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Journal articles 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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1

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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2

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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5

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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6

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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8

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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9

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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10

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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11

Lagowski, J. J. "The National Teacher Certification Board." Journal of Chemical Education 64, no. 5 (May 1987): 385. http://dx.doi.org/10.1021/ed064p385.

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12

Wu, Chi-Cheng, and Linda Komesaroff. "An Emperor with No Clothes? Inclusive Education in Victoria." Australasian Journal of Special Education 31, no. 2 (September 2007): 129–37. http://dx.doi.org/10.1017/s1030011200025665.

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In this article, the authors review the way in which the Victorian government has responded to the inclusion of students with special educational needs (SEN) in mainstream schools, and consider what further efforts could be made to improve inclusive educational practices. Key measures introduced by the state education authority in relation to the inclusion of students with SEN in mainstream schools include a new funding mechanism, a whole-school approach to addressing students’ reading difficulties, and arrangements to exempt students with SEN from state and national testing. System authorities have been faced with a surge in the number of students identified as having SEN (resulting in funding blowouts and subsequent changes to eligibility criteria). Although intended to support students with SEN in mainstream settings, the approaches adopted may be falling far short of the needs of these students.

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13

Bessa, Marina Nascimento, and Wellington Mendonça Amorim. "As circunstâncias de criação do diretório acadêmico da Escola de Enfermagem Alfredo Pinto (1955-1957)." Revista de Enfermagem UFPE on line 3, no. 2 (March 28, 2009): 405. http://dx.doi.org/10.5205/reuol.202-1995-3-ce.0302200928.

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ABSTRACTObjective: to examine the circumstances of the establishment Directory Jurandyr Manfredini Scholar at the School of Nursing Alfredo Pinto between 1955 and 1957. Methods: study historical and social and had as perspective the micro history, based on the documentary analysis and the social thought of Pierre Bourdieu. Results: in May of 1955 the Board Scholar at the School of Nursing Alfredo Pinto was named Jurandyr Manfredini, the season, and a doctor of authorized spokespersons of psychiatry headed the National Office of Mental Diseases, organ by which the school was conditional. Conclusion: the creation of the Academic Directory established itself as a new area of symbolic struggle, hitherto absent from the administrative and educational challenges faced by the Direction School. With the approach of the nursing students and leaders of student movement created the conditions to change the rules and regularities of political domination enrolled in school, this fact meant a victory in keeping the spirit of struggle in favor of the student who already has the participation in these discussions on education, the academic routine, the nurses, and social and political life of the Brazilian season. Descriptors: nursing history; nursing school; nursing.RESUMOObjetivo: analisar as circunstâncias da criação do Diretório Acadêmico Jurandyr Manfredini da Escola de Enfermagem Alfredo Pinto entre 1955 e 1957. Métodos: estudo histórico-social na perspectiva da micro-história, baseado na análise documental e no pensamento social de Pierre Bourdieu. Resultados: em maio de 1955 o Diretório Acadêmico da Escola de Enfermagem Alfredo Pinto foi denominado Jurandyr Manfredini, a época, médico e um dos porta-vozes autorizados da psiquiatria dirigia o Serviço Nacional de Doenças Mentais, órgão pelo qual a Escola estava subordinada. Conclusão: a criação do Diretório Acadêmico constituiu-se como um novo espaço de luta simbólica, até então ausente dos desafios administrativos e pedagógicos enfrentados pela Direção da Escola. Com a aproximação dos alunos de enfermagem as lideranças do movimento estudantil foram criadas as condições para se alterar as regras e regularidades políticas de dominação inscritas na Escola, tal fato significou uma vitória na manutenção do espírito de luta a favor do estudante já que possibilitou a participação desses em discussões relativas ao ensino, o cotidiano acadêmico, a enfermagem, e vida social e política brasileira da época. Descritores: história da enfermagem; escolas de enfermagem; enfermagem.RESUMENObjetivo: examinar las circunstancias de la creación del Directorio Académico Jurandyr Manfredini de la Escuela de Enfermería Alfredo Pinto entre 1955 y 1957. Métodos: el estudio es basado en el contexto histórico y social y tuvo perspectiva la microhistoria, del análisis documental y en el pensamiento social de Pierre Bourdieu. Resultados: en mayo de 1955, el Directorio Académico de la Escuela de Enfermería Alfredo Pinto fue nombrado Jurandyr Manfredini, en aquél momento, médico y un de los portavoces autorizados de la psiquiatría, a cargo de la Oficina Nacional de las Enfermedades Mentales, órgano mediante el cual la escuela estaba subordinada. Conclusión: la creación del Directorio Académico estableció un nuevo campo de lucha simbólica, hasta entonces ausente en los retos administrativos y desafíos educativos que enfrentaba la Dirección de la Escuela. Con el acercamiento de los estudiantes de enfermería a los dirigentes del movimiento estudiantil fueron creadas las condiciones para cambiar las reglas y regularidades de la dominación política vigentes en la escuela. Este hecho significó una victoria para mantener el espíritu de lucha en favor de los estudiantes, ya que posibilitó la participación de ellos en los debates sobre la enseñanza, la rutina académica, la enfermería, y la vida social y política brasileña de la época. Descriptores: historia de la enfermería; escuelas de enfermería; enfermería.

