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Journal articles on the topic 'Technical education Victoria History'

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Published: 10 December 2022

Last updated: 29 January 2023

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1

Preston, Lesley. "Voices from technical education: Shepparton South Technical School, Victoria, Australia." History of Education Review 37, no. 2 (October 14, 2008): 26–39. http://dx.doi.org/10.1108/08198691200800008.

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2

Pardy, John, and Lesley F. Preston. "The great unraveling; restructuring and reorganising education and schooling in Victoria, 1980-1992." History of Education Review 44, no. 1 (June 1, 2015): 99–114. http://dx.doi.org/10.1108/her-03-2014-0025.

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Purpose – The purpose of this paper is to trace the restructure of the Victorian Education Department in Australia during the years 1980-1992. It examines how the restructuring of the department resulted in a generational reorganization of secondary schooling. This reorganization culminated in the closure of secondary technical schools that today continues to have enduring effects on access and equity to different types of secondary schooling. Design/methodology/approach – The history is based on documentary and archival research and draws on publications from the State government of Victoria, Education Department/Ministry of Education Annual Reports and Ministerial Statements and Reviews, Teacher Union Archives, Parliamentary Debates and unpublished theses and published works. Findings – As an outcome the restructuring of the Victorian Education Department, schools and the reorganization of secondary schooling, a dual system of secondary schools was abolished. The introduction of a secondary colleges occurred through a process of rationalization of schools and what secondary schooling would entail. Originality/value – This study traces how, over a decade, eight ministers of education set about to reform education by dismantling and undoing the historical development of Victoria’s distinctive secondary schools system.

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F. Preston, Lesley. "“How do we learn about sex?”." History of Education Review 43, no. 1 (May 27, 2014): 19–30. http://dx.doi.org/10.1108/her-11-2012-0037.

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Purpose – Using sex education at Shepparton South Technical School (South Tech) as a prism, the purpose of this paper is to analyse the Victorian Technical Schools Division policies and practices during the 1970-1980s. Design/methodology/approach – The paper draws on a documented history of South Tech by using a blended methodology consisting of interviews, media-centred debates and a range of documentary sources. Findings – The Technical Director, Edward “Ted” Jackson's 1970 policy empowered principals as educational leaders, in partnership with their community, to develop courses responding to student needs. This paper analyses a controversy concerning sex education in 1980 that brought such courses under the scrutiny of the Victorian public. Social implications – Identifying the policies and practices of a sex education course that proved successful in the past enhances the development of contemporary courses. Originality/value – Victoria's former secondary technical schools provide an important insight into current social and vocational problems.

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Preston, Lesley. "The focus wasn’t on ‘boomsa‐daisy’: sex education at Shepparton South Technical School, Victoria, 1973‐1986." History of Education Review 36, no. 2 (October 14, 2007): 19–32. http://dx.doi.org/10.1108/08198691200700007.

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Tatnall, Arthur. "Computer education and societal change." Information Technology & People 28, no. 4 (November 2, 2015): 742–57. http://dx.doi.org/10.1108/itp-09-2014-0202.

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Purpose – It is widely acknowledged that the computer has caused great societal changes over recent years, but the purpose of this paper is to relate specifically to those due to the use of computers in education and teaching about computing. The adoption and use of computers in education was very much a socio-technical process with influence from people, organisations, processes and technologies: of a variety of human and non-human actors. Design/methodology/approach – This paper makes use of actor-network theory to analyse these events and their educational and societal impact. Data were collected from published sources, interviews with those involved at the time, discussions and from personal experience and observations. Findings – Computers have, of course, had a huge impact on society, but particularly in relation to the use of computers in school education there was a different societal impact. Some of this related directly to education, some to school administration and some to student attitudes, experiences and knowledge. Research limitations/implications – The paper investigates the development of early courses in computing in universities and schools in Victoria, Australia. The paper does not, however, consider the use of computers in university research, only in education. Practical implications – The paper describes the significant educational events of the era from punch-card tabulating machines in the 1930s to micro-computers in the late 1980s, and investigates the relationship between the development of courses in the Universities and those in the more vocationally oriented Colleges of Advanced Education. It examines whether one followed from the other. It also investigates the extent of the influence of the universities and CAEs on school computing. Social implications – The advent of the computer made a significant impact on university and school education even before the internet, Google, Wikipedia and smart phones in the late 1990s and 2000s. Computers in schools cause a rethink of how teaching should be handled and of the role of the teacher. Originality/value – This paper investigates the history of computers and education in both universities and schools in Victoria, Australia over the period from the 1930s to the early 1990s. It considers how and why this technological adoption occurred, and the nature of the resulting educational and societal change this produced. Primary and High School use of computers did not commence until the 1970s but prior to this there is a considerable and interesting history associated with the development of Higher Education courses relating to computing.

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Rushbrook, Peter, and Lesley Preston. "Constructing the good worker: policies, practices and assumptions informing Victorian technical schools division reform, 1967‐1973." History of Education Review 38, no. 2 (October 14, 2009): 69–81. http://dx.doi.org/10.1108/08198691200900014.

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7

Lacy, Tim. "Dreams of a Democratic Culture: Revising the Origins of the Great Books Idea, 1869-1921." Journal of the Gilded Age and Progressive Era 7, no. 4 (October 2008): 397–441. http://dx.doi.org/10.1017/s1537781400000840.

