales schools to enhance their science content knowledge was investigated. An Interpretivist epistemology informed a mixed research methodology. Results indicated that the teachers did not engage with these resources to any substantial degree and confirmed science’s generally low subject status. Preparations for high-stakes testing are negatively impacting science-teaching. Teacher-participation rates in professional learning activities were low.
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Pizarro, Dianne Frances. "Student and teacher identity construction in New South Wales Years 7 - 10 English classrooms." Phd thesis, Australia : Macquarie University, 2008. http://hdl.handle.net/1959.14/28853.
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Thesis (PhD)--Macquarie University, Australian Centre for Educational Studies, School of Education, 2008.Bibliography: p. 159-177.
This thesis examines student identity construction and teacher identity construction in the context of secondary English Years 7-10 classrooms in a comprehensive high school in Western Sydney, New South Wales, Australia. The research journey chronicles the teaching and learning experiences of a small group of students and teachers at Heartbreak High. The narrative provides insights into the factors responsible for creating teacher identity(s) and the identities of both engaged and disengaged students. -- Previous studies have tended to focus on the construction of disaffected student identities. In contrast, this case study tells the stories of both engaged and disengaged students and of their teachers utilising a unique framework that adapts and combines a range of theoretical perspectives. These include ethnography as a narrative journey (Atkinson, 1990), Fourth Generation Evaluation (Guba & Lincoln, 1990; Lincoln & Guba, 1989), reflexivity (Jordan & Yeomans, 1995), Grounded Theory (Strauss & Corbin, 1990; Sugrue, 1974) and multiple realities (Stake, 1984). -- The classical notion of the student-teacher dynamic is questioned in this inquiry. Students did not present powerless, passive, able-to-be motivated identities; they displayed significant agency in (re) creating 'self(s)' at Heartbreak High based largely on 'desires'. Engaged student identities reflected a teacher's culture and generally exhibited a "desire to know." In contrast, disaffected students exhibited a "desire for ignorance," rejecting the teacher's culture in order to fulfil their desire to belong to peer subculture(s). The capacity for critical reflection and empathy were also key factors in the process of their identity constructions. Disengaged students displayed limited capacity to empathise with, or to critically reflect about, those whom they perceived as "different". In contrast, engaged students exhibited a significant capacity to empathise with others and a desire to critically reflect on their own behaviour, abilities and learning. -- This ethnographic narrative offers an alternate lens with which to view pedagogy from the perspectives that currently dominate educational debate. The findings of this study support a multifaceted model of teacher identity construction that integrates the personal 'self(s)' and the professional 'self(s)' that are underpinned by 'desires'. Current tensions inherent in the composition of teacher identities are portrayed in this thesis and it reveals the teacher self(s) as possessing concepts that are desirous of being efficacious, autonomous and valued but are diminished by disempowerment and fear.
Mode of access: World Wide Web.
266 p. ill
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Sollorz, Peter Lawrence. "The history of computer use in senior school mathematics teaching in the government school system of New South Wales: 1971 – 1992." Thesis, Curtin University, 2013. http://hdl.handle.net/20.500.11937/2016.
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In Australia, there is a paucity of information regarding the introduction of computers into school education, especially school mathematics education, in particular for NSW. This thesis studies the history of computers in education in NSW, from its beginning in 1971, to when communications technology became influential in both society and government policy in 1992. This study uses a historical method, integrated with quantitative and qualitative variables, combined with a grounded theory approach.
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Sullivan, Ian W., and n/a. "Explanation in human geography : some implications for teaching." University of Canberra. Education, 1985. http://erl.canberra.edu.au./public/adt-AUC20061109.112319.
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As a teacher of the New South Wales Higher School Certificate
Geography Syllabus in the 1970s, I became aware of problems of
interpretation and implementation of syllabus documents dealing
with models and theories of human aggregate behaviour. A positivistic
underpinning allowed explanation in human geography to employ
deductive - nomological methodology. This field study investigates
a defined literature of academic geography including journals,
and both secondary and tertiary documents to identify the extent
and quality of nomothetic and idiographic traditions from the
late 19th century to the mid 1970s.
The literature prior to the late 1950s revealed a dominant
regional tradition and idiographic methodology with an emphasis
on description of uniqueness of areal phenomena. But underlying
currents of a nomothetic nature, running parallel to this regionalidiographic
tradition,exerted a noticeable challenge to gain acceptance
in geographic circles. This kind of nomothetism was in the
form of environmental determinism which held that physical laws
operating in nature were also at work to shape and direct human
societies. Environmental determinism contained generalised assertions,
enjoyed some appeal, but lacked rigorous justification. Even
within regional frameworks, authors used environmentally induced
determinants to explain the unique character of regions. Not until
the 1930s did environmental determinism lose its appeal, after which
time the regional - idiographic tradition strengthened as an
explanatory mode of human behaviour.
Nomothetism emerged in the late 1950s in Australia in the
application of models and theories explaining human behaviour.