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Watkins, P., F. Rizvi, and L. Angus. "The Formation of Regional Boards and the Devolution of Victorian State Education." Australian Journal of Education 31, no. 3 (November 1987): 252–71. http://dx.doi.org/10.1177/000494418703100303.

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This paper discusses a research project, conducted over 1985 and 1986, which studied a regional board of education in Victoria. It describes how the board members have constructed and developed their understanding of their roles and functions and how, in such a process, they have negotiated a collective identity for the regional board. The research raises a number of issues concerning the nature and scope of democratic governance: in particular, the relationship between the regional bureaucracy and the regional board, the problem of representativeness and, more generally, the tension between representative and participatory democracy.

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Petty, Teresa M., Katherine A. O'Connor, Diana B. Dagenhart, and Amy J. Good. "National Board Certification: Is Renewal Worth It?" Educational Forum 71, no. 2 (June 30, 2007): 168–82. http://dx.doi.org/10.1080/00131720708984929.

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Stemmler, E. J. "Academic medicine and the National Board." Academic Medicine 65, no. 6 (June 1990): 380–1. http://dx.doi.org/10.1097/00001888-199006000-00005.

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Breach, Rayleen, and Linda K. Jones. "Victorian maternal child health nurses’ knowledge, attitudes and beliefs towards national registration changes." Journal of Hospital Administration 6, no. 3 (March 26, 2017): 1. http://dx.doi.org/10.5430/jha.v6n3p1.

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In 2010 National Registration for nurses was established which was likely to impact the role of the maternal and child health nurses (MCH) in Victoria. This study explored the perceived impact of the national changes to the MCH nurse workforce in Victoria following the implementation of national registration and a proposed national service framework. A qualitative exploratory descriptive design was employed with the purpose of exploring the knowledge, attitudes and beliefs of Key Stakeholders (KSH) to the recent changes and perceived impact to Victorian MCH nurses. The significance of this study lies with understanding the gaps in current knowledge of KSH to the national changes. Outlined briefly in this paper will be main findings from the KSH. This involved interviewing 12 KSH from management positions, including Local Government Coordinators, Policy Advisors to the Department of Education and Early Childhood Development, the Municipal Association of Victoria, along with academics from Universities that provide postgraduate Child and Family Health education programs for the MCH nurse qualification. Date was transcribed verbatim and content analysis used. Categories were developed by identifying recurrent patterns from the data, labels were then chosen which reflected the participant’s words: “common standard”; “losing our identity”; “universal service”; “we do it well” and “imposed from above”. Overall the KSH were concerned how the disparity in education and qualifications would be resolved and the effect this would have on the service. Findings from this study highlight the importance of comprehensively investigating services offered by all jurisdictions and using collaboration, communication and leadership to effectively introduce change.

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Wilson, Gai, Paul Butler, Tricia Szirom, and Jenny Cameron. "Indirect Services Funded by the National Women's Health Program in Victoria." Australian Journal of Primary Health 4, no. 2 (1998): 77. http://dx.doi.org/10.1071/py98023.

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Victoria's Women's Health Services and Centres Against Sexual Assault have implemented a range of indirect activities utilising various strategies and methods with a particular focus on information and resource provision, education and training, community development and promotional activity. They have increased women's access to existing services by working to make those services more appropriate and relevant. To achieve this they have involved women in the community in program management, design and implementation. Collaboration with other agencies in health and related services has also been a key strategy in achieving changes to mainstream services and fulfilling the aims of the dual strategy.