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British and American intellectuals began to formulate ideas about so-called great books from the mid-1800s to 1920. English critic Matthew Arnold's writings served as the fountainhead of ideas about the “best” books. But rather than simply buttress the opinions of highbrow cultural elites, he also inspired those with dreams of a democratized culture. From Arnold and from efforts such as Sir John Lubbock's “100 Best Books,” the pursuit of the “best” in books spread in both Victorian Britain and the United States. The phrase “great books” gained currency in the midst of profound technical, cultural, educational, and philosophical changes. Victorian-era literature professors in America rooted the idea in both education and popular culture through their encouragements to read. Finally, the idea explicitly took hold on college campuses, first with Charles Mills Gayley at the University of California at Berkeley and then John Erskine's General Honors seminar at Columbia University.

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8

Phythian-Adams, Charles. "Local History and National History: The Quest for the Peoples of England." Rural History 2, no. 1 (April 1991): 1–23. http://dx.doi.org/10.1017/s0956793300002594.

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It is arguable that what has most bedevilled the recent academic practice of history in Britain has been the triumph over integrative history - or that mode of history which seeks to reconstitute and to explain the multi-dimensional nature of past experience - of what might be called the disintegrative historical approach, that is, specialised thematic history. The former mode includes local history, national history (by which here is meant much more than the political or constitutional history of the Nation State), international history - even histories of ‘civilisations’ or of the world - and takes ‘society’ as the central organising principle over time. The latter mode comprises, for example, political history, demographic history, economic history and so on through to such exotic sub-species of the so-called new social history as the histories of class, gender, sex, crime or leisure. Put crudely, if this second type of historical approach concerns itself with particular categories of persons or activities, with pre-selected processes and with highly specific tendencies in the relatively short term, then the first has to do with the fluctuating development of recognisable social entities in the round, and with their changing interrelationships usually over longer time scales. Instructive and fascinating as is undoubtedly the detailed thematic approach, and vital as it continues to be as the indispensable technical preliminary to the accurate reconstruction of the past in a multi-dimensional sense, it is hardly deniable that - as the Victorians recognised - it is the broader interdisciplinary approach which should represent the ultimate aspiration of the historical practitioner, simply because it is that which is most culturally relevant to the education of the citizen. It is equally clear, however, that few professional historians today are seeking either to construct their undergraduate syllabuses on such lines or to write connectedly for a wider public about such matters over periods much longer than a century or two.

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Speransky, Andrei V. "SOVIET SPORTS IN THE POST-WAR YEARS: INTEGRATION INTO THE WORLD COMMUNITY." Ural Historical Journal 76, no. 3 (2022): 170–78. http://dx.doi.org/10.30759/1728-9718-2022-3(76)-170-178.

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The paper analyses the processes of development of Soviet sports in the post-war years. It shows that despite huge losses, the revival of the sports economy, management structures and the system of competitive events were successfully carried out with the most active support of the Party and state bodies. Based on the given statistical data, it is proved that consequences of the war had been eliminated by the end of 1947. However, the process of strengthening and expanding the material and technical base of Soviet sports continued until the end of the 1950s, ensuring its threefold expansion compared to 1940. The paper demonstrates measures aimed at increasing the number of sports specialists, improving programs for physical education of the population and increasing the popularity of sports. An analysis of the post-war physical culture movement showed that the successes enabled the authorities to set an ambitious task not only to bring Soviet sports to the international arena, but also to train outstanding professional athletes capable of establishing the sports leadership of the USSR. At the same time, the author examines in detail the forms and methods used by the Soviet top leadership both to stimulate victories and to prevent defeats that could have harmed the image of the “first country of socialism”. A conclusion is drawn that successful entry of Soviet athletes into the international arena, despite their political motivation, contributed to strengthening of the USSR in the world and raising the overall level of world sports.

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Martínez Martínez, Francisco Daniel, and Higinio González García. "Efecto de marcar primero en la final de la UEFA Champions League y la UEFA Europa League (Effect of scoring first in finals of UEFA Champions League and UEFA Europe League)." Retos, no. 37 (July 26, 2019): 134–38. http://dx.doi.org/10.47197/retos.v37i37.67933.

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Este estudio tiene como objetivos: i) conocer cómo influye el efecto de marcar primero en el resultado final del partido; ii) comparar el efecto de marcar primero, los goles totales, el periodo de marcar en el partido y el minuto de marcar el primer gol (ganador y perdedor), en las finales de ambas competiciones; y iii) analizar la evolución que tienen estas variables a lo largo de la historia. La muestra estuvo formada por todas las finales (N = 78) disputadas a lo largo de la historia a partido único y en campo neutral de las competiciones europeas UEFA Champions League (UCL) y UEFA Europa League (UEL). La probabilidad de ganar el equipo que marca primero fue del 75.6%. Cuando se analizó el efecto de marcar primero los resultados no mostraron diferencias estadísticamente significativas entre ambas competiciones, aunque sí se aprecian al analizar la evolución de este efecto a lo largo de la historia en la UCL a favor de las décadas de 1950 y 1960 (X2 = 14.15; p < .05). Se concluyó que el efecto de marcar primero en una final continental resulta determinante pues el equipo que se adelanta en el marcador aumenta en gran medida sus probabilidades de conseguir la victoria. En este sentido, los cuerpos técnicos de los clubes que luchan por el título en estas competiciones deben utilizar esta información para trabajar en los entrenamientos y plantear estrategias que les permitan salir al terreno de juego con la intención clara de abrir el marcador.Abstract. The objectives of this research were: i) to study the effect of scoring first on the final result of the match; ii) to compare the effect of scoring first, the total goals, the goal scoring period, and scoring minute of the first goal (winner and loser) in the finals of both competitions; and iii) to analyse the evolution of these variables throughout history. The sample consisted of all the single-match, neutral-field finals (N = 78) played over the history of the UEFA Champions League (UCL) and UEFA Europa League (UEL) European competitions. The team scoring first had 75.6% probabilities of winning. When analysing the effect of scoring first, the results showed no statistically significant differences between the two competitions, although they become significant in regard to the evolution of the scoring first effect throughout the UCL history, in favour of the finals played within 1950s and 1960s (X2 = 14.15, p <.05). As a conclusion, the effect of scoring first in a continental final is decisive because any team leading the scoreboard has major chances of winning. In this sense, technical staff at clubs should use this information to work on the training and propose strategies that allow them to go out onto the pitch with the clear intention of scoring first.

