Relevant bibliographies by topics / Victoria ;National Board of Education

Academic literature on the topic 'Victoria ;National Board of Education'

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Published: 10 December 2022
Last updated: 28 January 2023

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Journal articles on the topic "Victoria ;National Board of Education"

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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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Zhou, Wenyu, Anthony Lin Zhang, Brian H. May, Vivian K. Lin, Anne-Louise Carlton, and Charlie Changli Xue. "The Victorian experience of transitional registration for Chinese Medicine practitioners and its implications for national registration." Australian Health Review 36, no. 1 (2012): 61. http://dx.doi.org/10.1071/ah09861.

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Background. Statutory registration of Chinese Medicine (CM) practitioners was introduced in Victoria in 2000. The application assessment process for those who were granted registration during the transitional period (2002–04) was resource intensive, as little was known about their age, education, practice and language proficiency. This study offers insights that may be useful for the planning of national registration to commence in 2012. Methods. Data were extracted from registration application forms submitted to the Chinese Medicine Registration Board of Victoria (CMRB) between 2002 and 2004, using pre-defined data collection forms. Results. In 2006, 639 ‘grandparented’ Victorian CM practitioners had been registered, with a median age of 44 years old (range 23–86). There was a higher proportion of younger female, English-speaking, acupuncturists v. a higher proportion of older male, non-English-speaking, Chinese herbalists. There were few CM practitioners in rural areas, particularly herbalists. More than one-third of practitioners had obtained qualifications overseas and almost half of these practitioners provided no evidence of past study in professional issues and medical ethics. Conclusions. Ageing, diversity in qualifications and training, English proficiency, and level of study in professional issues and medical ethics represent major challenges for the implementation of CM national registration in 2012. What is known about the topic? Statutory registration of Chinese Medicine (CM) practitioners was introduced in the state of Victoria in 2000. The process of registering practitioners during the transitional period was resource intensive, because of the diverse background of the workforce. In May 2009, Health Ministers of all States and Territories and the Commonwealth agreed to include the CM profession, from 1 July 2012, in the National Registration and Accreditation Scheme for the health professions. What does this paper add? This paper, based on data from the registration application forms submitted to the Chinese Medicine Registration Board of Victoria (CMRB) between 2002 and 2004, provides a demographic and geographic profile of the 639 Victorian CM practitioners grandparented under the transitional arrangements of the Chinese Medicine Registration Act 2000. This study offers insights that may be useful for the planning of national registration for the Chinese Medicine profession. What are the implications for practitioners? With the introduction of national registration for the CM profession, this study provides critical data for developing effective strategies to implement the grandparenting process in all states and territories in Australia. Particularly, data collected in this study will help to deal with assessing knowledge in ethics and the healthcare system, biomedical sciences and language proficiency as part of the assessment process for a substantial number of applicants during the national registration of CM practitioners.
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Tenbus, Eric G. "Defending the Faith through Education: The Catholic Case for Parental and Civil Rights in Victorian Britain." History of Education Quarterly 48, no. 3 (August 2008): 432–51. http://dx.doi.org/10.1111/j.1748-5959.2008.00158.x.

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The struggle to provide primary education for the Catholic poor in England and Wales dominated the agenda of English Catholic leaders in the last half of the nineteenth century. This effort occurred within the larger framework of a national educational revolution that slowly pushed the government into providing public education for the first time. Although state education grants at the elementary level began in 1833, lingering problems forced the government to establish a new era of educational provision with the controversial Education Act of 1870. This act created a dual education system consisting of the long-standing denominational schools operated by the different churches and new rate-supported board schools, operated by local school boards, providing no religious instruction or nondenominational religious instruction. In the closing years of the nineteenth century, the dual system grew intolerable for Catholics because local rates (property taxes) only supported the board schools and gave them almost unlimited funding while Catholic schools struggled to make ends meet on school pence and shrinking state grants, which Catholics had only had access to beginning in 1847.
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McSwan, David, and Ken Stevens. "Post Secondary School Educational and Vocational Issues Facing Families in Rural North Queensland." Australian and International Journal of Rural Education 5, no. 1 (March 1, 1995): 45–49. http://dx.doi.org/10.47381/aijre.v5i1.394.

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Vocational choice has been a critical issue for rural Queensland families for many years although it remains a little documented aspect of the lives of secondary school students and their parents who live in the outback. While rural education has received official recognition as an area of disadvantage in the Australian education system for almost two decades (Schools Commission, 1975; Commission of Inquiry into Poverty in Australia, 1976) vocational choice in outback schools, which is central to the relationships between both school and work and school and tertiary education, has not been prominent in the research literature in spite of several recent reports (Boomer, 1988; Australian Education Council Review Committee, 1991; National Board of Employment, Education and Training, 1991). This research project has been designed to investigate the processes of post secondary school education and vocational choices for families in a representative community and to consider the implications of this issue for schools and policy makers. The research project was initiated by Dr David McSwan of James Cook University's Rural Education Research and Development Centre and Dr Ken Stevens of the Faculty of Education at Victoria University in Wellington in New Zealand. Specifically, the research will investigate how families with year ten, eleven and twelve students in a selected North Queensland community make choices about post secondary school education and careers.
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Voigt, Louise, and Sue Tregeagle. "Buy Australian: A local family preservation success." Children Australia 21, no. 1 (1996): 27–30. http://dx.doi.org/10.1017/s1035077200004764.

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The ‘new’ American solution for abused and neglected children — Intensive Family Preservation Programs — are being heavily marketed to Australians. Victoria and New South Wales have enthusiastically embraced the idea with pilot programs based on American statistics proving its value in maintaining children with their families and improving their safety. No matter that the Americans themselves warned that evaluations showed that out of home placements rate was no higher for families that did not receive the program and that the programs came from a country whose own Advisory Board on Child Abuse and Neglect described the child protection system as a ‘national emergency’.
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Hidalgo-Mazzei, Diego, Michael Berk, Andrea Cipriani, Anthony J. Cleare, Arianna Di Florio, Daniel Dietch, John R. Geddes, et al. "Treatment-resistant and multi-therapy-resistant criteria for bipolar depression: consensus definition." British Journal of Psychiatry 214, no. 1 (December 6, 2018): 27–35. http://dx.doi.org/10.1192/bjp.2018.257.

