Relevant bibliographies by topics / Teaching Victoria Case studies

Academic literature on the topic 'Teaching Victoria Case studies'

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Published: 10 December 2022
Last updated: 29 January 2023

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Journal articles on the topic "Teaching Victoria Case studies"

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Fawns, Rod, and David Nance. "Teacher Knowledge, Education Studies and Advanced Skills Credentials." Australian Journal of Education 37, no. 3 (November 1993): 248–58. http://dx.doi.org/10.1177/000494419303700303.

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It is argued that appraisal of advanced skills in teaching should be based on the pedagogical content knowledge which good teachers, in biology for instance, could be expected to possess and which a well-trained biologist would not. Public acceptance of this claim is the key element in any argued case for a career restructuring which rewards the development of teaching expertise in schools and universities. Several initial schemes employed in Victoria for appraisal of Advanced Skills Teacher 1 are critically examined. An alternative to the competency-based approaches is presented, founded on research into the development of practical reasoning of teachers.
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Murdoch, Lydia, and Susan Zlotnick. "Leaving Victorian Studies Behind: The Case of Vassar College." Global Nineteenth-Century Studies 1, no. 1 (June 1, 2022): 53–62. http://dx.doi.org/10.3828/gncs.2022.9.

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Much of the recent reflection on nineteenth-century global studies has focused on research, graduate program(me)s, or upper-level courses. This essay recounts the transformation of the Program in Victorian Studies at Vassar College, one of the few institutions in North America offering an undergraduate degree in Victorian Studies, into a global nineteenth-century studies program. The new multidisciplinary program prioritizes teaching at the 100-level in order to prepare students to take a global perspective into advanced courses. Its introductory team-taught course, ‘Revolution, Evolution, and the Global Nineteenth Century’, is the place where the Vassar faculty work out both the practical and theoretical challenges of teaching ‘the global’, such as how to incorporate non-Anglophone materials as well as science and technology into a global curriculum. The course - and the program more broadly - constitute a serious effort to decolonize the study of the nineteenth century at the undergraduate level.
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Jeong, Bok Gyo, and Sara Compion. "Characteristics of women’s leadership in African social enterprises: The Heartfelt Project, Bright Kids Uganda and Chikumbuso." Emerald Emerging Markets Case Studies 11, no. 2 (May 21, 2021): 1–22. http://dx.doi.org/10.1108/eemcs-11-2019-0305.

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Learning outcomes This trio of cases is appropriate for upper-level undergraduate classes or for postgraduate programs in non-profit management, leadership and community development, international development, global studies, women’s and gender studies and social entrepreneurship. It allows the instructors and students to engage with classical leadership tenets and emerging social entrepreneurship literature. Upon completion of the case study discussion and assignments, students will be able to: identify diverse obstacles that African women face in starting social enterprises; understand the ways that African women leaders build a social dimension to their enterprise; and identify characteristics of women’s leadership and critique the value of women’s leadership for establishing sustainable social enterprises. Case overview/synopsis The case stories of the three African social enterprises portray how female leaders have fostered sustainable organisations through prioritising social, over economic and governance investments. Martha Letsoalo, a former domestic worker, founded the Heartfelt Project in South Africa, which now employs fifteen women, ships products all around the world and enriches the community of Makapanstad with its workshop, training and education centre. Victoria Nalongo Namusisi, daughter of a fisherman in rural Uganda, founded Bright Kids Uganda, a thriving care facility, school and community centre that educates vulnerable children, empowers victims of gender-based violence and distributes micro-loans to female entrepreneurs. Gertrude, abandoned in Lusaka, Zambia, founded Chikumbuso, a home of resilience and remembrance to educate children and offer women employment in a cooperative business. Each case documents the founding years of the social enterprise and outlines some of the shared women’s leadership approaches. The case dilemma focuses on why and how women start social enterprises in socially and economically difficult contexts. Complexity academic level This trio of cases is appropriate for undergraduate or graduate-level programs in non-profit management, leadership and community development, international development, global studies and social entrepreneurship. Supplementary materials Teaching Notes are available for educators only. Please contact your library to gain login details or email support@emeraldinsight.com to request teaching notes. Subject code CSS 3: Entrepreneurship. Supplementary materials Teaching notes are available for educators only.
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Dwyer, Alison, and John McNeil. "Are Clinical Registries Actually Used? The Level of Medical Staff Participation in Clinical Registries, and Reporting within a Major Tertiary Teaching Hospital." Asia Pacific Journal of Health Management 11, no. 1 (March 16, 2016): 56–64. http://dx.doi.org/10.24083/apjhm.v11i1.245.

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Clinical Registries are established to provide a clinically credible means for monitoring and benchmarking healthcare processes and outcomes, to identify areas for improvement, and drive strategies for improving patient care. Clinical Registries are used to assess changes in clinical practice, appropriateness of care and health outcomes over time. The American Heart Association Policy Statement in April 2011 called for expanding the application for existing and future Clinical Registries, with well-designed Clinical Registry programs. Concurrently, in Australia, and similarly within the United States and United Kingdom, there has been an increased focus on performance measurement for quality and patient safety. Within Victoria, the Victorian Clinical Governance Policy Framework outlines clinical effectiveness as one of the four domains of Clinical Governance As Clinical Registries evaluate effectiveness and safety of patient care by measuring patient outcomes compared with peers, the use of Clinical Registries data to improve a health service’s quality of care seems intuitive. A mixed methods approach was utilised, involving (1) semi-structured interviews and (2) documentation audit in this study conducted at Austin Health, a major tertiary teaching hospital in North-Eastern metropolitan Melbourne, affiliated with the University of Melbourne and various research institutes within Austin LifeSciences. Although many studies have highlighted the benefits of data collected via individual Clinical Registries, [5,6] the level of voluntary medical staff participation in Clinical Registries at a health service level is yet to be established. The aim of this study was to document the level of medical staff involvement for Clinical Registries within a major tertiary teaching hospital, and the level of reporting into Quality Committees within the organisation. This study demonstrates that along with a very high level of medical staff participation in Clinical Registries, there is a lack of systematic reporting of Registries data into quality committees beyond unit level, and utilisation of such data to reflect upon practice and drive quality improvement. Abbreviations: CREPS – Centre for Excellence in Patient Safety; CSU – Clinical Services Unit; HOU – Heads of Unit; VASM – Victorian Audit of Surgical Mortality.
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Hadley, Fay, and Elizabeth Rouse. "The family–centre partnership disconnect: Creating reciprocity." Contemporary Issues in Early Childhood 19, no. 1 (March 2018): 48–62. http://dx.doi.org/10.1177/1463949118762148.