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Stronge, James H., Thomas J. Ward, Pamela D. Tucker, Jennifer L. Hindman, Wendy McColsky, and Barbara Howard. "National Board Certified Teachers and Non-National Board Certified Teachers: Is There a Difference in Teacher Effectiveness and Student Achievement?" Journal of Personnel Evaluation in Education 20, no. 3-4 (December 2007): 185–210. http://dx.doi.org/10.1007/s11092-008-9052-0.

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Quilty, Patrick G., and Desmond J. Lugg. "Phillip Garth Law 1912 - 2010." Historical Records of Australian Science 24, no. 1 (2013): 134. http://dx.doi.org/10.1071/hr12026.

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Phillip Law is renowned as the first and best-recognized Director of the Australian Antarctic Division, responsible for conduct of the Australian National Antarctic Research Expeditions (ANARE) 1947-66, with the emphasis on science. He established most of the ANARE traditions and oversaw the location and establishment of all Australian Antarctic stations. He was widely recognized and decorated for both national and international influence. His main trait was perseverance in fighting to achieve his goals. In 1966, he became Chief Executive of the Victoria Institute of Colleges to develop, highly successfully, non-university tertiary education in Victoria. Throughout his professional career, he was a prolific diarist, writer and publicist.

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21

Smolicz, J. J. "National Policy on Languages: A Community Language Perspective." Australian Journal of Education 30, no. 1 (April 1986): 45–65. http://dx.doi.org/10.1177/000494418603000103.

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A brief historical review of language policies in Australia up to the publication of the Senate Standing Committee's Report on a National Language Policy in 1984 is given. The recommendations of the Report are discussed in the light of the ethno-cultural or core value significance that community languages have for many minority ethnic groups in Australia. Recent research findings on such languages are presented and their implications for a national language policy considered. It is postulated that the linguistic pluralism generated by the presence of community languages needs to be viewed in the context of a framework of values that includes English as the shared language for all Australians. From this perspective, it is argued that the stress that the Senate Committee Report places upon the centrality of English in Australia should be balanced by greater recognition of the linguistic rights of minorities and their implications for bilingual education. It is pointed out that both these aspects of language policy have been given prominence in recent statements and guidelines released by the Ministers of Education in Victoria and South Australia. The paper concludes by pointing to the growing interest in the teaching of languages other than English to all children in Australian schools.

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22

Thibault, Ghislain. "Filming Simondon: The National Film Board, Education, and Humanism." Canadian Journal of Film Studies 26, no. 1 (March 2017): 1–23. http://dx.doi.org/10.3138/cjfs.26.1.2017-0001.

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23

Barry, Nancy H., Jack A. Taylor, and Harriet I. Hair. "A National Survey of State Music Education Board Members." Update: Applications of Research in Music Education 20, no. 1 (November 2001): 19–25. http://dx.doi.org/10.1177/875512330102000105.

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24

Rhoades, Jesse Lee, and Amelia Woods. "Repertoire networks among national board-certified physical education teachers." Professional Development in Education 41, no. 3 (June 20, 2014): 436–51. http://dx.doi.org/10.1080/19415257.2014.921636.

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Swanson, D. B., G. F. Dillon, and L. E. Ross. "Setting content-based standards for national board exams." Academic Medicine 65, no. 9 (September 1990): S17–8. http://dx.doi.org/10.1097/00001888-199009000-00023.

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26

Walker, Jean F. "National board elections — Who are you voting for?" Nurse Education Today 8, no. 3 (June 1988): 121–22. http://dx.doi.org/10.1016/0260-6917(88)90028-7.

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27

Cowan, James, and Dan Goldhaber. "National Board Certification and Teacher Effectiveness: Evidence From Washington State." Journal of Research on Educational Effectiveness 9, no. 3 (May 18, 2016): 233–58. http://dx.doi.org/10.1080/19345747.2015.1099768.

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28

Sharpe, Richard. "Destruction of Irish manuscripts and the National Board of Education." Studia Hibernica 43 (September 2017): 95–116. http://dx.doi.org/10.3828/sh.2017.4.