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BackgroundMost people with bipolar disorder spend a significant percentage of their lifetime experiencing either subsyndromal depressive symptoms or major depressive episodes, which contribute greatly to the high levels of disability and mortality associated with the disorder. Despite the importance of bipolar depression, there are only a small number of recognised treatment options available. Consecutive treatment failures can quickly exhaust these options leading to treatment-resistant bipolar depression (TRBD). Remarkably few studies have evaluated TRBD and those available lack a comprehensive definition of multi-therapy-resistant bipolar depression (MTRBD).AimsTo reach consensus regarding threshold definitions criteria for TRBD and MTRBD.MethodBased on the evidence of standard treatments available in the latest bipolar disorder treatment guidelines, TRBD and MTRBD criteria were agreed by a representative panel of bipolar disorder experts using a modified Delphi method.ResultsTRBD criteria in bipolar depression was defined as failure to reach sustained symptomatic remission for 8 consecutive weeks after two different treatment trials, at adequate therapeutic doses, with at least two recommended monotherapy treatments or at least one monotherapy treatment and another combination treatment. MTRBD included the same initial definition as TRBD, with the addition of failure of at least one trial with an antidepressant, a psychological treatment and a course of electroconvulsive therapy.ConclusionsThe proposed TRBD and MTRBD criteria may provide an important signpost to help clinicians, researchers and stakeholders in judging how and when to consider new non-standard treatments. However, some challenging diagnostic and therapeutic issues were identified in the consensus process that need further evaluation and research.Declaration of interestIn the past 3 years, M.B. has received grant/research support from the NIH, Cooperative Research Centre, Simons Autism Foundation, Cancer Council of Victoria, Stanley Medical Research Foundation, MBF, NHMRC, Beyond Blue, Rotary Health, Geelong Medical Research Foundation, Bristol Myers Squibb, Eli Lilly, Glaxo SmithKline, Meat and Livestock Board, Organon, Novartis, Mayne Pharma, Servier, Woolworths, Avant and the Harry Windsor Foundation, has been a speaker for Astra Zeneca, Bristol Myers Squibb, Eli Lilly, Glaxo SmithKline, Janssen Cilag, Lundbeck, Merck, Pfizer, Sanofi Synthelabo, Servier, Solvay and Wyeth and served as a consultant to Allergan, Astra Zeneca, Bioadvantex, Bionomics, Collaborative Medicinal Development, Eli Lilly, Grunbiotics, Glaxo SmithKline, Janssen Cilag, LivaNova, Lundbeck, Merck, Mylan, Otsuka, Pfizer and Servier. A.J.C. has in the past 3 years received honoraria for speaking from Astra Zeneca and Lundbeck, honoraria for consulting from Allergan, Janssen, Lundbeck and LivaNova and research grant support from Lundbeck. G.M.G. holds shares in P1Vital and has served as consultant, advisor or CME speaker for Allergan, Angelini, Compass pathways, MSD, Lundbeck, Otsuka, Takeda, Medscape, Minervra, P1Vital, Pfizer, Servier, Shire and Sun Pharma. J.G. has received research funding from National Institute for Health Research, Medical Research Council, Stanley Medical Research Institute and Wellcome. H.G. received grants/research support, consulting fees or honoraria from Gedeon Richter, Genericon, Janssen Cilag, Lundbeck, Otsuka, Pfizer and Servier. R.H.M.-W. has received support for research, expenses to attend conferences and fees for lecturing and consultancy work (including attending advisory boards) from various pharmaceutical companies including Astra Zeneca, Cyberonics, Eli Lilly, Janssen, Liva Nova, Lundbeck, MyTomorrows, Otsuka, Pfizer, Roche, Servier, SPIMACO and Sunovion. R.M. has received research support from Big White Wall, Electromedical Products, Johnson and Johnson, Magstim and P1Vital. S.N. received honoraria from Lundbeck, Jensen and Otsuka. J.C.S. has received funds for research from Alkermes, Pfizer, Allergan, J&J, BMS and been a speaker or consultant for Astellas, Abbott, Sunovion, Sanofi. S.W has, within the past 3 years, attended advisory boards for Sunovion and LivaNova and has undertaken paid lectures for Lundbeck. D.J.S. has received honoraria from Lundbeck. T.S. has reported grants from Pathway Genomics, Stanley Medical Research Institute and Palo Alto Health Sciences; consulting fees from Sunovion Pharamaceuticals Inc.; honoraria from Medscape Education, Global Medical Education and CMEology; and royalties from Jones and Bartlett, UpToDate and Hogrefe Publishing. S.P. has served as a consultant or speaker for Janssen, and Sunovion. P.T. has received consultancy fees as an advisory board member from the following companies: Galen Limited, Sunovion Pharmaceuticals Europe Ltd, myTomorrows and LivaNova. E.V. received grants/ research support, consulting fees or honoraria from Abbott, AB-Biotics, Allergan, Angelini, Dainippon Sumitomo, Ferrer, Gedeon Richter, Janssen, Lundbeck, Otsuka and Sunovion. L.N.Y. has received grants/research support, consulting fees or honoraria from Allergan, Alkermes, Dainippon Sumitomo, Janssen, Lundbeck, Otsuka, Sanofi, Servier, Sunovion, Teva and Valeant. A.H.Y. has undertaken paid lectures and advisory boards for all major pharmaceutical companies with drugs used in affective and related disorders and LivaNova. He has also previously received funding for investigator-initiated studies from AstraZeneca, Eli Lilly, Lundbeck and Wyeth. P.R.A.S. has received research funding support from Corcept Therapeutics Inc. Corcept Therapeutics Inc fully funded attendance at their internal conference in California USA and all related expenses. He has received grant funding from the Medical Research Council UK for a collaborative study with Janssen Research and Development LLC. Janssen Research and Development LLC are providing non-financial contributions to support this study. P.R.A.S. has received a presentation fee from Indivior and an advisory board fee from LivaNova.
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Chapman, Edgar L. "National dissertation board." Academic Questions 15, no. 4 (December 2002): 7–11. http://dx.doi.org/10.1007/s12129-002-1037-8.