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HUGHES, K. L., and I. MILNE. "Early history of veterinary education in Victoria." Australian Veterinary Journal 69, no. 12 (December 1992): 325–36. http://dx.doi.org/10.1111/j.1751-0813.1992.tb09917.x.

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12

CHAMBERLIN, WE. "Early history of veterinary education in Victoria." Australian Veterinary Journal 70, no. 3 (March 1993): 120. http://dx.doi.org/10.1111/j.1751-0813.1993.tb03298.x.

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13

SHAH, CHANDRA. "Employment Shifts in the Technical and Further Education Workforce in Victoria." Education Economics 11, no. 2 (August 2003): 193–208. http://dx.doi.org/10.1080/09645290210135779.

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14

Marsden, Beth. "“The system of compulsory education is failing”." History of Education Review 47, no. 2 (October 1, 2018): 143–54. http://dx.doi.org/10.1108/her-11-2017-0024.

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Purpose The purpose of this paper is to examine the ways in which the mobility of indigenous people in Victoria during the 1960s enabled them to resist the policy of assimilation as evident in the structures of schooling. It argues that the ideology of assimilation was pervasive in the Education Department’s approach to Aboriginal education and inherent in the curriculum it produced for use in state schools. This is central to the construction of the state of Victoria as being devoid of Aboriginal people, which contributes to a particularly Victorian perspective of Australia’s national identity in relation to indigenous people and culture. Design/methodology/approach This paper utilises the state school records of the Victorian Department of Education, as well as the curriculum documentation and resources the department produced. It also examines the records of the Aborigines Welfare Board. Findings The Victorian Education Department’s curriculum constructed a narrative of learning and schools which denied the presence of Aboriginal children in classrooms, and in the state of Victoria itself. These representations reflect the Department and the Victorian Government’s determination to deny the presence of Aboriginal children, a view more salient in Victoria than elsewhere in the nation due to the particularities of how Aboriginality was understood. Yet the mobility of Aboriginal students – illustrated in this paper through a case study – challenged both the representations of Aboriginal Victorians, and the school system itself. Originality/value This paper is inspired by the growing scholarship on Indigenous mobility in settler-colonial studies and offers a new perspective on assimilation in Victoria. It interrogates how curriculum intersected with the position of Aboriginal students in Victorian state schools, and how their position – which was often highly mobile – was influenced by the practices of assimilation, and by Aboriginal resistance and responses to assimilationist practices in their lives. This paper contributes to histories of assimilation, Aboriginal history and education in Victoria.

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Susskind, Jacob L., Robert Fischer, Robert B. Luehrs, Joseph M. McCarthy, Pasquale E. Micciche, Bullitt Lowry, Linda Frey, et al. "Book Reviews." Teaching History: A Journal of Methods 10, no. 1 (April 20, 2020): 35–45. http://dx.doi.org/10.33043/th.10.1.35-45.