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The purpose of this article is to examine the disconnect happening in relation to family–centre partnerships. Developing partnerships with families is hotly debated and provides challenges for educators teaching in the early childhood sector. Using a comparative case study analysis, several research studies conducted in the states of New South Wales and Victoria, Australia, are examined to illustrate these disconnects. These issues are examined within Belonging, Being and Becoming: The Early Years Learning Framework for Australia, a national framework that is common to all programs across Australia, which identifies practice, principles and learning outcomes for young children. This disconnect is related to the language that is used by the early childhood staff and misunderstood by the parents, the ways communication occurs and its ineffectiveness. The article argues that there is a need to move beyond the current rhetoric of engaging in partnerships with families to a space that allows for transparency, reciprocity and new language.
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Orlowski, Paul. "Social Studies and Civil Society: Making the Case to Take on Neoliberalism." in education 20, no. 1 (April 23, 2014): 3–24. http://dx.doi.org/10.37119/ojs2014.v20i1.119.

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The biggest threat to civil society in Canada and the United States is the economic doctrine known as neoliberalism. Sometimes referred to as the corporate agenda, this philosophy supports the deregulation of industry, the privatization of the commons, the weakening of workers’ rights, and corporate tax cuts. Acknowledging that teaching is a political act, this paper makes a case for social studies and history teachers to develop pedagogy that lifts the hegemonic veil for students. Progressive economic policies--progressive tax reform, support for workers, strengthening social welfare, and regulating industry--work in tandem to create resistance to neoliberalism. After describing the effects of neoliberalism today, the paper highlights important victories for working- and middle-class citizens based on Keynesian economics and social democratic values that have strengthened civil society in both countries. All are threatened today because of neoliberalism. The paper outlines a pedagogical approach for social studies teachers based upon ideology critique, critical media literacy, and reframing of neoliberal discourses with progressive ones. Deconstructing hegemony is the crucial component of this critical pedagogy. Keywords: social studies education; neoliberalism; ideology critique; critical media literacy; deconstructing hegemony
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Raby, Rebecca. "CHILD AND YOUTH CARE: CRITICAL PERSPECTIVES ON PEDAGOGY, PRACTICE, AND POLICY (2011)." International Journal of Child, Youth and Family Studies 3, no. 2-3 (April 16, 2012): 349. http://dx.doi.org/10.18357/ijcyfs32-3201210875.

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<p><em>Child and Youth Care: Critical Perspectives on Pedagogy, Practice, and Policy</em> is an edited collection that importantly contributes to critical, postfoundational analyses of child and youth care. Child and youth care covers a broad, multifaceted range of professional practice that is powerfully positioned to reproduce and/or challenge singular truths and social inequalities in work with young people and their families, thus pointing to the importance of critical reflection. Contributors to this collection are primarily faculty and graduate students from the Department of Child and Youth Care at the University of Victoria, Canada, who also share a wealth of practical experience in the child and youth care field. These authors draw on a range of theoretical approaches including postmodernism, poststructuralism, governmentality studies, postmarxism, queer theory, feminism, and postcolonialism. The chapters link such theory to personal teaching, research experiences, and literature review to draw attention to, and problematize, features of modernist practice in child and youth care.</p>
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Hallinan, Christine M., and Kelsey L. Hegarty. "Advanced training for primary care and general practice nurses: enablers and outcomes of postgraduate education." Australian Journal of Primary Health 22, no. 2 (2016): 113. http://dx.doi.org/10.1071/py14072.

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The aims of the present study were to understand enablers to participation in postgraduate education for primary care nurses (PCNs), and to explore how postgraduate education has advanced their nursing practice. Cross-sectional questionnaires were mailed out in April 2012 to current and past students undertaking postgraduate studies in primary care nursing at The University of Melbourne, Victoria, Australia. Questionnaires were returned by 100 out of 243 nurses (response rate 41%). Ninety-one per cent (91/100) of the respondents were first registered as nurses in Australia. Fifty-seven per cent were hospital trained and 43% were university educated to attain their initial nurse qualification. The respondents reported opportunities to expand scope of practice (99%; 97/98), improve clinical practice (98%; 97/99), increase work satisfaction (93%; 91/98) and increase practice autonomy (92%; 89/97) as factors that most influenced participation in postgraduate education in primary care nursing. Major enablers for postgraduate studies were scholarship access (75%; 71/95) and access to distance education (74%; 72/98). Many respondents reported an increased scope of practice (98%; 95/97) and increased job satisfaction (71%; 70/98) as an education outcome. Only 29% (28/97) cited an increase in pay-rate as an outcome. Of the 73 PCNs currently working in general practice, many anticipated an increase in time spent on the preparation of chronic disease management plans (63%; 45/72), multidisciplinary care plans (56%; 40/72) and adult health checks (56%; 40/72) in the preceding 12 months. Recommendations emerging from findings include: (1) increased access to scholarships for nurses undertaking postgraduate education in primary care nursing is imperative; (2) alternative modes of course delivery need to be embedded in primary care nursing education; (3) the development of Australian primary care policy, including policy on funding models, needs to more accurately reflect the educational level of PCNs, PCN role expansion and the extent of interprofessional collaboration that is evident from research undertaken to date. Nurses with postgraduate education have the potential to increase their scope of practice, take on a greater teaching role and provide more preventive and chronic disease services in primary care. Policies aimed at increasing access to education for nurses working in primary care would strengthen the primary care nursing profession, and enhance the delivery of primary health care services in Australia.
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Soffianningrum, Imbarsari, Yufiarti, and Elindra Yetti. "ECE Educator Performance: Teaching Experience and Peer Teaching Ability through Basic Tiered Training." JPUD - Jurnal Pendidikan Usia Dini 16, no. 1 (April 30, 2022): 52–68. http://dx.doi.org/10.21009/jpud.161.04.