Normative theory was supported by an increased use of quantification
and by the growing preference for systematic studies in
geography. Neither mode of explanation exists at the total exclusion
of the other; so that while nomothetism enjoyed widespread
appeal in academic geography from the late 1950s, significant
challenges were mounted against it because of its inadequacies
as a mode of explaining human aggregate behaviour.
Nomothetic explanation in human geography can be seen at the
research level and in education circles. Many normative models
and theories found their way into senior geography courses to the
extent they promoted a systems approach. Teachers would have been
aware of normative theory in geography from their university
studies and teacher training courses during the late 1950s and
throughout the 1960s.
The tension between associated explanatory modes in systematic
and regional geography becomes apparent in the analysis of the
N.S.W. H.S.C. Geography Syllabus in which confusing statements
raise problems for teachers interpreting and implementing this
prescriptive document.
Given these tensions and problems of explanation in human
geography, the adoption of a critical rationalist viewpoint as
propounded by Karl Popper is suggested as a possible solution
for geography teachers when interpreting a syllabus such as that
of the N.S.W. H.S.C. Falsification rather than verification
should be the node of inquiry towards explanation of human aggregate
behaviour.
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Matters, Emily Helene. "AENEAS IN THE ANTIPODES The teaching of Virgil in New South Wales schools from 1900 to the start of the 21st century." University of Sydney. Classics and Ancient History, 2005. http://hdl.handle.net/2123/716.
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Aeneas in the Antipodes offers an Australian perspective on the teaching of Virgil�s poetry in the secondary school. The study examines practices in the State of New South Wales from 1900 to the early years of the twenty-first century. The changing role of Latin in the curriculum is traced through a historical account showing the factors which caused a decline in the status and popularity of the subject from the beginning of the century to the 1970s. This decline, not confined to Australia, stimulated the introduction of new teaching methods with different emphases which were, to some extent, successful in preserving Latin from extinction in schools. Against this background of change, Virgil remained the Latin author most frequently studied in the final year of school. Because this poetry was so consistently prescribed for public examinations, a detailed investigation is made of the questions set and of the examiners� comments on candidates� performance, as evidence of changes in expectations and hence, in teaching methods. The influence of trends in Virgilian scholarship is assessed by means of a review of all the officially recommended commentaries and secondary works. The growth of literary criticism from the 1960s is shown to have had a marked effect on syllabuses and examinations, and consequently on the approach taken in the classroom. The role of local professional organizations in supporting the teaching of Virgil has been documented, showing how the disappearance of official support for Latin teaching was to some extent counterbalanced by an increase in voluntary effort. The resources and methods used to introduce Virgil to comparative beginners are classified and reviewed. An assessment is also offered of approaches made to teaching Virgil in English at both junior and senior secondary levels. The final chapter reviews the changes brought about since 2000. Current teaching practices are documented through classroom observations and teacher surveys, substantiating the impression that while most students at the beginning of the twenty-first century are less prepared than their predecessors to translate Virgil independently, they are expected to attempt a far more sophisticated analysis of the literary features Note: For appendix 3-10 please see hardcopy edition.
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Jarrett, Jennifer Ann. "Catholic bodies a history of the training and daily life of three religious teaching orders in New South Wales, 1860 to 1930 /." Connect to full text, 2003. http://hdl.handle.net/2123/5673.
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Burridge, Nina. "The implementation of the policy of Reconciliation in NSW schools." Phd thesis, Australia : Macquarie University, 2004. http://hdl.handle.net/1959.14/25954.
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"November 2003".Thesis (PhD)--Macquarie University, Australian Centre for Educational Studies, School of Education, 2004.
Bibliography: leaves 243-267.
Introduction -- Literature review -- Meanings and perspectives of Reconciliation in the Australian socio-political context -- An explanation of the research method -- Meanings of Reconciliation in the school context -- Survey results -- The role of education in the Reconciliation process -- Obstacles and barriers to Reconciliation -- Teaching for Reconciliation: best practice in teaching resources -- Conclusion.