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Wink, Donald J. "The National Science Board on Science Education." Journal of Chemical Education 76, no. 6 (June 1999): 751. http://dx.doi.org/10.1021/ed076p751.

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Houston, Jennifer, and Pamela Hodges Kulinna. "National Board Certification for Physical Education Teachers." Strategies 26, no. 3 (May 2013): 19–24. http://dx.doi.org/10.1080/08924562.2013.779864.

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Kelley, Carolyn, and Steven M. Kimball. "Financial Incentives for National Board Certification." Educational Policy 15, no. 4 (September 2001): 547–74. http://dx.doi.org/10.1177/0895904801015004003.

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Dissertations / Theses on the topic "Victoria ;National Board of Education"

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Covert, Julia L. "A narrative analysis of National board- and non-national Board-Certified Teachers's belief systems /." The Ohio State University, 2000. http://rave.ohiolink.edu/etdc/view?acc_num=osu1488199501403774.

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Grochocki, Jeannie. "National Board Certification and Cognitive Coaching." Thesis, Northern Arizona University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10751373.

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The National Board Certification is a process for educators who desire to pursue a deeper level of professional development and enhance their teaching practice. This certification process coupled with cognitive coaching involved high levels of reflective practices and deepened self-efficacy evident in this study. This study determined that with the use of cognitive coaching an educator self-efficacy would increase depending on what stage they were on in the process. The researcher provided three groups of participants (National Board Certified Teachers, Candidates in the process of National Board Certification and Did Not Achieve) an opportunity to elaborate on their experience moving through the process using a cognitive coach.

An analysis of qualitative and quantitative data revealed that the three groups differed in self-efficacy in favor of the National Board Certified Teacher (NBC) group and that on several aspects of cognitive coaching, the NBC group scored higher than the other groups. As well, each group showed support for the coaching process through certification and revealed that with this coaching they were able to achieve a deeper reflective state of mind.

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Bricker, Beverly Johnson. "National Board Certification: The Perceived Value and Renewal Rates of California National Board Certified Teachers." CSUSB ScholarWorks, 2015. https://scholarworks.lib.csusb.edu/etd/226.

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National Board Certification (NBC) offers the highest certification possible to teachers who can meet the rigorous standards of this process. This certification develops reflective practitioners through a series of components designed to be used in authentic settings with students. Previous research shows the value of employing National Board Certified Teachers (NBCTs) for raising student achievement, creating teacher leaders, and developing a reflective culture in schools. Increasing the number of NBCTs could have a profound impact in our schools. This study explored the renewal rates and the perceived value of California NBCTs who certified in 2005 & 2006 using a survey created from two existing instruments. Both qualitative and quantitative data concerning initial motivating factors, renewal decisions and the benefits of holding NBC were collected. The analysis of the results indicated financial incentives were the number one reason for renewing. Conversely, the cost and/or lack of financial incentives ranked highest on the list for not renewing. While financial incentives were identified most frequently as an original motivator, the NBCTs in this study reported professional development as the most powerful effect of being a NBCT. A study of the literature demonstrated that the NBC process contains all of the components of quality professional development programs supporting this benefit and providing a program for structured professional development for districts and schools seeking a positive change in instructional practice.
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Thomas, Angela Falter. "The Professional Implications of National Board Certification." The Ohio State University, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=osu1254757886.

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Moore, Jan Woodard. "Perceived Barriers to the National Board For Professional Teaching Standards Certification." Digital Commons @ East Tennessee State University, 2002. https://dc.etsu.edu/etd/710.

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Since its conception in 1987, much money and effort have been expended establishing the National Board for Professional Teaching Standards. Although 16,038 educators in 45 states and the District of Columbia have obtained National Board Certification, there are over 1,200 teachers in the East Tennessee counties of Cocke and Sevier who are eligible for National Board Certification, but have not obtained this certification. This study sought to identify the barriers that discouraged this population from attempting to gain National Board Certification. The research design was inferential and utilized data from a survey instrument constructed by the researcher. A pilot test of the instrument was conducted, reliability coefficients calculated, and survey items retained, modified, or deleted based on the results. The final survey contained 38 statements (grouped into five subscales) and a demographic section. A total of 700 surveys were sent to eligible educators in the public schools of Cocke and Sevier counties; of those, 459 were returned and 448 responses were usable. Other variables studied were age, gender, teaching assignment, years of teaching experience, education level attained, future plans to attempt, not attempt, or unsure about attempting National Board Certification, informational sources, and overall opinions of the National Board for Professional Teaching Standards. In addition, a space was provided for comments. Findings included: The most problematic barriers from greatest to least were personal obstacles, teaching professionalism, teacher morale, evaluation process, and financial considerations. Significant differences regarding the barriers existed in all demographic areas included in the study except for educational levels, and the majority of respondents had a negative overall opinion of National Board Certification. However, the opinion varied with the source of information about the process. Educators who received their information from local administrators and published materials had a more positive opinion than those that received their information from peers. This study indicates that the barriers identified are factors in keeping eligible East Tennessee educators from attempting National Board Certification.
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Cannard, Kelly. "National Board Certification: A Career Imprint That Transfers to Teacher Leadership Roles." Thesis, Harvard University, 2017. http://nrs.harvard.edu/urn-3:HUL.InstRepos:33052845.