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ABSTRACT: Teacher performance has been the focus of educational policy reforms in recent decades for the professional development of teachers. The purpose of this study was to determine the effect of teaching experience and peer teaching skills on basic training on ECE teacher performance. This research uses ex-post facto quantitative method of comparative analysis and design by level. The population is all ECE teachers who attend basic-level education and training in Tangerang Regency, totaling 3358 people consisting of 116 male teachers and 3,242 female teachers. Data collection techniques using a questionnaire with data analysis include descriptive analysis. Requirements test analysis and inferential analysis. The results show that there are differences in the performance of ECE teachers between teachers with more than five years of teaching experience and less than five years, in the group of ECE teachers with high peer teaching skills and low peer teaching skills. The implication of this research is that it is hoped that various parties will become more active in aligning ECE teacher training so that it can improve the performance of ECE teachers. Keywords: teaching experience, peer teaching ability, tiered basic training, ECE teacher performance References: Adeyemi, T. (2008). Influence of Teachers’ Teaching Experience on Students’ Learning Outcomes in Secondary Schools in Ondo State, Nigeria. African Journal of Educational Studies in Mathematics and Sciences, 5(1), 9–19. https://doi.org/10.4314/ajesms.v5i1.38609 Ahmad, N. J., Ishak, N. A., Samsudin, M. A., Meylani, V., & Said, H. M. (2019). Pre-service science teachers in international teaching practicum: Reflection of the experience. Jurnal Pendidikan IPA Indonesia, 8(3), 308–316. https://doi.org/10.15294/jpii.v8i3.18907 Andrin, G. R., Etcuban, J. O., Watin, A. K. O., Maluya, R., Rocha, E. D. V, & Maulit, A. A. (2017). Professional Preparation and Performance of Preschool Teachers in the Public and Private Schools of Cebu City, Philippines. ACADEME, 10. Andrin, Glenn R, Etcuban, J. O., Watin, A. K. O., Maluya, R., Rocha, E. D. V, & Maulit, A. A. (2017). Professional Preparation and Performance of Preschool Teachers in the Public and Private Schools of Cebu City, Philippines. ACADEME, 10. Armytage, P. (2018). Review of the Victorian Institute of Teaching. Bichi, A. A. (2019). Evaluation of Teacher Performance in Schools: Implication for Sustainable Evaluation of Teacher Performance in Schools: Implication for Sustainable Development Goals. December 2017. Campolo, M., Maritz, C. A., Thielman, G., & Packel, L. (2013). An Evaluation of Peer Teaching Across the Curriculum: Student Perspectives. International Journal of Therapies and Rehabilitation Research, 2(1), 1. https://doi.org/10.5455/ijtrr.00000016 Clearinghouse, W. W. (2018). National Board for Professional Teaching Standards Certification. Colthart, I., Bagnall, G., Evans, A., Allbutt, H., Haig, A., Illing, J., & McKinstry, B. (2008). The effectiveness of self-assessment on the identification of learner needs, learner activity, and impact on clinical practice: BEME Guide no. 10. Medical Teacher, 30(2), 124–145. Darling-Hammond, L. (2011). Teacher quality and student achievement. Teacher Quality and Student Achievement, 8(1), 1–215. https://doi.org/10.14507/epaa.v8n1.2000 Donaldson, M. L. (2009). So long, Lake Wobegon? Using teacher evaluation to raise teacher quality. Center for American Progress, 1–32. Fogaça, N., Rego, M. C. B., Melo, M. C. C., Armond, L. P., & Coelho, F. A. (2018). Job Performance Analysis: Scientific Studies in the Main Journals of Management and Psychology from 2006 to 2015. Performance Improvement Quarterly, 30(4), 231–247. https://doi.org/10.1002/piq.21248 Frye, E. M., Trathen, W., & Koppenhaver, D. A. (2010). Internet workshop and blog publishing: Meeting student (and teacher) learning needs to achieve best practice in the twenty-first-century social studies classroom. The Social Studies, 101(2), 46–53. Hanushek, E. A. (2011). The economic value of higher teacher quality. Economics of Education Review, 30(3), 466–479. Heryati, Y., & Rusdiana, A. (2015). Pendidikan Profesi Keguruan. Bandung: CV Pustaka Setia. John P. Papay Eric S. Taylor John H. Tyler Mary Laski. (2016). Learning Job Skills From Colleagues At Work: Evidence From A Field Experiment Using Teacher Performance Data (p. 49). Katz, L. G., & Raths, J. D. (1985). Dispositions as goals for teacher education. Teaching and Teacher Education, 1(4), 301–307. Kavanoz, S., & Yüksel, G. (2015). An Investigation of Peer-Teaching Technique in Student Teacher Development An Investigation of Peer-Teaching Technique in Student Teacher Development. June 2010. Kurniawan, A. R., Chan, F., Sargandi, M., Yolanda, S., Karomah, R., Setianingtyas, W., & Irani, S. (2019). Kebijakan Sekolah Dalam Penggunaan Gadget di Sekolah Dasar. Jurnal Tunas Pendidikan, 2(1), 72–81. Lim, L. L. (2014). A case study on peer-teaching. Open Journal of Social Sciences, 2(08), 35. Manchishi, P. C., & Mwanza, D. S. (2016). Teacher Preparation at the University of Zambia: Is Peer Teaching Still a Useful Strategy? International Journal of Humanities, Social Sciences and Education, 3(11), 88–100. https://doi.org/10.20431/2349-0381.0311012 Mansur, M. (2007). KTSP: Pembelajaran