The research detailed in this thesis investigated how schools in NSW responded to the social and political project of Reconciliation at the end of the 1990s. -- The research used a multi-method research approach which included a survey instrument, focus group interviews and key informants interviews with Aboriginal and non Aboriginal teachers, elders and educators, to gather qualitative as well as quantitative data. Differing research methodologies, including Indigenous research paradigms, are presented and discussed within the context of this research. From the initial research questions a number of sub-questions emerged which included: -The exploration of meanings and perspectives of Reconciliation evident in both the school and wider communities contexts and the extent to which these meanings and perspectives were transposed from the community to the school sector. -The perceived level of support for Reconciliation in school communities and what factors impacted on this level of support. -Responses of school communities to Reconciliation in terms of school programs and teaching strategies including factors which enhanced the teaching of Reconciliation issues in the classroom and factors which acted as barriers. -- Firstly in order to provide the context for the research study, the thesis provides a brief historical overview of the creation of the Council for Aboriginal Reconciliation. It then builds a framework through which the discourses of Reconciliation are presented and deconstructed. These various meanings and perspectives of Reconciliation are placed within a linear spectrum of typologies, from 'hard', 'genuine' or 'substantive' Reconciliation advocated by the Left, comprising a strong social justice agenda, first nation rights and compensation for past injustices, to the assimiliationist typologies desired by members of the Right which suggest that Reconciliation is best achieved through the total integration of Aboriginal people into the mainstream community, with Aboriginal people accepting the reality of their dispossession. -- In between these two extremes lie degrees of interpretations of what constitutes Reconciliation, including John Howard's current Federal Government interpretation of 'practical' Reconciliation. In this context "Left" and "Right" are defined less by political ideological lines of the Labor and Liberal parties than by attitudes to human rights and social justice. Secondly, and within the socio-political context presented above, the thesis reports on research conducted with Indigenous and non Indigenous educators, students and elders in the context of the NSW school system to decipher meanings and perspectives on Reconciliation as reflected in that sector. It then makes comparisons with research conducted on behalf of the Council for Aboriginal Reconciliation during the 1990s on attitudes to Reconciliation in the community. Perceived differences are analysed and discussed.
The research further explores how schools approached the teaching of Reconciliation through a series of survey questions designed to document the types of activities undertaken by the schools with Reconciliation as the main aim. -- Research findings indicated that while both the community at large and the education community are overwhelmingly supportive of Reconciliation, both as a concept and as a government policy, when questioned further as to the depth and details of this commitment to Reconciliation and the extent to which they may be supportive of the 'hard' issues of Reconciliation, their views and level of support were more wide ranging and deflective. -- Findings indicated that, in general, educators have a more multi-layered understanding of the issues related to Reconciliation than the general community, and a proportion of them do articulate more clearly those harder, more controversial aspects of the Reconciliation process (eg just compensation, land and sea rights, customary laws). However, they are in the main, unsure of its meaning beyond the 'soft' symbolic acts and gatherings which occur in schools. In the late 1990s, when Reconciliation was at the forefront of the national agenda, research findings indicate that while schools were organising cultural and curriculum activities in their teaching of Indigenous history or Aboriginal studies - they did not specifically focus on Reconciliation in their teaching programs as an issue in the community. Teachers did not have a clearly defined view of what Reconciliation entailed and schools were not teaching about Reconciliation directly within their curriculum programs. -- The research also sought to identify facotrs which acted as enhancers of a Reconciliation program in schools and factors which were seen as barriers. Research findings clearly pointed to community and parental attitudes as important barriers with time and an overcrowded curriculum as further barriers to the implementation of teaching programs. Factors which promoted Reconciliation in schools often related to human agency and human relationships such as supportive executive leadership, the work of committed teachers and a responsive staff and community.
Mode of access: World Wide Web.
xvi, 286 leaves ill
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van, Limbeek Catherine A. H., and n/a. "WHAT ADAPTATIONS AND MODIFICATIONS DO REGULAR CLASSROOM TEACHERS REPORT MAKING TO THEIR PROGRAMS AND PRACTICES IN ORDER TO MEET THE NEEDS OF STUDENTS WITH MILD DISABILITIES AND LEARNING DIFFICULTIES?" University of Canberra. n/a, 2008. http://erl.canberra.edu.au./public/adt-AUC20081216.113453.
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Integration has been the policy of the New South Wales Department of Education and
Training since 1981. Regular classroom teachers are responsible for implementing this policy
at the classroom level. In order to achieve this, teachers need to make informed decisions
about aspects of the class program and practice that may need to be adapted or modified to
provide opportunities for integrated students to participate meaningfully in regular classroom
environments.
The purpose of this study is twofold: to extend research into adaptations made by New South
Wales teachers under a policy of integration by surveying teachers' perceptions on various
adaptations/modifications and to explore factors related to teachers? implementation of these
adaptations/modifications to programs and practices for students with mild disabilities and/or
learning difficulties. Researchers have studied integration (variously named and interpreted)
since the eighties and the current research is based on a body of research conducted over the
last twenty-five years. The current research identified the frequency of different types of
adaptations/modifications used by regular classroom teachers. An attempt is made to identify
various barriers and isolate particular factors that may influence the use of these
adaptations/modifications in regular classrooms.
Results indicated that teachers reported using different adaptations and modifications to
varying degrees. Teachers indicated that they held a preference for adaptations and
modifications that could easily be implemented for all students in the class. Teachers reported
that barriers such as: 'Lack of preparation and planning time'; 'Demands on instruction time';
and 'Inadequate staff ratios' have the greatest affect on their implementation of adaptations
and modifications. The level of qualifications held by the teachers was the only factor that
had a significant correspondence to the frequency of adaptations and modifications
implemented for students with mild disabilities and learning difficulties. Further research is
recommended to investigate across a larger area of population, the type and level of
disabilities experienced by the students and the influence of teachers? choice on frequency of
adaptations and modifications.