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29

Lang, Caroline. "Design for learning: developing the Sackler Centre for arts education at the V&A." Art Libraries Journal 36, no. 1 (2011): 34–38. http://dx.doi.org/10.1017/s0307472200016771.

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London’s Victoria and Albert Museum, the UK’s national museum of art and design, recently created a new centre for public learning through creative design. The development process was key to the project, which has resulted in one of the most innovative and attractive learning spaces in any museum today. Research, consultation and collaboration, involving the people who are going to use the building and the architects/designers from the outset, has been an approach that has worked very successfully.

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Sato, Mistilina, Ruth Chung Wei, and Linda Darling-Hammond. "Improving Teachers’ Assessment Practices Through Professional Development: The Case of National Board Certification." American Educational Research Journal 45, no. 3 (September 2008): 669–700. http://dx.doi.org/10.3102/0002831208316955.

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This study examines how mathematics and science teachers’ classroom assessment practices were affected by the National Board Certification process. Using a 3-year, longitudinal, comparison group design, evidence of changes in teachers’ classroom practice were measured on six dimensions of formative assessment. The National Board candidates began the study with lower mean scores than the comparison group on all six assessment dimensions; had higher mean scores on all dimensions by the second year, with statistically significant gains on four of the dimensions; and continued to demonstrate substantially higher scores in the third year. Pronounced changes were in the variety of assessments used and the way assessment information was used to support student learning. National Board candidates attributed changes in practice to the National Board standards and assessment tasks. Comparison group teachers who showed noticeable changes in practice described professional development experiences similar to those supported by the National Board Certification process.

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Watkins, Peter. "The Transformation of Educational Administration: The Hegemony of Consent and the Hegemony of Coercion." Australian Journal of Education 36, no. 3 (November 1992): 237–59. http://dx.doi.org/10.1177/000494419203600303.

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The period after 1982, when the Labor Party came to power in Victoria, saw a change in the underlying rhetoric dealing with educational administration. Initially, through a series of six ministerial papers, the administration of education was couched in terms of grass-roots decision making, collaboration and participation. However, in the second half of the 1980s, a new series of documents sought to implement a corporate management approach. This trend towards the practices of the business world has been echoed in other states and more recently at the national level. The paper examines the historical essence of the rise of corporate management and accounting techniques with their link to the ideology of scientific management, in which the figure of Taylor looms large. Gramsci's notion of the hegemony of consent and coercion offers an explanation of the changes in the administration of education at both the state and national levels in Australia.

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Campbell, Lachlan. "Wimmera River (Victoria, Australia) – Increasing Use of a Diminishing Resource." Water Science and Technology 21, no. 2 (February 1, 1989): 245–49. http://dx.doi.org/10.2166/wst.1989.0058.

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The Wimmera River is central western Victoria's most important river, rising in the Grampians National Park, filling storages that supply the major water supply to the vast Wimmera and Mallee regions. It passes through the Little Desert National Park, an area of significant scenic, recreation, historical and conservation value and terminates in Victoria's largest inland freshwater lakes (Lakes Hindmarsh and Albacutya). The brittleness of the whole closed Wimmera River system, and the over committal of the water resources was brought to the public's attention when appeals were lodged against the proposal to licence a discharge of high standard secondary effluent from an extended aeration oxidation ditch and lagoon treatment facility at Horsham. Residents, user and community groups, Municipal Councils and Government Departments, aware of the deterioration of the Wimmera River had somewhere to focus their attention. Victoria's and possibly Australia's longest environmental appeal, lasting twenty-five days, and a State Environment Protection Policy, determined that all major point sources of nutrients should be removed from the River. More resources for clearing of unwanted emergent weeds, more facilities for protection of Crown Land and catchments generally, and the implementation of environmental summer flows as piping of the Wimmera-Mallee Stock and Domestic System proceeds, are all required. A River Management Board with strength, wealth, good public relations and a dedication to the task could make the Wimmera River an example for all Australia and a tourist attraction of immense value to the region.

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Blatt, Benjamin, Karen Lewis, Joseph Lopreiato, and Jorie Colbert-Getz. "Board 122 - Program Innovations Abstract Evaluating Communication Skills ala National Board." Simulation in Healthcare: The Journal of the Society for Simulation in Healthcare 8, no. 6 (December 2013): 413–14. http://dx.doi.org/10.1097/01.sih.0000441387.16888.ad.