Berbasis Kompetensi dan Kontekstual, Jakarta: PT. Bumi. Marais, P., & Meier, C. (2004). Hear our voices: Student teachers’ experiences during practical teaching. Africa Education Review, 1(2), 220–233. https://doi.org/10.1080/18146620408566281 McFarland, J., Hussar, B., Wang, X., Zhang, J., Wang, K., Rathbun, A., Barmer, A., Cataldi, E. F., & Mann, F. B. (2018). The Condition of Education 2018. NCES 2018-144. National Center for Education Statistics. Meilanie, R. S. M., & Syamsiatin, E. (2020). Multi Perspectives on Play Based Curriculum Quality Standards in the Center Learning Model. Jurnal Pendidikan Usia Dini, 14(1), 15–31. Michael Luna, S. (2016). (Re)defining “good teaching”: Teacher performance assessments and critical race theory in early childhood teacher education. Contemporary Issues in Early Childhood, 17(4), 442–446. https://doi.org/10.1177/1463949116677932 Morgan, G. B., Hodge, K. J., Trepinski, T. M., & Anderson, L. W. (2014). The Stability of Teacher Performance and Effectiveness: Implications for Policies Concerning Teacher Evaluation Grant. Mulyasa, E. (2013). Uji kompetensi dan Penilaian Kinerja guru. Bandung: PT Remaja Rosdakarya. Nasrun, Dr., & Ambarita, D. F. P. (2017). The Effect of Organizational Culture and Work Motivation on Teachers Performance of Public Senior High School in Tebing Tinggi. Atlantis Press, 118, 320–326. https://doi.org/10.2991/icset-17.2017.53 Nguyen, M. (2013). Peer tutoring as a strategy to promote academic success. Research Brief. Noelke, C., & Horn, D. (2010). OECD Review on Evaluation and Assessment Frameworks for Improving School Outcomes-Hungary Country Background Report. OECD: PARIS. OECD. (2005). Teacher’s matter. Attracting, developing, and retaining effective teachers. Paris. OECD-Education Committee. Pablo Fraser, Gabor Fülöp, M. L. and M. S. D. (2018). I.  What teachers and school leaders say about their jobs. TALIS, 2, 1–7. Parihar, K. S., Campus, D., Principal, J., & Campus, D. (2017). Study Of Effect Of Pre Teaching Training Experience On. 5, 59–62. https://doi.org/10.5281/zenodo.1039595 Parsons, S. A., Vaughn, M., Scales, R. Q., Gallagher, M. A., Parsons, A. W., Davis, S. G., Pierczynski, M., & Allen, M. (2018). Teachers’ instructional adaptations: A research synthesis. Review of Educational Research, 88(2), 205–242. Pillay, R., & Laeequddin, M. (2019). Peer teaching: A pedagogic method for higher education. International Journal of Innovative Technology and Exploring Engineering, 9(1), 2907–2913. https://doi.org/10.35940/ijitee.A9106.119119 Popova, A., Evans, D. K., & Arancibia, V. (2018). Training Teachers on the Job What Works and How to Measure It. Policy Research Working Paper, September 2016. Ramadoni, W., Kusmintardjo, K., & Arifin, I. (2016). Kepemimpinan Kepala Sekolah dalam Upaya Peningkatan Kinerja Guru (Studi Multi Kasus di Paud Islam Sabilillah dan Sdn Tanjungsari 1 Kabupaten Sidoarjo). Jurnal Pendidikan: Teori, Penelitian, Dan Pengembangan, 1(8), 1500–1504. Rees, E. L., Quinn, P. J., Davies, B., & Fotheringham, V. (2016). How does peer teaching compare to faculty teaching? A systematic review and meta-analysis. Medical Teacher, 38(8), 829–837. Sawchuk, S. (2015). Teacher evaluation: An issue overview. Education Week, 35(3), 1–6. Skourdoumbis, A. (2018). Theorising teacher performance dispositions in an age of audit. 1–16. https://doi.org/10.1002/berj.3492 Springer, M. G., Swain, W. A., & Rodriguez, L. A. (2016). Effective teacher retention bonuses: Evidence from Tennessee. Educational Evaluation and Policy Analysis, 38(2), 199–221. Staiger, D. O., & Rockoff, J. E. (2010). Searching for effective teachers with imperfect information. Journal of Economic Perspectives, 24(3), 97–118. Suyatno, H., & Pd, M. (2008). Panduan sertifikasi guru. Jakarta: PT Macanan Jaya Cemerlang. ten Cate, O. (2017). Practice Report / Bericht aus der Praxis: Peer teaching: From method to philosophy. Zeitschrift Fur Evidenz, Fortbildung Und Qualitat Im Gesundheitswesen, 127–128, 85–87. https://doi.org/10.1016/j.zefq.2017.10.005 Thurlings, M., & den Brok, P. (2018). Student teachers’ and in-service teachers’ peer learning: A realist synthesis. Educational Research and Evaluation, 24(1–2), 13–50. https://doi.org/10.1080/13803611.2018.1509719 Toch, T., & Rothman, R. (2008). Rush to Judgment: Teacher Evaluation in Public Education. Education Sector Reports. Education Sector. Ünal, Z., & Unal, A. (2012). The Impact of Years of Teaching Experience on the Classroom Management Approaches of Elementary School Teachers. International Journal of Instruction, 5(2), 41–60. Vasay, E. T. (2010). The effects of peer teaching in the performance of students in mathematics. E-International Scientific Research Journal, 2(2), 161–171. Weisberg, D., Sexton, S., Mulhern, J., Keeling, D., Schunck, J., Palcisco, A., & Morgan, K. (2009). The widget effect: Our national failure to acknowledge and act on differences in teacher effectiveness. New Teacher Project. Winters, M. A., & Cowen, J. M. (2013). Would a value‐added system of retention improve the distribution of teacher quality? A Simulation of Alternative Policies. Journal of Policy Analysis and Management, 32(3), 634–654.
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Harding, Catherine. "University of Victoria." Florilegium 20, no. 1 (January 2003): 51–53. http://dx.doi.org/10.3138/flor.20.012.