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Since its inception in 1987, the National Board for Professional Teaching Standards has certified over 112,000 accomplished teachers in its effort to professionalize teaching. During this same period, districts have added teacher leadership positions to improve the instructional practice of teachers and meet the complex needs of students, something the Board envisioned for National Board Certified Teachers (Carnegie Forum on Education and the Economy, 1986). However, there is a lack of research about if and how NBCTs holding formal teacher leadership roles utilize their expertise to improve instruction among their peers. This qualitative study sought to examine this issue through semi-structured interviews with forty-three teacher leaders who are National Board Certified Teachers in four public school districts and one state context. In this dissertation, I make the case that National Board Certification served as a career imprint (Higgins, 2005) that National Board Certified Teachers subsequently transferred to their work as teacher leaders and encouraged in their peers. The imprint consisted of capabilities in knowing one’s students, constructivist and differentiated instruction, and observing, describing, and reflecting continuously on instructional practice The cognitive aspects of the imprint included a belief that understanding one’s students was central to instruction, a commitment to assuming internal responsibility for student learning, and an assumption that reflecting continuously on their instruction would lead to improved teaching and learning. The participants indicated that, although National Board Certification prepared them as excellent teachers, they still needed organizational supports to extend what they learned through the process to other teachers. In the absence of some supports, they said that they could not fully transfer the imprint. In a few unique cases, NBCTs reported that they were able to alter the policy context in order to create a more favorable environment for the principles and practices from National Board Certification to take hold among other teachers. The findings suggest that NBPTS could work collaboratively with other organizations and policymakers to more explicitly advance the principles and practices underlying National Board Certification imprint as well as promote NBCTs as teacher leaders beyond their classrooms. Steps that NBPTS, districts, states, and teacher leaders could take to strengthen the extension of the Board imprint in order to improve instruction and learning in schools are outlined. Avenues for further research are explored.
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Falaney, Patricia E. "National Board for Professional Teaching Standards Certification: Does It Impact Student Learning?" UNF Digital Commons, 2006. http://digitalcommons.unf.edu/etd/192.

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The present study measured student gains in learning using the Florida Comprehensive Assessment Test pre and post-test mean scale scores in reading comprehension and math problem solving. The project involved classes of students in fourth and fifth grade in six north Florida counties. Thirty class sets of students were taught by a National Board Certified teacher, and a comparable set of thirty class sets of students of the same grade level and at the same school were taught by a teacher who was not National Board Certified. The analysis indicated if National Board Certified teachers produced a higher mean gain score for their students than teachers not certified by National Board. Did National Board Certification make the needed difference in student learning? The results of the main effect of the study did not indicate a statistically significant difference in the average reading comprehension and math problem solving achievement of students whose teachers were National Board Certified as compared to those whose teachers were not National Board Certified. There was a statistically significant main effect for grade level. In follow up testing there was a statistically significant difference between reading at the fourth and fifth grade levels. A small statistically non-significant difference was found in the math gain score means (favored fifth grade) and a larger difference in reading gain scores (favored fourth grade). There was a statistically non-significant effect for the grade level by teaching status two-way interaction.
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Stork, Lisa. "Effectiveness of interpretive exhibits at Brown v. Board of Education National Historic Site." Kansas State University, 2013. http://hdl.handle.net/2097/15645.

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Master of Science
Department of Horticulture, Forestry, and Recreation Resources
Ted Cable
National parks reach out to millions of people each year by offering a number of recreational and educational experiences. People are exposed to new ideas and experiences in a national park that they may not get anywhere else. At Brown v. Board of Education National Historic Site in Topeka, Kansas, the National Park Service (NPS) compels visitors to step into the shoes of African American students in a segregated elementary school through the use of interpretive exhibits. This study was conducted to evaluate the effectiveness of the interpretive exhibits at Brown v. Board of Education National Historic Site. Most visitors sampled (91%) were visiting for the first time, indicating that the site does not have many repeat visitors. Race and the American Creed, the 30 minute film that plays in the auditorium, was found the most impactful exhibit by 34.3% of visitors surveyed. Expressions and Reflections, the temporary exhibit in the Kindergarten room, was the second most impactful exhibit, at 21.6% of visitors surveyed. The least impactful exhibit was the film Pass It On, at 0.9% of visitors surveyed. As a whole, visitors were most impacted by dynamic exhibits with a clear theme, while static exhibits and those that did not have a clear theme were not as impactful. This research will help guide Brown v. Board of Education National Historic Site staff as they contemplate future changes in the interpretive exhibits.
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Wilson, Amy Jo Smith. "A comparison of the perceived performance of mentoring functions of National Board-Certified and non-National Board-Certified teachers with their protégés." Scholar Commons, 2006. http://scholarcommons.usf.edu/etd/2759.

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National Board-certified (NBC) teachers are recognized as accomplished teachers who have met the National Board's stringent standards. These teachers are encouraged to serve as mentors to novice teachers and veteran teachers in candidacy for National Board Certification. This study identified and compared the career and psychosocial mentoring functions that NBC teacher mentors and non-NBC teacher mentors perceived they provided to their protégés' at the elementary grade levels. National Board-certified protégés' perceptions of having the functions provided were compared with those of their teacher mentors and with the protégés' of non-NBC teacher mentors. The research was conducted in a large urban school district in Florida and included 190 participants: 95 mentors and their protégés'. The teacher mentors' perceptions of having provided the mentoring functions were assessed using the Mentoring Functions Scale for the Mentor, and the protégés' perceptions were measured with the Mentoring Functions Scale for the Protégé. Both instruments were adapted for this study from a previous mentoring scale for the protégé developed by Noe (1988). Results for the study indicated no statistically significant differences between the NBC teacher mentors and the non-NBC teacher mentors in their perceptions of having provided the functions. Significant differences were found between NBC teacher mentors and their protégés on the exposure-and-visibility function, between non-NBC teacher mentors and their protégés on the challenging assignments function, and between all mentors and all protégés on the challenging assignments function. Implications for teacher mentors, administrators, and scholars are provided. These include developing or updating existing mentoring programs to include the career and psychosocial functions studied in this research, providing mentors and protégés with information about the functions in order to assess the existence of specific functions, expanding professional development time to address functions that may have been inadequate, and possibly limiting the number of protégés with whom teacher mentors interact and guide.
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Newby, Carrie. "Do the Goal Orientations of National Board Certified Teachers Differ from Their Non-Certified Counterparts?" TopSCHOLAR®, 2006. http://digitalcommons.wku.edu/theses/253.