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Waites, Carol Katherine Education Faculty of Arts & Social Sciences UNSW. "The professional life-cycles and professional development of adult teachers of English to speakers of other languages (TESOL)." Awarded by:University of New South Wales. School of Education, 1999. http://handle.unsw.edu.au/1959.4/17832.
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THE PROFESSIONAL LIFE-CYCLES AND PROFESSIONAL DEVELOPMENT OF ADULT TEACHERS OF ENGLISH TO SPEAKERS OF OTHER LANGUAGES (TESOL) This thesis focuses on the findings of a research study conducted in Geneva and Sydney to examine the career cycles of TESOLs. It explores many of the issues investigated in Huberman???s study of 160 secondary school teachers in Geneva (1989, 1993). Seventy-three in-depth interviews were conducted with teachers and trainers / administrators in adult TESOL, and professional development issues were examined in greater detail than in the Huberman study. The central purpose of the study was to test the universality of the Huberman model of career phases. TESOLs were found to have far more variations during their career cycles than school teachers, who were in a more stable and predictable situation. The study focused on particular moments in the career cycle, exploring TESOLs??? levels of satisfaction. TESOLs in the present study were found to have similar intrinsic satisfactions and concerns about working conditions as the findings of other TESOL studies. Although the occupation was reportedly becoming increasingly more professional, its unpredictable nature made it stimulating and rewarding. In spite of the instability of the TESOL career, TESOLs appeared to have more positive career experiences overall than many school teachers with more stable career paths. The study also examined professional development issues by comparing the perceptions of TESOLs and their trainers / administrators. They had many divergent opinions as to the professional development requirements of TESOLs. While there was no conclusive evidence that professional development could be linked to stages, TESOLs in a phase of diversification were found to have different professional development requirements from other phases. Personal, professional and environmental factors also affect the professional development requirements of TESOLs at any stage. In summary, it appears that the traditional career phase model is inappropriate when applied to TESOLs, and perhaps for other similarly unstable careers. With the recent changes in people???s professional lives, requiring increasing mobility and adaptability in the changing job market, other career path models to guide counselling, professional development and other staff management programs will need to be explored.
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Baxter, Christine Ann. ""Making connections" early childhood teachers re-creating meaning contextualizing Reggio Emilian pedagogy /." Electronic version, 2007. http://hdl.handle.net/1959.14/659.
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Submitted in fulfilment of the requirements for the degree of master of Philosophy Macquarie University, Australian Centre for Educational Studies, Institute of Early Childhood. 2007.Thesis (MPhil)--Macquarie University (Australian Centre for Educational Studies, Institute of Early Childhood), 2007.
Bibliography: p. 199-227.
Introduction -- The context of the study -- Literature review -- Methodology -- Teachers' interpretations: the impact of Reggio Emilian pedagogy -- Themes of influence: Reggio Emilian pedagogy and teachers' philosophies and practice -- Relevance to the local context -- Conclusion.
Reggio Emilian pedagogy is an acknowledged and burgeoning world-wide influence in early childhood education, yet it claims not to be a model for emulation. Where practising teachers engage with Reggio Emilian pedagogy in their classrooms, such 'influence without emulation' creates a paradox in the process. This qualitative study aims to investigate the process and theorize the paradox. Following the tradition of interpretive research into teacher reflection, research, inquiry and professional development, eight Australian teachers, working across a range of early childhood contexts, were interviewed for their interpretations of the impact, influence and local relevance of this foreign pedagogy. Analysis revealed strong responses, common themes of influence and a shared perspective on the issue of translocation - engagement in an alternative process to mere replication.
Mode of access: World wide Web.
iii, 283 p
Books on the topic "Teaching – Standards – New South Wales"
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New South Wales kookaburra handwriting outcomes. Southbank, Vic: Thomson Learning Australia, 2003.
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Laxton, J. H. Water quality standards for freshwater creeks, estuaries and saline lagoons in urban areas of coastal New South Wales and Queensland. St. Ives, N.S.W: J.H. & E.S. Laxton, 2006.
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Australasian Association for Engineering Education. Convention and Conference. Keeping pace with social and technical change: Proceedings of the 8th Annual Convention and Conference, 15-18 December 1996, the University of New South Wales. Clayton, Vic: USICEE, 1996.
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Chan, Janet B. L. Learning the craft of policing: Police training, occupational culture & professional practice : final report to the New South Wales Police Service and the Australian Research Council. [New South Wales: s.n., 1999.
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Andresen, Lee. The influence of class size on teaching and learning law at the University of New South Wales: A study of student and staff perspectives during the 1989/1990 trials of increased class size. Kensington, NSW: University of New South Wales, Professional Development Centre, 1991.
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Preston, Jenny, and David Lambert. A Geography of New South Wales. Cambridge University Press, 1996.