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The Medieval Studies program at the University of Victoria is an interdisciplinary unit whose members come from the Faculty of Humanities and the Faculty of Fine Arts. The idea of creating an undergraduate program in Medieval Studies was developed in 1986-87; since that date faculty members teaching in the Departments of English, French, Hispanic and Italian Studies, Greek and Roman Studies, History, Philosophy, Music, and History in Art have offered courses leading to a Major in Medieval Studies (The program began as a Minor and changed to a Major in 1994). Undergraduates are introduced to key concepts in the study of medieval culture and society in Europe, as well as the medieval Islamic world.
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Dissertations / Theses on the topic "Teaching Victoria Case studies"

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Hill, Kathleen J. (Kathleen Josephine) 1920. ""This one is best" : a study of children's abilities to evaluate their own writing." Monash University, Faculty of Education, 2001. http://arrow.monash.edu.au/hdl/1959.1/8956.

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McKnight, Gary Lenox. "Teaching theology through case studies." Portland, Or. : Theological Research Exchange Network (TREN), 2005. http://www.tren.com.

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Johansson, Sebastian. "Case studies and their impact on teaching." Thesis, Högskolan i Halmstad, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-32541.

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Paasse, Gail 1957. "Searching for answers in the borderlands : the effects of returning to study on the "classed" gender identities of mature age women students." Monash University, School of Graduate Studies, 2001. http://arrow.monash.edu.au/hdl/1959.1/8908.

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Li, Fuxin 1963. "Decentralisation of educational management and curriculum development : a case study of curriculum reform in Shanghai and Victorian schools (1985-1995)." Monash University, Faculty of Education, 2001. http://arrow.monash.edu.au/hdl/1959.1/9140.

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Coyle, Jessi. "Connecting the Dots: Case Studies into the ‘Invisible Presence’ of Aboriginal People Living in Victoria." Thesis, Curtin University, 2019. http://hdl.handle.net/20.500.11937/76287.

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Recognising that invasion is a structure not an event (Wolfe, 2006) and that settler colonialism shapes the present in significant ways, this thesis investigates the invisible presence of Aboriginal Victorians through a study of the Victorian gold rush and Australian Rules football. As key markers of Australian national identity, the case studies demonstrate the importance of white belonging to identity construction and argue that Aboriginal Victorians are necessarily invisibly present within the settler colonial present (Veracini, 2015).
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Virgona, Crina. "Seeking convergence : workplace identity in the conflicting discourses of the industrial training environment of the 90s : a case study approach." Monash University, Faculty of Education, 2002. http://arrow.monash.edu.au/hdl/1959.1/7863.

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The'berge, Marc W. "Three case studies of management information systems." Thesis, Monterey, California : Naval Postgraduate School, 1990. http://handle.dtic.mil/100.2/ADA238310.

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Thesis (M.S. in Information Systems)--Naval Postgraduate School, September 1990.
Thesis Advisor(s): Haga, William J. Second Reader: Zviran, Moshe. "September 1990." Description based on title screen as viewed on December 21, 2009. DTIC Identifier(s): Management Information Systems, Naval Operations, Data Bases, Instructional Materials, Decision Aids, Aviation Accidents, Antisubmarine Warfare, Naval Training, Local Area Networks, Theses. Author(s) subject terms: Case Studies, Database Management Systems, Local Area Networks, Decision Support. Includes bibliographical references. Also available in print.
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Ravid, Chagit. "Bible studies in a secular school : a case study." Thesis, University of Liverpool, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.343939.