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J. M. MacKenzie. The Partition of Africa, 1880-1900. London and New York: Methuen, 1983. Pp. x, 48. Paper, $2.95. Review by Leslie C. Duly of Bemidji State University. C. Joseph Pusateri. A History of American Business. Arlington Heights, Illinois: Harlan Davidson, Inc., 1984. Pp. xii, 347. Cloth, $25.95; Paper, $15.95. Review by Paul H. Tedesco of Northeastern University. Russell F. Weigley. History of the United States Army. Enlarged edition. Bloomington: Indiana University Press, 1984. Pp. vi, 730. Paper, $10.95. Review by Calvin L. Christman of Cedar Valley College. Jonathan H. Turner, Royce Singleton, Jr., and David Musick. Oppression: A Socio-History of Black-White Relations in America. Chicago: Nelson-Hall, 1984. Cloth, $24.95; Paper, $11.95. Review by Thomas F. Armstrong of Georgia College. H. Warren Button and Eugene F. Provenzo, Jr. History of Education and Culture in America. Englewood Cliffs, New Jersey: Prentice-Hall, Inc., 1983. Pp. xvii, 370. Cloth, $20.95. Review by Peter J. Harder. Vice President, Applied Economics, Junior Achievement Inc. David Stick. Roanoke Island: The Beginnings of English America. Chapel Hill and London: University of North Carolina Press, 1983. Pp. xiv, 266. Cloth, $14.95; Paper, $5.95. Review by Mary E. Quinlivan of the University of Texas of the Permian Basin. John B. Boles. Black Southerners 1619-1869. Lexington: The University Press of Kentucky, 1983. Pp. ix, 244. Cloth, $24.00; Paper, $9.00. Review by Kay King of Mountain View College. Elaine Tyler May. Great Expectations: Marriage and Divorce in Post-Victorian America. Chicago: University of Chicago Press, 1980. Pp. viii, 200. Cloth, $15.00; Paper, $6.95. Review by Barbara J. Steinson of DePauw University. Derek McKay and H. M. Scott. The Rise of the Great Powers, 1648-1815. London: Longman, 1983. Pp. 368. Paper, $13.95. Review by Linda Frey of the University of Montana. Jack S. Levy. War in the Modern Great Power System, 1495-1975. Lexington: The University Press of Kentucky, 1983. Pp. xiv, 215. Cloth, $24.00. Review by Bullitt Lowry of North Texas State University. Lionel Kochan and Richard Abraham. The Making of Modern Russia. Second Edition. New York: Penguin Books, 1983. Pp. 544. Paper, $7.95. Review by Pasquale E. Micciche of Fitchburg State College. D. C. B. Lieven. Russia and the Origins of the First World War. New York: St. Martin's Press, 1983. Pp. 213. Cloth, $25.00. Review by Joseph M. McCarthy of Suffolk University. John F. V. Kieger. France and the Origins of the First World War. New York: St. Martin's Press, 1983. Pp. vii, 201. Cloth, $25.00. Review by Robert B. Luehrs of Fort Hays State University. E. Bradford Burns. The Poverty of Progress: Latin Amerca in the Nineteenth Century. Berkeley: University of California Press, 1980. Pp. 185. Paper, $6.95. Review by Robert Fischer of the Southern Technical Institute. Anthony Seldon and Joanna Pappworth. By Word of Mouth: Elite Oral History. London and New York: Methuen, 1983. Pp. xi, 258. Cloth, $25.00; Paper, $12.95. Review by Jacob L. Susskind of the Pennsylvania State University, The Capitol Campus.

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McLay, Geoff. "Toward a History of New Zealand Legal Education." Victoria University of Wellington Law Review 30, no. 2 (June 1, 1999): 333. http://dx.doi.org/10.26686/vuwlr.v30i2.5987.

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This article briefly discusses the history of New Zealand Legal Education, with a focus on Victoria University of Wellington. The first part of this paper introduces the American and English models of legal education, discussing the different tensions and contexts of each jurisdiction. The second part of the paper introduces the history of legal education in New Zealand. The author discusses New Zealand's departure from the English model (where a degree was not necessary to practise), academics' tradition of writing textbooks in New Zealand, and the influence of the American legal education system. The third part of the paper discusses the impact of Professor John Salmond and Sir Robert Stout at Victoria University of Wellington.

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Collett, N. G. "A history of forestry education in Victoria, 1910–1980." Australian Forestry 73, no. 1 (January 2010): 34–40. http://dx.doi.org/10.1080/00049158.2010.10676307.

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18

Braiden, Heather. "“Far From Uninteresting”: Getting to Know the St. Lawrence River at Montreal During the Construction of the Victoria Bridge." Urban History Review 49, no. 2 (February 1, 2022): 194–216. http://dx.doi.org/10.3138/uhr-2020-0005.

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In northern cities like Montreal, Quebec, Canada, the winters are long, and the construction season is condensed. In the mid-nineteenth century, knowing the St. Lawrence River’s seasonal variations and local construction customs helped railway and bridge builders save time and frustration during the very short working seasons. In this article, I investigate how technical and quasi-technical communications generated during the construction of the Victoria Bridge (1854–1860) are a rich source of urban knowledge. By examining visual and textual evidence in The Construction of the Great Victoria Bridge in Canada, I demonstrate how representations of the construction process are a tangible medium through which practical experience and a personal way of knowing the urban landscape are mediated. I argue that everyday experience and tacit knowledge move between social worlds and inform how audiences know and understand the colonial city.

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Greer, Shelley, and Peter Crocker. "Tech Voices: Recollections of the Technical Teachers Association of Victoria." Labour History, no. 92 (2007): 182. http://dx.doi.org/10.2307/27516211.

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Pettigrew, Wendy, and Mark Southcombe. "The End of the Wooden Shop: Wanganui Architecture in the 1890s." Architectural History Aotearoa 4 (October 31, 2007): 76–87. http://dx.doi.org/10.26686/aha.v4i0.6747.

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The 1890s was a decade of remarkable progress in Whanganui. The depression of the 1880s was over. The town became an important port and distribution centre with railway connections to Wellington and New Plymouth as well as wharves at Castlecliff and in town. Alexander Hatrick began his riverboat service on the river enabling tourists from all over the world to travel the "Rhine of New Zealand." The colonial town developed culturally. The Technical School of Design was established in 1892, the public museum opened a few years later and the library was extended. The local MP, John Ballance, was Premier until his death in 1893; his state funeral and that in 1898 of the Māori chief, Te Keepa Rangihiwinui, were defining moments in Whanganui's history. A 40-year building boom began, starting with the replacement of old town centre premises dating from the 1860s and earlier. In 1890 there were two architects in town, but only one with recognized qualifications: Alfred Atkins, FRIBA. Having been in practice with Frederick de Jersey Clere in the 1880s, Atkins' practice blossomed in the 1890s. He was architect to both the Education and Hospital Boards at a time of major commissions and advisor to the Borough Council. He designed the museum and a large warehouse and bond store for Sclanders of Nelson and organized the architectural competition for what is now known as The Royal Whanganui Opera House. This paper examines these and other buildings together with some "gentlemen's residences" as examples of the Victorian architecture which characterizes Whanganui today. During the 1890s the Borough Council continued to grapple with the problem of fires in town. The arguments raged over the merits of building in wood versus brick. This paper looks at the evolution of the Council's eventual designation in 1898 of a downtown "brick area" with bylaws requiring at least brick side walls on all new buildings. The era of building permits began and the erection of new brick walls heralded the end of the wooden shop. The brick buildings that followed changed the character of Whanganui's townscape.