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Given the increasing number of those achieving certification through National Board for Professional Teaching Standards (NBPTS) and the amount of federal money NBPTS has been awarded to design the assessment of identifying teachers, the majority of research has focused on whether National Board Certified teachers impact student achievement and whether NBPTS effectively measures teacher quality. There is very little, if any, published research that addresses other factors that could possibly distinguish teachers that have obtained National Board Certification, however. In the current study, it was presumed that goal orientation might be an important factor that could distinguish those who have achieved National Board certification from those who have not. Therefore, the following research question was addressed: Are the goal orientations of those who are NBPTS certified different from those who have not attempted and those who were unsuccessful in obtaining NBPTS certification. To address this question, the author surveyed 165 teachers using the Patterns of Adaptive Learning Scales (PALS) to obtain a measure of their goal orientations. The teachers were in one of three groups, successful NBPTS applicants, unsuccessful NBPTS applicants, or non-applicant teachers. The results revealed no significant differences among the three different groups of teachers in terms of their goal orientations. Thus, there was no support that those who had earned national certification had differing goal orientations than their non-certified counterparts, evidenced by the data which suggested that all the teachers appeared to exhibit a stronger mastery goal orientation compared to performance-approach or performance-avoidance goal orientations.
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Books on the topic "Victoria ;National Board of Education"

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Commission, Pew Health Professions. A National Health Professions Development Board. San Francisco, CA: UCSF Center for the Health Professions, 1994.

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Milam, Peggy S. National board certification for library media: A candidate's journal. Worthington, Ohio: Linworth Pub., 2005.

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Ireland. Office of the Comptroller and Auditor General. National Educational Welfare Board: Lapses in internal control : special report. Dublin: Stationery Office, 2007.

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United States. National Educational Research Policy and Priorities Board. The National Educational Research Policy and Priorities Board: Its role, development, and prospects. Washington, DC: National Educational Research Policy and Priorities Board, U.S. Dept. of Education, 1999.

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Board, United States National Educational Research Policy and Priorities. The National Educational Research Policy and Priorities Board: Its role, development, and prospects. Washington, DC: National Educational Research Policy and Priorities Board, U.S. Dept. of Education, 1999.

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United States. National Educational Research Policy and Priorities Board. The National Educational Research Policy and Priorities Board: Its role, development, and prospects. Washington, DC: National Educational Research Policy and Priorities Board, U.S. Dept. of Education, 1999.

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United States. National Educational Research Policy and Priorities Board. The National Educational Research Policy and Priorities Board: Its role, development, and prospects. Washington, DC: National Educational Research Policy and Priorities Board, U.S. Dept. of Education, 1999.

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Teaching and teacher education among the professions. Washington, D.C: American Association of Colleges for Teacher Education, 1998.

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Dickinson, Gail K. Achieving national board certification for school library media specialists: A study guide. Chicago: American Library Association, 2005.

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United States. National Transportation Safety Board. Safety study: National Transportation Safety Board Public Forum on Alcohol and Drug Safety Education. Washington, D.C: The Board, 1986.

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Book chapters on the topic "Victoria ;National Board of Education"

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Jackson, Stephen. "Society and Education in Mid-Twentieth Century Ontario and Victoria." In Constructing National Identity in Canadian and Australian Classrooms, 21–62. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-89402-7_2.

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Parkes, Susan M. "‘An Essential Service’: The National Board and Teacher Education, 1831–1870." In Essays in the History of Irish Education, 45–82. London: Palgrave Macmillan UK, 2016. http://dx.doi.org/10.1057/978-1-137-51482-0_3.

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Hyvönen, Mats. "World Class at All Costs." In Evaluating Education: Normative Systems and Institutional Practices, 107–21. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-7598-3_8.

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AbstractThis chapter takes up the now infamous case of the so-called Macchariani Scandal in light of the Karolinska Institute’s tactics for maintaining and enhancing its position as a WCU. It pays special attention to research funding policies in general, and, in particular, the role of the chairman of the Institute’s Board of Trustees, the Liberal politician Lars Leijonborg, as an example of how the dream of becoming a world-class country in the increasingly fierce global competition can have far-reaching negative consequences for national higher education systems as well as for individuals.
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Adam, P., N. S. Imaniyati, and N. Nurhasanah. "The construction of Musyârakah Mutanâqishah (MMQ) contract in the Fatwa of National Sharia Board-Indonesian Ulema Council Number 73/DSN-MUI/XI/2008." In Islam, Media and Education in the Digital Era, 459–66. London: Routledge, 2022. http://dx.doi.org/10.1201/9781003219149-67.

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Brown, Marvin T. "Reinhold Niebuhr During the Time of the White Compromise." In Library of Public Policy and Public Administration, 95–115. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-77363-2_7.

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AbstractThe story of how the theological ethicist, Reinhold Niebuhr, dealt with race during the “white compromise” (from after Reconstruction to the Civil Rights Movement) gives us a good picture of what will work and not work in re-directing American Prosperity toward a sustainable future. In his early years, Niebuhr argued against the Ku Klux Klan in Detroit, and supported sharecropper cooperatives in Arkansas. He guided his later ethical analysis of national and international groups by what he called “Christian realism,” which assumed that groups had limited capacity for doing good. At the height of his national status, he wrote books as though American history was the same as white history. He suggested caution in applying the Brown v. Board of Education decision to white families and after the civil rights movement had disrupted the “white compromise,” Niebuhr moved somewhat closer to Martin Luther King Jr.’s view of the “beloved community.”
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Miedema, Frank. "Science in Transition How Science Goes Wrong and What to Do About It." In Open Science: the Very Idea, 67–108. Dordrecht: Springer Netherlands, 2021. http://dx.doi.org/10.1007/978-94-024-2115-6_3.