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This study describesB ible studies in one autonomousju nior high school (pupils aged 13 to 15) through an examination of the teaching/learning process, pupil achievement and the implementation of the Bible curriculum. Though Bible teaching in Israel has been the object of intensive discussion, the influence of teaching methods on pupils' attitudes and achievements has not, to date, been examined. The study reviews the changes in curriculum development in Israel, including the trend to autonomous schools and the way Bible studies have been taught, from before the establishment of the State of Israel and in the first three formative decades of statehood. The evolution of the various curricula are described, and the objectives of Bible teaching as they adapted to a changing student population and the different types of schools are discussed. The research questions which drove this study deal with the environment of Bible instruction, the statuso f instruction, pupils' achievementsin Bible studies and the relations betweent he conditions of instruction, the characteristicso f the teaching process and the learning products. The starting point of the study was the desire for change that stemmed from the unhappiness of pupils, teachers and external bodies (the educational authorities, parents, supervisors) with the level of Bible studies in one school. The study records events which took place when introducing change in modes of Bible instruction in ninth grade classes and teaching some classes frontally, some through CRA (Change, Reinforcement, Advancement) and some through the inquiry mode. The study was conducted using naturalistic research methods (observations and interviews) combined with quantitative instruments (tests and attitude questionnaires) that were statistically analysed. A nation-wide achievement test was given to all twelve classes studied, and the scores of pupils in the inquiry mode were found to be consistently higher than those of pupils in the other modes of instruction. The attitude of CRA pupils was more positive perhaps becausele arning was made easier for them by providing gradedt asks on three levels. In general, pupils expressed'a very negative attitude toward learning skills needed for Bible studies, and they felt that they were more beneficial than enjoyable. The teachers were generally optimistic in their assessment of the benefit of the learning strategies in the pupils' eyes, and in their beliefs on how much pupils enjoyed the strategies. The large gap that was found between pupils' reports and teachers' estimates shows that the teachers do not really know how their pupils feel about Bible studies. The major conclusion of the research is that the three modes of instruction should be combined in Bible teaching, not only for the sake of diversity but also because together they address the full range of skills needed by pupils studying the Bible. No single mode of instruction was shown to be the best. Teachers suggested that some topics are better taught in the inquiry or CRA modes and others are more suited to the frontal mode. It is hoped that the combination of modes will provide diversity for teachers and pupils alike, and make Bible studies more creative and motivating.
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Fisher, Rachel. "Case Studies in Teaching Evolution: The Intersection of Dilemmas in Practice." Diss., The University of Arizona, 2016. http://hdl.handle.net/10150/612569.

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Despite recent science education reform documents citing evolution as a core concept to be taught in grades K-12, research shows problems with how it is currently taught. Evolution is often avoided, teachers minimize its importance within biology, infuse misconceptions, and/or interject non-scientific ideologies into lessons. My research focused on how teachers in two geographically and culturally distinct school districts in the southwestern U.S. negotiate dilemmas during an evolution unit. One school district was rural and had a large population of Mormon students, while the other district was urban, with a large majority Mexican/Mexican-American students. Using a case study approach, I observed three biology teachers during their evolution lessons, interviewed them throughout the unit, co-planned lessons with them, and collected artifacts from this unit, including anonymous student work. I also included data from four genetics lessons for each teacher to determine if the issues that arose during the evolution unit were a result of the general practice of the teacher, or if they were unique to evolution. Findings showed teachers' backgrounds and comfort levels with evolution, in addition to their perceptions of community context, affected how they negotiated pedagogical, conceptual, political, and cultural dilemmas. This study's findings will inform in-service teachers' future practice and professional development tools to aid with their teaching-this may include methods to negotiate some of the political (e.g. state standards) or cultural (e.g. religious resistance) issues inherent to teaching evolution.
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Books on the topic "Teaching Victoria Case studies"

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A, Weaver Roy, and Henson Kenneth T, eds. Case studies on teaching. New York: Longman, 1990.

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Hart, Alice Huff. Seminar teaching: Five case studies. [Chapel Hill]: Principals' Executive Program, the University of North Carolina at Chapel Hill, 1997.

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Kowalski, Theodore J. Case studies on teaching: Instructor's manual. New York: Longman, 1990.

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Satish, N. G. Case studies for teaching library management. Secunderabad: Kesavan Institute of Information and Knowledge Management, 2012.

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Clark, Ian D., ed. An Historical Geography of Tourism in Victoria, Australia – Case Studies. Warsaw, Poland: DE GRUYTER OPEN, 2014. http://dx.doi.org/10.2478/9783110370119.

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Travel & tourism: Case studies. Ceredigion, Wales: T and t Publishing, 2008.

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Libresco, Andrea S. Exemplary elementary social studies: Case studies in practice. Charlotte, NC: Information Age Pub., 2014.

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Kowalski, Theodore J. Instructor's manual for case studies on teaching. New York: Longman, 1990.

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Case studies in constructivist leadership and teaching. Lanham, Md: Scarecrow Press, 2003.

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Videoconferencing in teaching & learning: Case studies & guidelines. Omagh, Northern Ireland: Western Education and Library Board, 2000.

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Book chapters on the topic "Teaching Victoria Case studies"

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Hay, Penny. "Case studies." In Teaching Art Creatively, 64–90. London: Routledge, 2022. http://dx.doi.org/10.4324/9781315691114-4.

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Kumar, Dinesh Kant, and Peterjohn Radcliffe. "Case Studies." In Teaching Surrounded by Smart Phones, 57–77. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-15-1401-2_6.

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Dent, Benjamin, and Ray Collins. "Case studies." In A manual for agribusiness value chain analysis in developing countries, 56–103. Wallingford: CABI, 2021. http://dx.doi.org/10.1079/9781789249361.0003.

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Abstract This section illustrates Value Chain Thinking (VCT) in practice, using a combination of our development project experiences and Australia Awards Africa case studies that we have mentored. It provides case studies on which VCT has been put into practice: These examples cover: aquaculture on Lake Victoria, Kenya; Pakistani mangoes; Ghanaian pineapples; livestock value chains covering Madagascan goats, Ugandan rabbits, Ghanaian guinea fowl, Nigerian catfish and Kenyan indigenous chicken; and vegetable value chains in Ethiopia, Tanzania, Malawi and Mozambique. Then the researchers offer two novel applications of VCT: (1) to improve children's nutrition in Madagascar, Cameroon and Zambia, as well as value chain members' livelihoods; and (2) to design and operate the Ghana Green Label scheme for food certification covering both safety and environmental assurances.
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K G, Srinivasa, and Muralidhar Kurni. "Case Studies." In Advances in Analytics for Learning and Teaching, 285–318. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-70258-8_10.