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David, Coffey. Pearson Mathematics for New South Wales 7 Student Book. Pearson Education Australia, 2013.
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Madden, David, Greg Rickard, Jacinta Devlin, Greg Linstead, and Maggie Spenceley. Pearson Mathematics for New South Wales 9, Stages 5. 1, 5. 2 and 5. 3 Student Book. Pearson Education Australia, 2013.
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Rickard, Greg. Pearson Mathematics for New South Wales 10, Stages 5. 1, 5. 2 and 5. 3 Student Book. Pearson Education Australia, 2014.
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Standards for Prosecutors: An Analysis of the National Prosecuting Agencies in Ireland, New South Wales , the Netherlands and Denmark. International Courts Association, 2009.
Find full textBook chapters on the topic "Teaching – Standards – New South Wales"
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Matthews, Michael R. "Sydney Teachers College and University of New South Wales." In History, Philosophy and Science Teaching: A Personal Story, 91–118. Singapore: Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-16-0558-1_4.
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McCulla, Norman. "Investigating the Use of Capability and Standards – Referenced Frameworks to Support the Professional Learning of Aspiring, New and Experienced School Leaders in the Public Education System in New South Wales, Australia1." In School Leadership - International Perspectives, 267–79. Dordrecht: Springer Netherlands, 2009. http://dx.doi.org/10.1007/978-90-481-3501-1_14.
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Manuel, Jacqueline, and Don Carter. "The status and relevance of the Growth model for a new generation of English teachers in New South Wales, Australia." In The Future of English Teaching Worldwide, 133–45. Routledge, 2018. http://dx.doi.org/10.4324/9781351024464-11.
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Jeppesen, Jennie. "From Whips to Wages." In Frontiers of Labor. University of Illinois Press, 2018. http://dx.doi.org/10.5622/illinois/9780252041839.003.0006.
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One might perhaps not expect to find many similarities between labor in Virginia 1660-1750 and in New South Wales 1800-1840. However, there was a crucial unfree white labor stream that fed both British colonies in these two periods: convicts. At first glance, the convicts’ working lives look similar—Virginian convicts were held by a master, often on a plantation, and were working for the master’s profit, while New South Wales convicts were assigned to a master, often on a farm, and worked for the master’s profit. However, this is where the similarities end. The control over the convicts by the New South Wales government meant that there were greater rules and regulations over convict living standards, work hours, usage, and punishment. None of these controls existed for Virginian convicts, who were wholly controlled by their masters. As a result of this difference in control, we see a dynamic change in the method used to motivate effective labor from the convict population. While masters of Virginian convicts relied on coercion and punishment to force work patterns, employers in New South Wales instead relied on incentives and rewards. This chapter explores the impacts on method of control, and how it influenced the shift from coercive-driven labor to incentive-driven labor.
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Corkish, Richard. "Undergraduate and Postgraduate Education in Renewable Energy." In Renewable and Alternative Energy, 81–92. IGI Global, 2017. http://dx.doi.org/10.4018/978-1-5225-1671-2.ch003.
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This chapter explores how the University of New South Wales (UNSW) has undertaken silicon solar cell research since the mid-1970s and achieved world recognition in the 1980s. The UNSW solar cell research group has led international commercialisations and, since 2000, pioneered specialised undergraduate education in photovoltaics engineering. The Photovoltaics and Solar Energy undergraduate program is a unique four-year full-time Bachelor of Engineering program covering device theory; photovoltaic technology and manufacturing; photovoltaic applications and system design; policy, analysis, and modelling; renewable energy technologies; and sustainable energy. The related Renewable Energy Engineering program encompasses a broader range of renewable energy technologies including solar thermal systems, wind turbines, biomass, and also the important areas of solar architecture and energy efficiency. The School also offers four postgraduate coursework and two research programs in the same topics. In-house developed technical tools are used extensively in teaching and research.
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Osborne, Jo. "Managing Project-Based Workplace Learning at a Distance." In Global Challenges and Perspectives in Blended and Distance Learning, 99–106. IGI Global, 2013. http://dx.doi.org/10.4018/978-1-4666-3978-2.ch007.
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This case description outlines the development of a Master’s course in Clinical Leadership involving a partnership arrangement between the University of Tasmania and a New South Wales (NSW) Area Health Service, where partners are based in different states, and course participants complete their studies predominantly in distance mode. Workplace learning through project implementation is core to the course. The university takes responsibility for the development and delivery of online units, while the health service partner has major responsibility for the coordination and assessment of workplace learning assignments, with the academic moderation of the university teaching team. The integration of theory-based units with project implementation has been well received by course participants. Distance factors provide significant challenges for course implementation. Early course evaluations have informed revisions to unit structures, but changes in the client base may force revisions to course delivery to maintain participant access to study materials and activities. Lecturers, health service instructors, course participants, and their workplace supervisors are all affected by changing dynamics.