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Cain, Victoria E. M., and Adam Laats. "A history of technological hype." Phi Delta Kappan 102, no. 6 (February 22, 2021): 8–13. http://dx.doi.org/10.1177/0031721721998147.

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Education leaders frequently turn to technological solutions to improve schools, often without evidence of their effectiveness. According to Victoria Cain and Adam Laats, this pattern of leaders pouring money into new technological systems and then being disappointed in the results goes back centuries. They describe how, in the early 1800s, Lancastrian schoolrooms captured the public imagination and how, in the 1950s and ‘60s, were seen as a solution to current educational ills. These examples provide a warning to those who see online education as a silver bullet.

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SERAFÍN, Čestmír, Martin HAVELKA, and Jiří KROPÁČ. "TECHNICAL EDUCATION IN BASIC SCHOOLS - HISTORY AND PRESENT." Journal of Technology and Information 10, no. 1 (February 1, 2018): 34–42. http://dx.doi.org/10.5507/jtie.2017.014.

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Dadswell, Gordon. "From idealism to realism: the Workers’ Educational Association of Victoria 1920‐1941." History of Education Review 36, no. 2 (October 14, 2007): 61–73. http://dx.doi.org/10.1108/08198691200700010.

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Fawns, Rod. "The struggle for general science in Australia: The final campaign in the technical schools of the state of Victoria." Research in Science Education 26, no. 1 (March 1996): 1–22. http://dx.doi.org/10.1007/bf02356960.

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Pardy, John. "Remembering and forgetting the arts of technical education." History of Education Review 49, no. 2 (November 12, 2020): 181–93. http://dx.doi.org/10.1108/her-02-2020-0009.

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PurposeTechnical education in the twentieth century played an important role in the cultural life of Australia in ways are that routinely overlooked or forgotten. As all education is central to the cultural life of any nation this article traces the relationship between technical education and the national social imaginary. Specifically, the article focuses on the connection between art and technical education and does so by considering changing cultural representations of Australia.Design/methodology/approachDrawing upon materials, that include school archives, an unpublished autobiography monograph, art catalogues and documentary film, the article details the lives and works of two artists, from different eras of twentieth century Australia. Utilising social memory as theorised by Connerton (1989, 2009, 2011), the article reflects on the lives of two Australian artists as examples of, and a way into appreciating, the enduring relationship between technical education and art.FindingsThe two artists, William Wallace Anderson and Carol Jerrems both products of, and teachers in, technical schools produced their own art that offered different insights into changes in Australia's national imaginary. By exploring their lives and work, the connections between technical education and art represent a social memory made material in the works of the artists and their representations of Australia's changing national imaginary.Originality/valueThis article features two artist teachers from technical schools as examples of the centrality of art to technical education. Through the teacher-artists lives and works the article highlights a shift in the Australian cultural imaginary at the same time as remembering the centrality of art to technical education. Through the twentieth century the relationship between art and technical education persisted, revealing the sensibilities of the times.

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Scaia, Margaret R., and Lynne Young. "Writing History: Case Study of the University of Victoria School of Nursing." International Journal of Nursing Education Scholarship 10, no. 1 (June 8, 2013): 19–26. http://dx.doi.org/10.1515/ijnes-2012-0015.

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AbstractA historical examination of a nursing curriculum is a bridge between past and present from which insights to guide curriculum development can be gleaned. In this paper, we use the case study method to examine how the University of Victoria School of Nursing (UVic SON), which was heavily influenced by the ideology of second wave feminism, contributed to a change in the direction of nursing education from task-orientation to a content and process orientation. This case study, informed by a feminist lens, enabled us to critically examine the introduction of a “revolutionary” caring curriculum at the UVic SON. Our research demonstrates the fault lines and current debates within which a feminist informed curriculum continues to struggle for legitimacy and cohesion. More work is needed to illuminate the historical basis of these debates and to understand more fully the complex landscape that has constructed the social and historical position of women and nursing in Canadian society today.

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Binion, Rudolph, and Peter Gay. "The Bourgeois Experience: Victoria to Freud. Volume 1, Education of the Senses." American Historical Review 91, no. 3 (June 1986): 629. http://dx.doi.org/10.2307/1869139.

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Whalen, Tim. "A History of Specifications: Technical Writing in Perspective." Journal of Technical Writing and Communication 15, no. 3 (January 1, 1986): 1. http://dx.doi.org/10.2190/p1xt-9t63-g45h-g607.

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Durack, Katherine T. "Gender, Technology, and the History of Technical Communication." Technical Communication Quarterly 6, no. 3 (July 1997): 249–60. http://dx.doi.org/10.1207/s15427625tcq0603_2.

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Haux, R., F. J. Leven, J. R. Moehr, and D. J. Protti. "Health and Medical Informatics Education." Methods of Information in Medicine 33, no. 03 (1994): 246–49. http://dx.doi.org/10.1055/s-0038-1635023.