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AbstractScience in Transition, which started in 2013, is a small-scale Dutch initiative that presented a systems approach, comprised of analyses and suggested actions, based on experience in academia. It was built on writings by early science watchers and most recent theoretical developments in philosophy, history and sociology of science and STS on the practice and politics of science. This chapter will include my personal experiences as one of the four Dutch founders of Science in Transition. I will discuss the message and the various forms of reception over the past 6 years by the different actors in the field, including administrators in university, academic societies and Ministries of Higher Education, Economic Affairs and Public Health but also from leadership in the private sector. I will report on my personal experience of how these myths and ideologies play out in the daily practice of 40 years of biomedical research in policy and decision making in lab meetings, at departments, at grant review committees of funders and in the Board rooms and the rooms of Deans, Vice Chancellors and Rectors.It has in the previous chapters become clear that the ideology and ideals that we are brought up with are not valid, are not practiced despite that even in 2020 they are still somehow ‘believed’ by most scientists and even by many science watchers, journalists and used in political correct rhetoric and policy making by science’s leadership. In that way these ideologies and beliefs mostly implicitly but sometimes even explicitly determine debates regarding the internal policy of science and science policy in the public arena. These include all time classic themes like the uniqueness of science compared to any other societal activity; ethical superiority of science and scientists based on Mertonian norms; the vocational disinterested search for truth, autonomy; values and moral (political) neutrality, dominance of internal epistemic values and unpredictability regards impact. These ideas have influenced debates about the ideal and hegemony of natural science, the hierarchy of basic over applied science; theoretical over technological research and at a higher level in academic institutions and at the funders the widely held supremacy of STEM over SSH. This has directly determined the attitudes of scientists in the interaction with peers within the field, but also shaped the politics of science within science but also with policy makers and stakeholders from the public and private sector and with interactions with popular media.Science it was concluded was suboptimal because of growing problems with the quality and reproducibility of its published products due to failing quality control at several levels. Because of too little interactions with society during the phases of agenda setting and the actual process of knowledge production, its societal impact was limited which also relates to the lack of inclusiveness, multidisciplinarity and diversity in academia. Production of robust and significant results aiming at real world problems are mainly secondary to academic output relevant for an internally driven incentive and reward system steering for academic career advancement at the individual level. Similarly, at the higher organizational and national level this reward system is skewed to types of output and impact focused on positions on international ranking lists. This incentive and reward system, with flawed use of metrics, drives a hyper-competitive social system in academia which results in a widely felt lack of alignment and little shared value in the academic community. Empirical data, most of it from within science and academia, showing these problems in different academic disciplines, countries and continents are published on virtually a weekly basis since 2014. These critiques focus on the practices of scholarly publishing including Open Access and open data, the adverse effects of the incentive and reward system, in particular its flawed use of metrics. Images, ideologies and politics of science were exposed that insulate academia and science from society and its stakeholders, which distort the research agenda and subsequentially its societal and economic impact.
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Rosen, Richard A., and Joseph Mosnier. "School Desegregation and the Swann Case." In Julius Chambers. University of North Carolina Press, 2016. http://dx.doi.org/10.5149/northcarolina/9781469628547.003.0010.

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This chapter examines Chambers's and his firm's immense contributions to the legal campaign to end school desegregation in the U.S. Chambers filed federal lawsuits against scores of recalcitrant school districts across North Carolina. His most significant victory was the landmark Swann v. Charlotte-Mecklenburg Board of Education ruling from the U.S. Supreme Court in 1971, hailed as the most significant schools ruling since Brown v. Board of Education in 1954. Litigating Swann at trial, Chambers convinced federal District Court Judge James B. McMillan to authorize the busing and other remedies to overcome a system of racially dual schools. Later, still just 34-years old, Chambers argued the case for the Legal Defense Fund at the U.S. Supreme Court. Chief Justice Warren Burger's unanimous opinion appeared an unqualified endorsement by the High Court of the use of aggressive remedies finally to defeat school desegregation. By the mid-1970s Charlotte had come to serve as a national model of successful transition to desegregated schools.
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Sarker, Sonita. "Victoria Ocampo." In Women Writing Race, Nation, and History, 139–65. Oxford University Press, 2022. http://dx.doi.org/10.1093/oso/9780192849960.003.0006.

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Ocampo has primarily been read as a modernist cosmopolitan (literally, a citizen of the world), and as quintessentially Argentinian at the same time; she claimed citizenship in “America” as a continent. This chapter explores how her lineage, relationship to land, learning, and labor form the foundation of her “native-ness.” With the advantage of an education in English and French provided to her at home, and with the cultural capital of being from a prominent family, Ocampo undertook a literary career that spanned continents and brought about an international meeting of the minds across the USA, France, Spain, Argentina, and India. Belonging, for Ocampo, was about thinking beyond national borders to a human solidarity against oppression and discrimination.
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Haidarali, Laila. "Epilogue." In Brown Beauty, 261–62. NYU Press, 2018. http://dx.doi.org/10.18574/nyu/9781479875108.003.0007.

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This epilogue reemphasizes the arguments in the book. Brown-skin models acquired significant social status as African American women on an expanded global stage between 1945 and 1954—a short but critical period that marked the end of World War II, the hardening lines of Cold War politics, and the significant victory of Brown v. Board of Education that, in 1954, made segregation illegal in public schools. Indeed, during this short period and turning tide, a powerful iconography of beautiful brown women emerged to represent African-descended people in the United States by recasting beauty as a democratic right and function. Brown beauty was formalized, both at home and abroad, as a consumerist symbol of women’s successful negotiation of the trials of race, sex, and womanhood in the postwar nation, still half-segregated.
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McCarthy, Dianne S., and Barbara A. Burns. "Mathematics Teacher Education and edTPA." In K-12 STEM Education, 149–68. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-3832-5.ch008.