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Osborne, Jo. "Managing Project-Based Workplace Learning at a Distance." In Adult and Continuing Education, 2018–25. IGI Global, 2014. http://dx.doi.org/10.4018/978-1-4666-5780-9.ch117.
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This case description outlines the development of a Master's course in Clinical Leadership involving a partnership arrangement between the University of Tasmania and a New South Wales (NSW) Area Health Service, where partners are based in different states, and course participants complete their studies predominantly in distance mode. Workplace learning through project implementation is core to the course. The university takes responsibility for the development and delivery of online units, while the health service partner has major responsibility for the coordination and assessment of workplace learning assignments, with the academic moderation of the university teaching team. The integration of theory-based units with project implementation has been well received by course participants. Distance factors provide significant challenges for course implementation. Early course evaluations have informed revisions to unit structures, but changes in the client base may force revisions to course delivery to maintain participant access to study materials and activities. Lecturers, health service instructors, course participants, and their workplace supervisors are all affected by changing dynamics.
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Lee, Mark J. W., and Catherine McLoughlin. "Supporting Peer-to-Peer E-Mentoring of Novice Teachers Using Social Software." In Cases on Online Tutoring, Mentoring, and Educational Services, 84–97. IGI Global, 2010. http://dx.doi.org/10.4018/978-1-60566-876-5.ch007.
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The Australian Catholic University (ACU National at www.acu.edu.au) is a public university funded by the Australian Government. There are six campuses across the country, located in Brisbane, Queensland; North Sydney, New South Wales; Strathfield, New South Wales; Canberra, Australian Capital Territory (ACT); Ballarat, Victoria; and Melbourne, Victoria. The university serves a total of approximately 27,000 students, including both full- and part-time students, and those enrolled in undergraduate and postgraduate studies. Through fostering and advancing knowledge in education, health, commerce, the humanities, science and technology, and the creative arts, ACU National seeks to make specific and targeted contributions to its local, national, and international communities. The university explicitly engages the social, ethical, and religious dimensions of the questions it faces in teaching, research, and service. In its endeavors, it is guided by a fundamental concern for social justice, equity, and inclusivity. The university is open to all, irrespective of religious belief or background. ACU National opened its doors in 1991 following the amalgamation of four Catholic tertiary institutions in eastern Australia. The institutions that merged to form the university had their origins in the mid-17th century when religious orders and institutes became involved in the preparation of teachers for Catholic schools and, later, nurses for Catholic hospitals. As a result of a series of amalgamations, relocations, transfers of responsibilities, and diocesan initiatives, more than twenty historical entities have contributed to the creation of ACU National. Today, ACU National operates within a rapidly changing educational and industrial context. Student numbers are increasing, areas of teaching and learning have changed and expanded, e-learning plays an important role, and there is greater emphasis on research. In its 2005–2009 Strategic Plan, the university commits to the adoption of quality teaching, an internationalized curriculum, as well as the cultivation of generic skills in students, to meet the challenges of the dynamic university and information environment (ACU National, 2008). The Graduate Diploma of Education (Secondary) Program at ACU Canberra Situated in Australia’s capital city, the Canberra campus is one of the smallest campuses of ACU National, where there are approximately 800 undergraduate and 200 postgraduate students studying to be primary or secondary school teachers through the School of Education (ACT). Other programs offered at this campus include nursing, theology, social work, arts, and religious education. A new model of pre-service secondary teacher education commenced with the introduction of the Graduate Diploma of Education (Secondary) program at this campus in 2005. It marked an innovative collaboration between the university and a cohort of experienced secondary school teachers in the ACT and its surrounding region. This partnership was forged to allow student teachers undertaking the program to be inducted into the teaching profession with the cooperation of leading practitioners from schools in and around the ACT. In the preparation of novices for the teaching profession, an enduring challenge is to create learning experiences capable of transforming practice, and to instill in the novices an array of professional skills, attributes, and competencies (Putnam & Borko, 2000). Another dimension of the beginning teacher experience is the need to bridge theory and practice, and to apply pedagogical content knowledge in real-life classroom practice. During the one-year Graduate Diploma program, the student teachers undertake two four-week block practicum placements, during which they have the opportunity to observe exemplary lessons, as well as to commence teaching. The goals of the practicum include improving participants’ access to innovative pedagogy and educational theory, helping them situate their own prior knowledge regarding pedagogy, and assisting them in reflecting on and evaluating their own practice. Each student teacher is paired with a more experienced teacher based at the school where he/she is placed, who serves as a supervisor and mentor. In 2007, a new dimension to the teaching practicum was added to facilitate online peer mentoring among the pre-service teachers at the Canberra campus of ACU National, and provide them with opportunities to reflect on teaching prior to entering full-time employment at a school. The creation of an online community to facilitate this mentorship and professional development process forms the context for the present case study. While on their practicum, students used social software in the form of collaborative web logging (blogging) and threaded voice discussion tools that were integrated into the university’s course management system (CMS), to share and reflect on their experiences, identify critical incidents, and invite comment on their responses and reactions from peers.