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Abstract:Health and medical informatics education has meanwhile gained considerable importance for medicine and for health care. Specialized programs in health/medical informatics have therefore been established within the last decades.This special issue of Methods of Information in Medicine contains papers on health and medical informatics education. It is mainly based on selected papers from the 5th Working Conference on Health/Medical Informatics Education of the International Medical Informatics Association (IMIA), which was held in September 1992 at the University of Heidelberg/Technical School Heilbronn, Germany, as part of the 20 years’ celebration of medical informatics education at Heidelberg/Heilbronn. Some papers were presented on the occasion of the 10th anniversary of the health information science program of the School of Health Information Science at the University of Victoria, British Columbia, Canada. Within this issue, programs in health/medical informatics are presented and analyzed: the medical informatics program at the University of Utah, the medical informatics program of the University of Heidelberg/School of Technology Heilbronn, the health information science program at the University of Victoria, the health informatics program at the University of Minnesota, the health informatics management program at the University of Manchester, and the health information management program at the University of Alabama. They all have in common that they are dedicated curricula in health/medical informatics which are university-based, leading to an academic degree in this field. In addition, views and recommendations for health/medical informatics education are presented. Finally, the question is discussed, whether health and medical informatics can be regarded as a separate discipline with the necessity for specialized curricula in this field.In accordance with the aims of IMIA, the intention of this special issue is to promote the further development of health and medical informatics education in order to contribute to high quality health care and medical research.

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Manning, Curtis. "THE LOUISIANA COMMUNITY AND TECHNICAL COLLEGE SYSTEM: A BRIEF HISTORY." Community College Journal of Research and Practice 28, no. 6 (July 2004): 489–502. http://dx.doi.org/10.1080/10668920490277199.

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AMANO, Takehiro. "Lecture on Technical History and Industrial Heritage in University Education." Proceedings of Conference of Tokai Branch 2017.66 (2017): 611. http://dx.doi.org/10.1299/jsmetokai.2017.66.611.

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Betts, Robin S., and Gary McCulloch. "The Secondary Technical School: A Usable Past?" History of Education Quarterly 30, no. 3 (1990): 399. http://dx.doi.org/10.2307/368699.

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Brockmann, R. John. "Does Clio Have a Place in Technical Writing? Considering Patents in a History of Technical Communication." Journal of Technical Writing and Communication 18, no. 4 (October 1988): 297–304. http://dx.doi.org/10.2190/cr5w-cqut-0t7f-keu9.

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Technical writers need a historical perspective in order to distinguish between enduring and transitory writing standards, to understand the variety of past styles in building future styles, and to give the profession a better sense of self-identity. To overcome the problems in developing a historical perspective, such as a dearth of artifacts to examine and the peculiarities in rhetorical time and place which undercut attempts to generalize on historical information, the 200 year-old federal collection of patents is offered as a solution. This collection of patents is also very often the only remaining written work of the ordinary mechanic of the nineteenth century, and this collection truly reflects technical not legal, business, or science writing.

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Abdullah, Siti Aisyah Binti, and Noraini Mohamed Hassan. "PERKEMBANGAN LATIHAN PERGURUAN DI NEGERI-NEGERI MELAYU BERSEKUTU: NORMAL CLASS, 1906-1917." SEJARAH 26, no. 2 (December 21, 2017): 13–23. http://dx.doi.org/10.22452/sejarah.vol26no2.2.

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This paper examines how the British administration of the Federated Malay States (FMS) developed Normal Class to improve teacher training in English schools from 1906 to 1917. The 1902 Education Act, which made significant provisions for secondary and technical education and led to the rapid growth of training colleges in England and Wales, had an effect on the development of teacher training for English schools in the FMS. Following the suggestion of R.J. Wilkinson, Normal Classes for the training of assistant teachers commenced in January 1905 at the Victoria Institution. Initially, students from Victoria Institution and the Methodist Boy’s School were used to test the effectiveness of Normal Class. The success of Normal Class at Victoria Institution led to the opening of more such classes in the states of Perak, Melaka and Penang. Teacher training was emphasized to not only improve the quality of education in English schools but also to attract foreign investors to advance the economy especially of urban areas. This article focuses on the implementation of Normal Classes in Selangor and Perak. It has been found that, prior to the First World War, Normal Classes in Kuala Lumpur turned out to be more successful than in Perak. Teacher training in Kuala Lumpur, the administrative centre of the FMS, was desired to increase the number of local officials capable of speaking English in government departments. There was also considerable demand among capitalists for Normal Classes in English schools.

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36

Bailey, Bill. "The development of technical education, 1934‐1939." History of Education 16, no. 1 (March 1987): 49–65. http://dx.doi.org/10.1080/0046760870160104.

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Kantor, Harvey, and Robert Lowe. "Introduction: What Difference Did the Coleman Report Make?" History of Education Quarterly 57, no. 4 (November 2017): 570–78. http://dx.doi.org/10.1017/heq.2017.32.