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Stanley, Todd. "Purposefully Teaching Collaboration." In Case Studies and Case-Based Learning, 73–95. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003233428-8.

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Ilie, Cornelia, Catherine Nickerson, and Brigitte Planken. "Case Studies in Teaching." In Teaching Business Discourse, 141–62. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-96475-1_9.

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Williams, Kimberly M. "Case Studies and Pilot Studies." In Doing Research to Improve Teaching and Learning, 215–49. 2nd ed. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003026396-11.

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Kravetz, Katharine. "Case Studies in Community." In Teaching and Learning About Communities, 57–83. New York: Palgrave Macmillan US, 2016. http://dx.doi.org/10.1057/978-1-137-56109-1_5.

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van Aalst, Jan, Jin Mu, Crina Damşa, and Sydney E. Msonde. "Case Studies and Ethnography." In Learning Sciences Research for Teaching, 145–60. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781315697239-11.

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North, Chris J. "Fatality Case Studies." In Self-Study of Teaching and Teacher Education Practices, 123–37. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-2176-8_6.

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Conference papers on the topic "Teaching Victoria Case studies"

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Rosson, Mary Beth, John M. Carroll, and Con M. Rodi. "Case studies for teaching usability engineering." In the 35th SIGCSE technical symposium. New York, New York, USA: ACM Press, 2004. http://dx.doi.org/10.1145/971300.971315.

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Dysart-Gale, Deborah, and Saul Carliner. "Teaching writing online: Two case studies." In 2014 IEEE International Professional Communication Conference (IPCC). IEEE, 2014. http://dx.doi.org/10.1109/ipcc.2014.7020337.

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Soeiro, Alfredo, and Luis A. Oliveira. "Teaching Ethics to Engineering Students: Case Studies." In 2021 4th International Conference of the Portuguese Society for Engineering Education (CISPEE). IEEE, 2021. http://dx.doi.org/10.1109/cispee47794.2021.9507205.

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Ferreira, Isabel, Paula Loureiro, and Teresa Dieguez. "Active Learning Successful Case Studies." In 2nd International Scientific Conference »Teaching Methods for Economics and Business Sciences«. University of Maribor Press, 2019. http://dx.doi.org/10.18690/978-961-286-285-5.6.

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"Applications and case studies in e-learning." In 2013 Fourth International Conference on E-Learning and E-Teaching (ICELET). IEEE, 2013. http://dx.doi.org/10.1109/icelet.2013.6681660.

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Yuan, Xiaohong, Sahana Murthy, Jinsheng Xu, and Huiming Yu. "Case studies for teaching physical security and security policy." In 2010 Information Security Curriculum Development Conference. New York, New York, USA: ACM Press, 2010. http://dx.doi.org/10.1145/1940941.1940947.

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Chen, Juan, Yong Wang, and Ying Yang. "The Application of Case-based Task Driven Teaching in Teaching of Computer Studies." In 2019 IEEE International Conference on Computer Science and Educational Informatization (CSEI). IEEE, 2019. http://dx.doi.org/10.1109/csei47661.2019.8938987.

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Vasudeva Varma and Kirti Garg. "Case studies: the potential teaching instruments for software engineering education." In Proceedings. Fifth International Conference on Quality Software (QSIC 2005). IEEE, 2005. http://dx.doi.org/10.1109/qsic.2005.18.

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Tvaronavičienė, Manuela. "Leadership fostering via teaching business case studies: opportunities and limitations." In 2nd International Conference on Social, Economic and Academic Leadership (ICSEAL 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/icseal-18.2018.38.

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Marouli, Christina, Anastasia Misseyanni, Paraskevi Papadopoulou, and Miltiadis Lytras. "CO-TEACHING IN HIGHER EDUCATION: TEACHING COLLABORATION “BY EXAMPLE” – LESSONS LEARNT FROM SELECTED CASE STUDIES." In International Conference on Education and New Learning Technologies. IATED, 2017. http://dx.doi.org/10.21125/edulearn.2017.2069.

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Reports on the topic "Teaching Victoria Case studies"

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Volpe, Guglielmo. Teaching with Case Studies. The Economics Network, September 2002. http://dx.doi.org/10.53593/n497a.

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Shreeve, Thomas W. Experiences to Go: Teaching with Intelligence Case Studies. Fort Belvoir, VA: Defense Technical Information Center, September 2004. http://dx.doi.org/10.21236/ada476674.

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Carrasquel, Jacobo. Are Case Studies a Good Teaching Tool for CS1? Fort Belvoir, VA: Defense Technical Information Center, January 1995. http://dx.doi.org/10.21236/ada294844.

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Brouwer, Frank. Extended Case Study: Teaching of Economics to European Studies & Language Students. Bristol, UK: The Economics Network, March 2004. http://dx.doi.org/10.53593/n157a.

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Chainey, Jennie, Debbie Wong, Elizabeth Cassity, and Hilary Hollingsworth. Teacher development multi-year studies. Using case studies to investigate and understand teaching quality and student learning: Initial lessons learned. Australian Council for Educational Research, 2022. http://dx.doi.org/10.37517/978-1-74286-679-6.