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Polaine, Andy. "Creative Waves." In Social Computing, 1083–95. IGI Global, 2010. http://dx.doi.org/10.4018/978-1-60566-984-7.ch069.
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The past few years have seen the promise of online collaboration vastly augmented by developments in online technologies and emerging creative practices. Through our work with the Omnium Research Group, the authors argue that design should never be a solitary activity and benefits from many levels of collaboration - never more so than when dealing with complex issues facing today’s world. The highly connected global society in which many of us now live frequently uses web-technologies to enhance nearly every facet of day-to-day life. The authors strongly believe that design education should not isolate itself from such communal and collaborative potential. This chapter explores what happens when online creative collaboration is applied to a realworld design project tackling critical health issues affecting local communities in Africa. It offers an account of the most recent, fully-online Creative Waves project - Visualising Issues in Pharmacy (VIP) that saw over 100 graphic designers join forces with a similar number of pharmacists from over 40 countries worldwide to produce graphic proposals for public awareness campaigns about six health issues seriously affecting the people of a village community in Kenya. The three-month VIP project is explained in relation to its aims, objectives and graphic outcomes, as well as the online environment in which it took place. Creative Waves is a concept created in 2005 by the Omnium Research Group, based at The University of New South Wales in Australia, to form online communities of design students from many institutions around the globe. Consisting an array of enthusiastic students, teaching staff, professional practitioners and luminaries invited as special guests, these online creative communities have proved that amazing results can be produced through careful facilitation between distanced individuals who will most likely never meet. The Creative Waves concept has to date been offered twice in collaboration with Icograda and the Icograda Education Network.
Conference papers on the topic "Teaching – Standards – New South Wales"
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Kehler, Patrik, Carlos Chaves, Abdias García, Hugo Centurion, Alejandro Escobar, Logan Lopes, Santiago Aquino, Nicolás Ferreira, and Jorge Kurita. "Ventilation CFD Analysis at an Classroom as a Tool for Air Safety Verification Under COVID19 Context, a Case Study." In ASME 2021 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2021. http://dx.doi.org/10.1115/imece2021-73785.
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Abstract The COVID 19 pandemic has struck the global economy and slowed down human activity. Paraguay, a small South-American country, was not an exception. This work results from the urgent need to reopen universities, schools, and other academic institutions to resume teaching activities in light of restrictive access to online learning in Paraguay. In order to contain the spread of this virus, school activities such as course lectures were placed on hold indefinitely. Inappropriate airflow in an enclosed space is one of the main factors in the spread of this virus. When combined with personal protective equipment, proper air ventilation and air replacement can significantly reduce this airborne virus’s spread. Potential sources of contaminant accumulation are stagnant locations of air in a closed volume. It is, therefore, essential to first identify these hot spots. Utilizing computational tools, such as CFD, an airflow analysis can be conducted to see any potential stagnant point. In the case of a classroom, it will then allow proper airflow by avoiding stagnant points by moving furniture, equipment, and chairs in combination to adding walls and opening windows and doors. This type of CFD study will set the benchmark for future classroom layout standards in this pandemic background. The work discussed here is a case study on a 300 student classroom at the Faculty of Engineering at the National University of Asuncion. The CFD results showed detailed information on flow patterns and velocity profiles in the analyzed classroom environment and air cycle and exhaust results. The six air conditioning systems blowing 300 CFM each, combined with eight fans installed at the ceiling, forced air to recirculate and helped to remove old air to the windows and suction some new air from doors. This helped university administrators to reopen some class areas and keep their faculties and students safe for lectures. It is important to remark here that air reposition could be measured, showing 200 CFM air removal in this first simulation run. Further analysis with a different internal layout will be needed to see if any improvements can be made. It is expected to have a much better air removal by adding a localized exhaust fan. This work suggests the location of each location’s outlet points and flows capacity to ensure proper ventilation is achieved in this particular case study. Other academic institutions are showing interest in implementing this computational tool to design classroom layout as well as ventilation schemes.
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Solis-Navarro, Carlos, and Anna-Carin Brink. "Widening jointed reinforced concrete pavements on the Easing Sydney’s Congestion Program." In 12th International Conference on Concrete Pavements. International Society for Concrete Pavements, 2021. http://dx.doi.org/10.33593/y0qxjehe.