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The development of the educative teacher performance assessment (edTPA) might be considered as beginning over a century ago as mathematics, mathematics teacher education, and the teaching profession strove to improve student learning. Professional teaching organizations such as the National Council of Teachers of Mathematics, the National Board of Professional Teaching Standards, industry, and government agencies have been seeking ways to improve teaching, to differentiate among teacher candidates to predict who will be successful teachers and who will not, and to raise the level of student achievement of all students. Along with these goals is the aspiration of recognizing teaching as a profession. To achieve this, complex assessment is necessary. Assessment of teachers, students and teacher preparation programs is necessary. edTPA could lead the way.
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Conference papers on the topic "Victoria ;National Board of Education"

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Weerasin, Warinee, and Anucha Chaichan. "The Development of Microcontroller Board for Supporting in Electronic Engineering Learning." In The 12th National Conference on Technical Education and The 7th International Conference on Technical Education. KMUTNB, Bangkok, Thailand, 2020. http://dx.doi.org/10.14416/c.fte.2020.03.017.

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Nachai, Chanida, and Pornsawan Vongtathum. "The Effect of Board Game to Enhance Problem Solving Thinking in Computing Science Courses on Step-By-Step Problem Solving Topic for Late Elementary School Students." In The 13th National Conference on Technical Education andThe 8th International Conference on Technical Education. KMUTNB, Bangkok, Thailand, 2021. http://dx.doi.org/10.14416/c.fte.2021.07.023.

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Siregar, Anggi Desviana, Muhammad Yusuf, and Ramlan Silaban. "Analysis of Feasibility Teaching Material on Molecular Shape Topic Based on Criteria Board of National Education Standards in Indonesia." In Proceedings of the 3rd Annual International Seminar on Transformative Education and Educational Leadership (AISTEEL 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/aisteel-18.2018.11.

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Budiyono, Serly Andini Restu Putri, and Muhammad Tho’in. "Effect of Income Rate, Education, Religiosity to Muzakki Interest to Pay Zakat; Case Study of National Amil Zakat Board Central Java." In Proceedings of the 2018 International Conference on Islamic Economics and Business (ICONIES 2018). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/iconies-18.2019.78.

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Smyslova, Irina, and Olga Smirnova. "The State Rubricator of Scientific and Technical Information as the backbone classification of the national system of sci-tech information: The status, problems and tasks. SRSTI Version 2021." In Sixth World Professional Forum "The Book. Culture. Education. Innovations". Russian National Public Library for Science and Technology, 2021. http://dx.doi.org/10.33186/978-5-85638-236-4-2021-208-213.

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The current issues of subject systematization and indexing based on the backbone classification system, i. e. State Rubricator of Scientific and Technical Information (SRSTI), are examined. SRSTI main tasks and functions are defined. Comprehensive coverage of academic and technological knowledge, comparatively low structuring and cemental division into classes make its characteristic features. The structure of its subject vertices levels is analyzed. The main problems of upgrading SRSTI as the system of subject indexing of knowledge domains to reflect the status and priorities in science, technologies and engineering are formulated. Within the framework of designing SRSTI master version, the amendments for 2007–2020 approved by the Methodological Board for STI Classification Systems, are systematized. Both digital and printed version of current SRSTI version are produced.
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MEN, LU. "EXPLORATION ON THE CULTIVATION MODE OF MICRO-PROFESSIONAL TALENTS IN TAEKWONDO UNIVERSITY." In 2021 International Conference on Education, Humanity and Language, Art. Destech Publications, Inc., 2021. http://dx.doi.org/10.12783/dtssehs/ehla2021/35690.

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The wide application of information technology and the rapid change of social and economic environment have put forward higher requirements for the training of talents in Colleges and universities. Micro specialty, which is oriented by employment, can make up for the shortage of traditional talent training mode, and is one of the important ways to reform teaching mode. Taekwondo education micro professional talent training design, with a centralized, efficient and flexible training mode, enables students to quickly master the professional skills in Taekwondo education industry, supplement professional short board, improve professional skills and promote successful employment. It not only breaks through the traditional talent training mode in Colleges and universities, but also opens a new chapter of cooperation between industry and learning and collaborative education. In order to implement the spirit of the National Conference on undergraduate education of colleges and universities in the new era, promote the construction of "new engineering" and "new liberal arts", innovate the talent training mode, effectively make up for the problems of too small division of majors, too narrow caliber and too long training period, improve the matching degree between professional training and employment career development needs, and promote the cross integration of students' interdisciplinary knowledge and ability, this paper puts forward some suggestions High quality of personnel training.[1] Therefore, micro professional education and teaching came into being.
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Biktimirov, Marat R. "Knowledge economy and digital bureaucracy. What do experts discuss?" In Twenty Fourth International Conference "Information technologies, computer systems and publications for libraries". Russian National Public Library for Science and Technology, 2020. http://dx.doi.org/10.33186/978-5-85638-231-9-2020-14-18.

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The problems discussed at the sessions of the Expert Board for Knowledge Economy Management and the Expert Board for Debureaucratization in Education and Science of the State Duma Committee for Education and Science are reviewed. New challenges of swollen digital bureaucracy, distance work modes and need for verified expertize call for shaping appropriate national policy, are discussed. The focus is made on efficiency of administration in education and science at the stage of digital transformation.
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Wadhwa, Sujata, Audrey Barlow, and Siddharth Jadeja. "Activity Based Learning: Overcoming Problems in Implementing OBE in Engineering Education During Transition Phase." In ASME 2015 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2015. http://dx.doi.org/10.1115/imece2015-50210.