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The Coleman ReportFor this History of Education Quarterly Policy Forum, we look at the historical significance of the 1966 Coleman Report from several different perspectives. The four main essays published here originated as presentations for a session on “Legacies of the Coleman Report in US Thought and Culture” at the History of Education Society annual meeting in Providence, Rhode Island, in November 2016. Presenters for that session— Zoë Burkholder, Victoria Cain, Leah Gordon, and Ethan Hutt—went on to participate in an HES-sponsored session entitled “Currents in Egalitarian Thought in the 1960s and 1970s: The Coleman Report in American Politics, Media, and Social Science” at the Organization of American Historians meeting in New Orleans in April 2017. Thinking that their reflections on the reception and influence of the Coleman Report in different contexts would be of broad interest to HEQ readers, we asked members of the panel to comment on each other's papers and revise them for this Forum. We then invited Harvey Kantor of the University of Utah and Robert Lowe of Marquette University to write an introduction summarizing the origins and findings of the Coleman Report, along with their own assessment of what the presenters’ essays teach us about its long-term significance. What follows are Kantor and Lowe's Introduction, “What Difference Did the Coleman Report Make?,” together with substantive essays by Zoë Burkholder of Montclair State University, Victoria Cain of Northeastern University, Leah Gordon of Amherst College, and Ethan Hutt of the University of Maryland.

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Lozano, Rosina. "New Directions in Latino/a/x Histories of Education: Comparative Studies in Race, Language, Law, and Higher Education." History of Education Quarterly 60, no. 4 (November 2020): 612–22. http://dx.doi.org/10.1017/heq.2020.43.

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The twenty-first century has seen a surge in scholarship on Latino educational history and a new nonbinary umbrella term, Latinx, that a younger generation prefers. Many of historian Victoria-María MacDonald's astute observations in 2001 presaged the growth of the field. Focus has increased on Spanish-surnamed teachers and discussions have grown about the Latino experience in higher education, especially around student activism on campus. Great strides are being made in studying the history of Spanish-speaking regions with long ties to the United States, either as colonies or as sites of large-scale immigration, including Puerto Rico, Cuba, and the Philippines. Historical inquiry into the place of Latinos in the US educational system has also developed in ways that MacDonald did not anticipate. The growth of the comparative race and ethnicity field in and of itself has encouraged cross-ethnic and cross-racial studies, which often also tie together larger themes of colonialism, language instruction, legal cases, and civil rights or activism.

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39

Davey, Bill, and Arthur Tatnall. "Two Computer Systems in Victorian Schools and the Actors and Networks Involved in their Implementation and Use." International Journal of Actor-Network Theory and Technological Innovation 5, no. 3 (July 2013): 37–46. http://dx.doi.org/10.4018/jantti.2013070104.

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As in Australia school education is the responsibility of State Governments, this article will consider two computer systems in the Australian State of Victoria. The article takes a socio-technical stance to examine two computer systems currently in use in schools in Victoria: CASES21 and the Ultranet. After describing these systems, the article makes use of actor-network theory to explore the actors involved in their creation, development, implementation and use (or in one case non-use), and the networks they established in doing so. It looks at the associations involving both the human and non-human actors and how these contributed to successful adoption and use of these systems. A comparison of two systems within the same organisational environment allows a unique perspective on the formation of networks. The ANT approach permits an understanding of the difference in adoption where very few factors differ between the cases.

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Cain, Victoria E. M. "Bookshelf: Kappan authors on their favorite reads." Phi Delta Kappan 102, no. 6 (February 22, 2021): 68. http://dx.doi.org/10.1177/0031721721998168.

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In this monthly column, Kappan authors discuss books and articles that have informed their views on education. Victoria Cain recommends The Big Test: The Secret History of the American Meritocracy by Nicholas Lemann. Nancy Gutiérrez recommends Subtractve Schooling: U.S.-Mexican Youth and the Politics of Caring. And Justin Reich recommends the Sociology of Education article, “Comment: The first and second digital divides” by Paul Attewell.

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41

Kiprianos, Pandelis. "Greek technical–vocational education (1870–1940): intentions and failed aspirations." Paedagogica Historica 49, no. 5 (October 2013): 664–76. http://dx.doi.org/10.1080/00309230.2013.790908.

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Leahy, Deana, Dawn Penney, and Rosie Welch. "Schooling health: the critical contribution of curriculum in the 1980s." History of Education Review 46, no. 2 (October 2, 2017): 224–35. http://dx.doi.org/10.1108/her-03-2016-0016.

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Purpose Public health authorities have long regarded schools as important sites for improving children and young people’s health. In Australia, and elsewhere, lessons on health have been an integral component of public health’s strategy mix. Historical accounts of schools’ involvement in public health lack discussion of the role of health education curriculum. The purpose of this paper is to redress this silence and illustrate the ways health education functioned as a key governmental apparatus in Victoria in the 1980s. Design/methodology/approach The paper draws on governmentality studies to consider the explicit governmental role of official health education curriculum in the 1980s in Victoria, Australia. The authors conduct a discourse analysis of the three official curriculum texts that were released during this period to consider the main governmental rationalities and techniques that were assembled together by curriculum writers. Findings School health education functions as a key governmental apparatus of governmentality. One of its major functions is to provide opportunities to responsibilise young people with an aim to ensure that that they can perform their duty to be well. The authors demonstrate the central role of policy events in the 1970s and how they contributed to conditions of possibility that shaped versions of health education throughout the 1980s and beyond. Despite challenges posed by the critical turn in health education in the late 1980s, the governmental forces that shape health education are strong and have remained difficult to displace. Originality/value Many public health and schooling histories fail to take into account insights from the history of education and curriculum studies. The authors argue that in order to grasp the complexities of school health education, we need to consider insights afforded by curriculum histories. Historical insights can provide us with an understanding of the changing approaches to governing health in schools.