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34

Oechler, Christopher C. "Crafting National Memory from News: Lope de Vega’s La nueva victoria de don Gonzalo de Córdoba." Hispania 104, no. 1 (2021): 61–73. http://dx.doi.org/10.1353/hpn.2021.0010.

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35

Petty, Teresa M., Katherine A. O'Connor, and Diana B. Dagenhart. "Was It Worth It? Some National Board Certified Teachers Say No!" Educational Forum 74, no. 1 (December 18, 2009): 19–24. http://dx.doi.org/10.1080/00131720903389216.

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36

Myrberg, Mats. "Evaluating the impact of the national board of education in sweden." Studies in Educational Evaluation 13, no. 3 (January 1987): 275–87. http://dx.doi.org/10.1016/s0191-491x(87)80042-1.

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Lopes, Quintino. "The National Education Board (1929–36) and scientific research in Portugal." Portuguese Journal of Social Science 16, no. 1 (March 1, 2017): 71–85. http://dx.doi.org/10.1386/pjss.16.1.71_1.

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Gaudreault, Karen Lux, and Amelia M. Woods. "The Benefits of Pursuing National Board Certification for Physical Education Teachers." Journal of Physical Education, Recreation & Dance 83, no. 8 (October 2012): 49–52. http://dx.doi.org/10.1080/07303084.2012.10598830.

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39

Rhoades, Jesse Lee, and Amelia Mays Woods. "National Board Certified Physical Education Teachers Task Presentations and Learning Environments." Journal of Teaching in Physical Education 31, no. 1 (January 2012): 4–20. http://dx.doi.org/10.1123/jtpe.31.1.4.

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This study examined National Board Certified Physical Education Teachers’ (NBCPET) instructional practices. Socialization theory guided this study. Data were collected on six NBCPETs using systematic observations and open-ended interviews. Each teacher was observed two full days, with data gathered from eight to 11 lessons for each teacher. Teachers participated in two interviews lasting approximately 45 min. Constant comparative methods were used to identify emergent themes. Systematic observations revealed that participants achieved an average score of 76.4 on the Qualitative Measures of Teacher Performance Scale. Academic Learning Time-Physical Education data showed that students of the NBCPETs, on average, experienced 38% motor appropriate practice time, 4.4% motor inappropriate practice time, and 3.8% off-task time during observed classes. Perceived change as a result of the National Board Certification process emerged as a theme through the data analysis. The results imply that this advanced certification process served as a positive agent of socialization.

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Goldhaber, Dan. "National Board Teachers Are More Effective, But Are They in the Classrooms Where They're Needed the Most?" Education Finance and Policy 1, no. 3 (July 2006): 372–82. http://dx.doi.org/10.1162/edfp.2006.1.3.372.

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This brief summarizes findings from several research articles that focus on the National Board for Professional Teaching Standards (NBPTS). This work focuses on three key questions: Who applies for and becomes National Board certified? Where do National Board Certified Teachers (NBCTs) teach? Are they more effective than other teachers? The findings suggest that: (1) teachers are less likely to become certified if teaching disadvantaged students; (2) NBCTs are more effective than noncertified NBPTS-applicants and nonapplicants; and (3) the mobility patterns of NBCTs decrease the chances that low-performing students will be taught by a teacher with this credential.

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Walsh-Heron, John, and Gerry Sclcluna. "“National Quality Control Systems—Tourist Board And Educational Partnership”." Hospitality Education and Research Journal 12, no. 2 (February 1988): 495–98. http://dx.doi.org/10.1177/109634808801200267.

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42

Gill, Robert Joseph. "Building employability skills for higher education students: An Australian example." Journal of Teaching and Learning for Graduate Employability 9, no. 1 (August 21, 2018): 84–92. http://dx.doi.org/10.21153/jtlge2018vol9no1art739.

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Employability has become an important focus for graduates and employers in Australia, as many universities contend with the notion of developing knowledgeable and problem-solving graduates who are workforce ready practitioners. This paper presents an example of how the higher education communication disciplines from across Victoria, Australia, have developed a forum that allows graduating students to engage directly with industry leaders to better prepare for the leap from higher education to professional employment in the communication and media sectors. This national award-winning education forum brings multi-institutional student groups, recent graduates, academics, and industry practitioners and leaders together in order to aid the development of student skills in areas such as: networking, job application, time management, and effective work habits.