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National Board of Accreditation, India has become the signatories of the Washington Accord adopting outcome based education guidelines in order to impart the quality education in engineering institutes [14]. Outcome Based education (OBE) requires thorough assessment and evaluation of the students individually, with special focus on the overall development of the students. OBE is based more on student centric learning and less on the role of a faculty or the content part (taught) which requires modifications at grass root level in the University teaching learning scheme. It demands a transition of a lecturer into a facilitator. It also requires a paradigm shift in teaching learning process in engineering education (EE) system as OBE focuses more on development of all the three learning domains, contradictory to the traditional teaching learning process which focuses more on development of the cognitive domain and psychomotor domain only. According to the World Bank Report, the modern volatile and complex world demands from the engineers the core employability skills like critical thinking, problem solving, creativity and innovation, collaboration skill, communication skill which must be developed and honed during the course tenure so that they could become competent global engineers [2] [3]. This paper brings forth the out of box thinking and implementation concept of the OBE for UG program, through activity based students’ engagement, specially designed activity to achieve Programme Educational Outcomes (PEOs), Programme Outcomes (POs) and Course Learning Outcomes (CLOs). It intends to solve the problem of large classes through the implementation of the FLIP classroom model. A six month activity based teaching learning model had been adopted for different streams, involving more than 1500 engineering students. The outcome/s achieved by each activity had been termed as Activity Outcomes (AOs). This paper discusses the problems encountered during the implementation of OBE frame work for large class [4] in context with Indian environment and also strives to provide some methods to implement activity based learning to achieve desirable outcomes.
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Cubas Cano, Javier, Santiago Pindado Carrión, Elena Roibás Millán, Javier Pérez Álvarez, Ángel Sanz Andrés, Sebastián Franchini, Isabel Pérez Grande, et al. "An example of Space Engineering Education in Spain: a master in space based on Project-Based Learning (PBL)." In Symposium on Space Educational Activities (SSAE). Universitat Politècnica de Catalunya, 2022. http://dx.doi.org/10.5821/conference-9788419184405.036.

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This work describes the successful education experience for five years of space engineering education at the Universidad Politécnica de Madrid (UPM), Madrid, Spain. The MSc. in Space Systems (MUSE, Máster Universitario en Sistemas Espaciales) is a 2-year and 120-ECTS (European Credit Transfer and Accumulation System) master program organized by the Microgravity Institute ‘Ignacio Da Riva’ (IDR/UPM), a research institute of UPM with extensive experience in the space sector. The teaching methodology is oriented to Project Based Learning (PBL), taking advantage of the IDR/UPM Institute experience. The main purposes are to share the IDR/UPM knowledge with the students and promote their collaboration with several space scientific institutions, both national and international. In the present work, the most relevant characteristics of this master program are described, highlighting the importance of the student’s participation in actual missions. In addition, to offer practical cases in all aspects of satellite development, the IDR/UPM decided to create its own satellite development program, the UPMSats. The latest, the UPMSat-2, is an educational, scientific, and in-orbit technological demonstration microsatellite (50 kg-class) that was launched in September 2020 on-board a Vega launcher (VV-16 flight). MUSE students have participated in all phases of the mission, from design to integration, calibration, and testing, and (at present) in-orbit operation. The construction of a microsatellite, although it exceeds in time the academic duration of the master, has proven to be a very interesting and versatile tool for PBL education, since it provides practical cases at all levels of development. Furthermore, the continuity of the project encourages graduated students to continue their education with a Ph.D. and the collaboration of master and doctoral students. These reasons have made MUSE one of the most successful academic programs in space systems engineering in Spain, with high employment rates in the most prestigious space engineering institutions
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Sinha, R., and M. L. Nagurka. "Analog and LabView-Based Control of a Maglev System With NI-ELVIS." In ASME 2005 International Mechanical Engineering Congress and Exposition. ASMEDC, 2005. http://dx.doi.org/10.1115/imece2005-81600.

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This paper investigates the control of a low cost vertical-axis maglev system for mechatronics and controls education. The tabletop maglev system consists of an electromagnetic coil that levitates a ferrous object using an infrared sensor to determine the object’s position. Based on the sensor output, the controller adjusts the coil current, thus changing the magnetic field controlling the levitated object’s position. A second electromagnetic coil is used to provide known disturbances. The paper develops the underlying theory for magnetic levitation and presents the results of experiments with classical controllers implemented both as analog circuits and in software-based virtual instruments. Analog controllers, such as PID-type controllers, were implemented as simple circuits on National Instruments’ Educational Laboratory Virtual Instrumentation Suite (NI-ELVIS) prototyping board. NI-ELVIS offers a LabVIEW-based prototyping environment for readily experimenting with different controller circuits. It consists of a multi-function data acquisition device and a custom-designed bench-top workstation with a prototyping board. In addition to analog control circuits, a suite of LabVIEW-based controllers were developed which offer in software a rapid way to change control strategies and gains and explore the effect on the physical system.
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Reports on the topic "Victoria ;National Board of Education"

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Improvements in knowledge of Norplant® implants acceptors: An intervention study in West Sumatra and West Java. Population Council, 1995. http://dx.doi.org/10.31899/rh1995.1020.

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Previous studies on Norplant® implants in Indonesia have shown that there are a substantial number of implant acceptors, providers, fieldworkers, and volunteers who are unaware of the basic facts about Norplant. In addition, information, education, and communication materials are lacking for providers, fieldworkers, volunteers, and clients. With these issues in mind, the Training and Development Center for Biomedical and Human Reproduction Studies of the National Family Planning Coordinating Board launched an Operations Research intervention study with Study Groups on Human Reproduction from Andalas University, Padang, West Sumatra, and Padjajaran University, Bandung, West Java, with support from the Population Council. The study began on November 1, 1993, and ended on June 30, 1995. The objectives of the study were to provide accurate information on Norplant implants to women prior to insertion, and to assess the effectiveness of a system of approaches to providing information in order to increase acceptors’ knowledge of the implants. This final report presents findings from the study.
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