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This paper presents some initial lessons learned about the use of case studies as a key form of evidence regarding teaching quality and student learning in a multi-year teacher development study series. This study series, commissioned by the Australian Government’s Department of Foreign Affairs and Trade (DFAT), involves the investigation of teacher development initiatives in Lao People’s Democratic Republic (Laos), Timor-Leste and Vanuatu. The overall aim of the study series is to understand the extent to which the Australian investment has improved teaching quality and student learning. This paper discusses the processes used to design, implement, analyse and report case study data, and key lessons learned about these that could be applied to other contexts and programs. These processes include: design, implementation, and analysis and reporting.
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Volpe, Guglielmo. "Can You Please Give Us An Example?": The Use of Case Studies in the Teaching of Business Economics. Bristol, UK: The Economics Network, June 2001. http://dx.doi.org/10.53593/n564a.

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Peters, Vanessa, Deblina Pakhira, Latia White, Rita Fennelly-Atkinson, and Barbara Means. Designing Gateway Statistics and Chemistry Courses for Today’s Students: Case Studies of Postsecondary Course Innovations. Digital Promise, August 2022. http://dx.doi.org/10.51388/20.500.12265/162.

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Scholars of teaching and learning examine the impacts of pedagogical decisions on students’ learning and course success. In this report, we describes findings from case studies of eight innovative postsecondary introductory statistics and general chemistry courses that have evidence of improving student completion rates for minoritized and low-income students. The goal of the case studies was to identify the course design elements and pedagogical practices that were implemented by faculty. To identify courses, Digital Promise sought nominations from experts in statistics and chemistry education and reviewed National Science Foundation project abstracts in the Improving Undergraduate STEM Education (IUSE) program. The case studies courses were drawn from 2- and 4-year colleges and were implemented at the level of individual instructors or were part of a department or college-wide intervention. Among the selected courses, both introductory statistics (n = 5) and general chemistry (n = 3) involved changes to the curriculum and pedagogy. Curricular changes involved a shift away from teaching formal mathematical and chemical equations towards teaching that emphasizes conceptual understanding and critical thinking. Pedagogical changes included the implementation of peer-based active learning, formative practice, and supports for students’ metacognitive and self-regulation practices.
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Romero Molina, Paola Ximena. Teaching Lesson Planning to EFL Preservice Teachers: A Review of Studies. Institucion Universitaria Colombo Americana, 2022. http://dx.doi.org/10.26817/paper.19.

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Preparing English as a Foreign Language (EFL) preservice teachers for lesson planning has a been a concern among teacher educators globally. Research has shown that preservice teachers encounter difficulties in aspects such as objective setting, considering their learners’ needs, and matching assessment and objectives, among others. Similarly, preservice teachers still need to be presented with ample opportunities for reflective teaching. These concerns have been addressed by teacher educators in systematic ways. Hence, guided by two sets of research questions, this literature review aims at exploring the procedures that educators in diverse contexts have used to aid their student teachers in preparing for lesson planning. The first set seeks to identify the procedures used as well as their outcomes. The second set of questions aims to inquire on the methodologies adopted. Twelve studies were selected for the final review, which were found using the Educational Resources Information Center (ERIC) and Google scholar databases as well as the academia.edu platform. A matrix was created to analyze the papers selected together with a coding process. The analysis revealed that collaborative procedures such as mentoring and lesson study combined with reflective teaching seem to render optimal learning experiences for preservice teachers. A special mention is given to plan lessons using authentic materials. Furthermore, types of methodologies that promote rich description such as case studies appear to be appropriate to frame these studies.
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BAGIYAN, A., and A. VARTANOV. SYSTEMS ACQUISITION IN MULTILINGUAL EDUCATION: THE CASE OF AXIOLOGICALLY CHARGED LEXIS. Science and Innovation Center Publishing House, 2021. http://dx.doi.org/10.12731/2077-1770-2021-13-4-3-48-61.

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The process of mastering, systematizing and automatizing systems language skills occupies a key place in the theory and practice of teaching foreign languages and cultures. Following the main trends of modern applied linguistics in the field of multilingual research, we hypothesize the advisability of using the lexical approach in mastering the entire complex of systems skills (grammar, vocabulary, phonology, functions, discourse) in students receiving multilingual education at higher educational institutions. In order to theoretically substantiate the hypothesis, the authors carry out structural, semantic, and phonological analysis of the main lexical units (collocations). After this, linguodidactic analysis of students’ hypothetical problems and, as a result, problems related to the teaching of relevant linguistic and axiological features is carried out. At the final stage of the paper, a list of possible outcomes from the indicated linguistic and methodological problematic situations is given. This article is the first in the cycle of linguodidactic studies of the features of learning and teaching systems language skills in a multilingual educational space.
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Elacqua, Gregory, Leidy Gómez, Thomas Krussig, Carolina Méndez, and Christopher Neilson. The Potential of Smart Matching Platforms in Teacher Assignment: The Case of Ecuador. Inter-American Development Bank, September 2022. http://dx.doi.org/10.18235/0004476.

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This paper studies the potential of personalized "smart" information interven- tions to improve teacher assignment results in the context of a centralized choice and assignment system (CCAS) in Ecuador. Specifically, we focus on the impact that a personalized non-assignment risk warning, coupled with a list of "achiev- able" teaching position recommendations, had on teacher applications in the “I Want to Become a Teacher” selection process. We study the causal effect of the intervention on teachers school choices, assessing its impact on the equilibrium probability of being assigned and on the overall results of the selection process, both in terms of the percentage of filled vacancies and the selection scores of as- signed teachers. We find that treated teachers, in equilibrium, are much more likely to modify their application and obtain an assignment. This result highlights the potential of similar information interventions in other contexts. We furthermore present evidence that the intervention led to increased overall assignment rates and selection scores.
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