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Haertel, Edward H. "Toward a National Board of Teaching Standards: The Stanford Teacher Assessment Project." Educational Measurement: Issues and Practice 6, no. 1 (March 1987): 23–24. http://dx.doi.org/10.1111/j.1745-3992.1987.tb00396.x.

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Park, Namjung. "Study on Ways for Restructuring the National Curriculum Development System: Following the Launch of the National Board of Education." Korean Journal of Teacher Education 38, no. 5 (September 30, 2022): 127–45. http://dx.doi.org/10.14333/kjte.2022.38.5.06.

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Purpose: This study examined ‘ways’ of restructuring the national curriculum development system after the launch of the National Board of Education, by comparing and analyzing both of the procedures in the ‘2015 Revised Curriculum’ and the new national curriculum predicted by the enforcement of the ‘National Board of Education Act’. Methods: This study comprehensively analyzed the‘National Board of Education Act’ with its implementing ordinances and related research reports. Results: The study restructured the steps as [initiation-R&D-proposal review-notification-evaluation]for revising the national curriculum, which should be carried out by the National Board of Education and proposed ‘student/faculty/general citizen participation’, ‘evaluation-based feedback circulation’ and‘cooperation for learner growth support’ as the ways for the national curriculum development system. Conclusion: It was confirmed that this structure was required where the various subjects involved participated in each revision step directly or indirectly, in order to solve various problems, discerned thtough the educational perspectives, raised during the revision process of the national curriculum.

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Guzys, Diana, and Sharon Kendall. "Advocating for a Harm-Minimization Approach to Drug Education in Australian Schools." Journal of School Nursing 22, no. 5 (October 2006): 259–63. http://dx.doi.org/10.1177/10598405060220050301.

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The concept of using a harm-minimization approach to drug education in Australian schools has existed in both national and state government policy documents for over two decades. However, this approach appears to be ineffectively and inconsistently incorporated within the curriculum. Harm minimization emphasizes strategies that reduce the harms associated with drug use and prevent related health and social problems. Traditional drug education programs that promote abstinence as the only option may not be realistic and appear to have had limited success. School nurses in the state of Victoria have a significant role in improving both the understanding and adoption of this approach through advocacy, education, and their understanding of evidence-based practice.

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Park, Namgi, Youngyu Yang, and Soojin Lim. "A Research on the 20th National Assemblymen's Perception on the Establishment of National Education Board(NEB)." Korean Educational Administration Society 37, no. 4 (October 31, 2019): 265–96. http://dx.doi.org/10.22553/keas.2019.37.4.265.

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Whitaker, Keith. "Liberal Education and Politics: An Introduction." Academic Questions 34, no. 4 (December 20, 2021): 17–18. http://dx.doi.org/10.51845/34.4.4.

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Houston, Jennifer E., Pamela Kulinna, Hans van der Mars, and Kent Lorenz. "Measured Effectiveness and Decision-Making Processes of National Board and Non-Board Certified Physical Education Teachers." Physical Educator 76, no. 1 (2019): 57–85. http://dx.doi.org/10.18666/tpe-2019-v76-i1-8424.

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Marks, Gary N., and John Cresswell. "State Differences in Achievement among Secondary School Students in Australia." Australian Journal of Education 49, no. 2 (August 2005): 141–51. http://dx.doi.org/10.1177/000494410504900203.

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A number of recent national studies of student achievement in secondary school have reported differences between the Australian states and territories. State differences are often viewed as insubstantial or as simply reflecting sociodemographic factors, or differences between the states in the grades or ages of the students sampled. In this article, we show that state differences are larger than generally assumed and cannot be attributed to socioeconomic and demographic factors. Generally, student achievement in reading, mathematics and science are higher in New South Wales than the other states, once demographic and grade differences are taken into account. Of concern, is the increased likelihood that students from Queensland, Victoria and Tasmania have in only reaching the lowest OECD proficiency level in reading. We conclude that state differences are meaningful and do have policy implications.

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Isa, Badrul, and David Forrest. "A Qualitative Case Study of the Implementation of Education Programs at the National Gallery of Victoria (Ngv), Australia." Procedia - Social and Behavioral Sciences 29 (2011): 1905–13. http://dx.doi.org/10.1016/j.sbspro.2011.11.440.

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