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Castillo, Victor A. "Latino Education in the United States: A Narrated History From 1513–2000. Victoria-Maria MacDonald." Journal of Latinos and Education 9, no. 2 (March 31, 2010): 158–60. http://dx.doi.org/10.1080/15348431003618283.

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Che Rus, Ridzwan, and Ruhizan Mohamad Yasin. "Malaysia technical and vocational education and training TVET history and transformation." Journal of Historical Archaeology & Anthropological Sciences 5, no. 5 (October 30, 2020): 202–4. http://dx.doi.org/10.15406/jhaas.2020.05.00235.

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45

Todd, Jeff. "Teaching the History of Technical Communication: A Lesson with Franklin and Hoover." Journal of Technical Writing and Communication 33, no. 1 (January 2003): 65–81. http://dx.doi.org/10.2190/tgc8-gbv9-3j3t-kr00.

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The first part of this article shows that research in the history of technical communication has increased in quantity and sophistication over the last 20 years. Scholarship that describes how to teach with that information, however, has not followed, even though teaching the history of the field is a need recognized by several scholars. The article provides and defends four guidelines as a foundation to study ways to incorporate history into classroom lessons: 1) maintain a continued research interest in teaching history; 2) limit to technical rather than scientific discourse; 3) focus on English-language texts; and 4) focus on American texts, authors, and practices. The second part of the essay works within the guidelines to show a lesson that contrasts technical texts by Benjamin Franklin and Herbert Hoover. The lesson can help students see the difference in technical writing before and after the Industrial Revolution, a difference that mirrors their own transition from the university to the workforce.

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46

Hallström, Jonas. "Technical knowledge in a technical society: elementary school technology education in Sweden, 1919–1928." History of Education 38, no. 4 (July 2009): 455–74. http://dx.doi.org/10.1080/00467600801995427.

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47

Tebeaux, Elizabeth. "Whatever Happened to Technical Writing?" Journal of Technical Writing and Communication 47, no. 1 (August 1, 2016): 3–21. http://dx.doi.org/10.1177/0047281616641933.

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This article provides a short history of the continuing issues that modern technical communication and technical communication faculty face. It discusses the first texts and many of the early pedagogical battles: Technical communication faculty faced literature faculty who saw the practical as the work of the devil, despite the fact that technical writing courses remained in high demand. Many recent books presented here discuss the problems of a culture steadily declining in educational quality and students who cannot write.

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Valery, Dozmorov. "The History of Vocational and Technical Education in the Soviet Period According to Contemporary Dissertations." TECHNOLOGOS, no. 3 (2021): 78–88. http://dx.doi.org/10.15593/perm.kipf/2021.3.07.

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The topic of study was chosen and determined by the raised interest in the difficulties of the history of vocational and technical education. This subject attracts the focus of figures from various areas of scientific knowledge. The Russian system of vocational and technical education has been solving the problems of teaching highly qualified workers in all spheres of the national economy. The aim of our work is to reveal and analyze the prevalent trends in the development of science in realizing the difficulties in the history of vocational and technical education in the Soviet Union. Analysis of the author's abstracts of modern dissertation research on the history of Soviet vocational and technical education has been presented in the article. This analysis was done for the period of 2001-2020. The methodological foundation of the article is a systematic attitude to the problems of formation and development of Soviet vocational and technical education in current dissertations. To achieve this aim the next methods of historiography as a science are used: comparative-historical, retrospective, concrete and logical analysis, updating. Today vocational and technical education in Russia is an essential part of the educational system, the part of the national culture and the spiritual being of society. The analysis of the establishment and improvement of vocational and technical education system makes possible to examine the problems of the Russian history. The history of vocational and technical education and training of highly qualified workers allows using own cumulative knowledge and skills to make the current situation analysis in the field of education. Despite the fact that the value of historiography of vocational and technical education formation and improvement in the Soviet Union is impressive, nevertheless, there is a necessity of exchanging the accumulated experience of learning this topic by modern scientists. The study of dissertation research is a new area of activity in Russian historiography. Due to the made analysis it was revealed the peculiarities of historical formation and improvement of vocational and technical education in the Soviet period shown in modern dissertations. By the example of the Republic of Crimea research tasks concerning the study of this topic have been formulated.

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Lucas, A. M., Sara Maroske, and Andrew Brown-May. "Bringing Science to the Public: Ferdinand von Mueller and Botanical Education in Victorian Victoria." Annals of Science 63, no. 1 (January 2006): 25–57. http://dx.doi.org/10.1080/00033790500365389.

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Weiss, Edmond H. "Commentary: What Technical Writers Must Learn from the History of Programming." Journal of Technical Writing and Communication 16, no. 3 (July 1986): 257–65. http://dx.doi.org/10.2190/lerk-yjv9-qyuc-vnt0.

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Complicated documents often affect readers the way computer programs affect computers; technical writers are prone to many of the same serious errors that plague programmers. Among the many principles that writers can learn from programming are: 1) Models save money: it is far more economical to develop detailed outlines and mockups than to improvise from a vague outline. 2) Quality demands maintainability: every complicated document will need frequent revision, and only documents designed for ease of change will be kept current. 3) The trouble is in the interfaces: the procedures and tasks in a manual are not as error-prone as the rules for moving from part to part of the book itself. 4) Readers are subject to the laws of physics: many publication economies produce documents that defy the physical powers of the reader. 5) Communication is control: readers must be prevented from getting lost.

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