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The aim of this paper is to demonstrate how existing jointed reinforced concrete pavements (JRCPs) are incorporated in the design of new and/or widened lanes as part of the Easing Sydney's Congestion (ESC) Program. The ESC Program is one of the Transport for New South Wales' initiatives to meet the increasing demand for infrastructure in the state. At the inception of the Program in 2016, major capital expenditure was set over AU $2.1 billion over five years to 2021. NSW is the State in Australia with the largest number of concrete pavements in the urban road network; mostly JRCPs many of which are now more than 40 years old and surfaced with nominal 50 mm asphalt. As part of the more than 50 projects delivered, the existing concrete pavements required widening to allow for additional lanes and extension of turning lanes. Whilst the pavement designs had to meet minimum engineering standards with a design life of 40 years, they also needed to cater for rapid construction to mitigate disruption to road users in limited construction space. This paper will describe the approach used to gain information on the existing pavements, the different pavement structures constructed, the detailing of the widenings, the specification of various concrete mixes including high-early strength materials and lessons learnt from the construction phase.
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Fuehne, Joseph. "A New, Gateway Class Emphasizing Metrology." In NCSL International Workshop & Symposium. NCSL International, 2017. http://dx.doi.org/10.51843/wsproceedings.2017.05.
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The Purdue Polytechnic Institute is one of ten colleges on the campus of Purdue University in West Lafayette, Indiana. Also included in the Institute is an outreach effort that includes ten locations spread throughout the state of Indiana to engage local communities and industries and to provide an alternative to the main campus for traditional and non-traditional students in those geographic areas. One of those areas is Columbus, Indiana, about an hour south of Indianapolis, and this paper relates experiences from that location. The Purdue Polytechnic Institute is using modernized teaching methods that are "research-proven, state-of-the-art teaching methods that are different, fun, challenging and more effective." One element of this is to bring these methods to a first-semester class so that the newest students can experience these methods and understand what to expect over their time with the Polytechnic Institute. Purdue Polytechnic Columbus is unique among the outreach locations due to a partnership with diesel-engine manufacturer Cummins Inc. that has led to an environmentally-controlled metrology lab located within the university facility. The lab contains a calibrated coordinate measuring machine, calibrated tensile tester, a surface finish instrument, a roundness tester and a plethora of donated hand tools including calipers, micrometers, height gauges, bore gauges, PI tapes, sine blocks, and several sets of gauge blocks. This new class attempts to integrate nearly all facets of the metrology lab into the learn-by-doing activities to provide a fun, unparalleled experience for the first-time students. Activities described in the paper include micrometer calibration using gauge blocks, a study of springs using a height gauge and mass standards, pressure and force measurements of footballs, load-displacement characteristics of various bandages, and calculation of volume and surface area of various objects using calipers, micrometers, and rulers. In all cases, students are required to summarize data by developing graphs and tables using spreadsheet software.
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Groeli, Robert. "Building 8500+ Trail Bridges in the Himalayas." In Footbridge 2022 (Madrid): Creating Experience. Madrid, Spain: Asociación Española de Ingeniería Estructural, 2021. http://dx.doi.org/10.24904/footbridge2022.125.
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<p>Mobility is one of the most challenging fundamentals of rural livelihood in the Himalayan hills and mountains. More than 8500 trail bridges, comprising an overall span-length of about 650 kilometers have been constructed to date, saving millions of walking hours for people living in the rural Himalayan areas. Previously, crossing rivers was dangerous and sometimes impossible, especially in the rainy season. These bridges created vital connections which enabled children to go to school and people to access public services and visit medical centers and sanctuaries. They also boost local economic output by reducing the effort required to run local farms, gather crops and visit regional markets.</p><p>Fig. 1:The struggles and dangers of crossing a river and its solution</p><p>Swiss technical assistance for rural trail bridges started in the early sixties with the construction of a few suspension bridges in the hill areas of Nepal. In 1964 the Nepalese Government established the Suspension Bridge Division (SBD), and starting in 1972 the Swiss Government began providing continuous technical and financial assistance. Similarly, the Public Works Department in Bhutan initiated a country wide trail bridge construction program in 1971 for which assistance was provided from 1985-2010. Exchanges of experiences between these programs created a collaborative environment where new ideas could be evaluated and tested in the field. After SBD initially developed the basic technical norms, design parameters and standard designs suitable for long-span bridges, demand for simpler shorter span bridges rose tremendously. This prompted the program to develop “community executable bridge designs” adapted to the local skills and materials while conforming to established engineering standards. As a result, cost-effective, easy to implement technologies and community-based approaches were developed, which have been replicated in numerous countries leading to multiple successful partnerships in international development cooperation.</p><p>The purpose of this paper is to highlight the following outcomes of the trail bridge-program:</p><ul><li><p>Standardized cost-effective trail bridge designs based on local capabilities and bridge-building techniques</p></li><li><p>Published of manuals, technical drawings and teaching resources for design, construction and fabrication</p></li><li><p>Engaged local communities in the construction, operation and maintenance of trail bridges</p></li><li><p>Compiled comprehensive trail bridge directory for planning, monitoring and maintenance</p></li><li><p>Established Sector Wide Approach (SWAp) with institutional frameworks at national and local level</p></li><li><p>‘South-South Cooperation’ with Bhutan, Tanzania, Ethiopia, Indonesia, Laos, Burundi, Honduras, Guatemala</p></li></ul>