Relevant bibliographies by topics / Victorian Certificate of Education examination

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers

Academic literature on the topic 'Victorian Certificate of Education examination'

Author: Grafiati
Published: 4 June 2021
Last updated: 20 February 2023

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles

Select a source type:

Consult the lists of relevant articles, books, theses, conference reports, and other scholarly sources on the topic 'Victorian Certificate of Education examination.'

Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.

You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.

Journal articles on the topic "Victorian Certificate of Education examination"

1

Kouzma, Nadya M., and Gerard A. Kennedy. "Academic stress, self-efficacy, social support, and health behaviours in female Victorian Certificate of Education (VCE) students." Australian Educational and Developmental Psychologist 17, no. 2 (2000): 24–43. http://dx.doi.org/10.1017/s0816512200028133.

Full text
Abstract:
AbstractThis study examined academic stress in female Victorian Certificate of Education (VCE) students in terms of somatic symptoms and mood disturbance before, during, and after the midyear examination period and also examined the role of self-efficacy, number of social supports, social support satisfaction, and health behaviours in mediating the effects of stress on symptoms and mood disturbance. It was hypothesised that (a) student would report increased somatic symptoms and mood disturbance during the examination period and that (b) self-efficacy, social support (number and satisfaction), and health behaviours would account for a significant proportion of variance for somatic symptoms and mood disturbance before, during, and after the exam period. The participants were 51 VCE students from a large Catholic girls’secondary college in Melbourne. Four weeks before the exam period, the Generalized Self-Efficacy Scale, Reported Health Behaviours Checklist, Short Form Social Support Questionnaire, Symptoms Checklist, and Profile of Mood States were administered.The Symptoms Checklist and Profile of Mood States were administered again during the exam week and four weeks after the exam period. Statistical analyses showed that the VCE examination period was associated with significantly increased self-reports of somatic symptoms and mood disturbances that were strongly indicative of high levels of stress. Self-efficacy was found to have a weak role in mediating the stress response during the exam week. Social support did not account for any of the variation in academic stress. Health behaviours accounted for a small but significant proportion of the variance in stress after the exam period. It was concluded that there is a need to study other factors that may attenuate the academic stress response in adolescent secondary school students. The perceptual and cognitive appraisal of academic stressors is suggested as an area that may be worthy of examination.The implications of the findings are discussed in terms of the impact that academic stress may have on adolescents’ health during this critical period of development.
APA, Harvard, Vancouver, ISO, and other styles
2

Fan, Cynthia, and Bernadette Hood. "Brief Research Report - An Analysis of the Relationship Between Secondary and Tertiary Psychology Performance." Australian Educational and Developmental Psychologist 12, no. 1 (May 1995): 25–29. http://dx.doi.org/10.1017/s0816512200027140.

Full text
Abstract:
ABSTRACTThis study aimed to evaluate the effectiveness of the Victorian Certificate of Education (VCE) secondary psychology course in preparing students for studying psychology at a tertiary level. First semester results of 228 first year psychology students at Victoria University of Technology were analysed. Of these students 60 had completed VCE Psychology in 1992. No significant differences were observed in overall semester one psychology performance between students who had completed VCE Psychology and those who had not. Regression analysis suggested that VCE aggregate score was a better predictor than the VCE Psychology score of overall performance in the first year psychology course. Subsequent correlation analyses demonstrated that VCE Psychology scores correlated significantly with tertiary psychology examination results but not with coursework requirements. VCE aggregate scores correlated with both examination and coursework requirements. These results suggest that completion of VCE Psychology does not advantage students entering tertiary psychology courses and educators need to analyse both the content and process of both secondary and tertiary psychology courses to facilitate more effective articulations for students.
APA, Harvard, Vancouver, ISO, and other styles
3

Williamson, Kirsty. "Independent Learning and the Use of Resources: VCE Australian Studies." Australian Journal of Education 39, no. 1 (April 1995): 77–94. http://dx.doi.org/10.1177/000494419503900106.

Full text
Abstract:
Independent learning and the use of resources are important to most, if not all, Victorian Certificate of Education subjects. This paper reviews the literature on independent learning, preference for resources and the teaching of information skills and then reports on a study carried out during 1990 which focused on the VCE subject, Australian Studies. The study included an examination of attitudes of teachers to independent learning, the use of resources by students and teachers and the level of students' information skills. A significant finding was that many students were not competent in using resources and few teachers were trained in teaching information skills. Information skills teaching was ad hoc and only limited moves had been made to integrate it into the curriculum on a co-ordinated, whole-school basis.
APA, Harvard, Vancouver, ISO, and other styles
4

Eilam, Efrat, Veerendra Prasad, and Helen Widdop Quinton. "Climate Change Education: Mapping the Nature of Climate Change, the Content Knowledge and Examination of Enactment in Upper Secondary Victorian Curriculum." Sustainability 12, no. 2 (January 13, 2020): 591. http://dx.doi.org/10.3390/su12020591.

Full text
Abstract:
Climate change (CC) is widely accepted as the major threat of our time, posing unprecedented challenges to humanity. Yet very little is known regarding the ways in which upper-secondary curricula address the need to educate about this crisis. This study contributes to the field of CC education theoretically and empirically. From the theoretical perspective, the study contributes two CC conceptualisation frameworks: a characterisation of the nature of CC, and a mapping of the scope of CC content knowledge. The empirical contribution consists of examining CC education implementation within upper-secondary curriculum in the state of Victoria, Australia. Specifically we examined the CC conceptualisation and the scope of content present in the Victorian Certificate of Education (VCE) study designs. A total of 10 out of 94 study designs qualified for examination through referencing CC. The findings suggest that none of the study designs present a complete conceptualisation of the nature of CC. Common conceptualisations within the study designs perceive CC as a cause or an outcome, a problem of management, or of technological efficiency. CC content within the study designs is limited, and presents misconceptions, including the assumption that CC is a natural change caused by astronomical and solar systems. A cross-curriculum integration approach within the study designs is found to be ineffective. We conclude that CC presents a paradigm shift which brings about the new discipline of CC. There is a need for curricula reforms to address and incorporate CC as a coherent body of knowledge.
APA, Harvard, Vancouver, ISO, and other styles
5

Forgasz, Helen J., and Gilah C. Leder. "The Victorian Certificate of Education—A Gendered Affair?" Australian Educational Researcher 28, no. 2 (August 2001): 53–66. http://dx.doi.org/10.1007/bf03549790.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Cox, Peter J., Gilah C. Leder, and Helen J. Forgasz. "Victorian Certificate of Education: Mathematics, Science and Gender." Australian Journal of Education 48, no. 1 (April 2004): 27–46. http://dx.doi.org/10.1177/000494410404800103.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

Freeman, Meredith. "Australian studies in the Victorian certificate of education." Journal of Australian Studies 15, no. 29 (June 1991): 1–5. http://dx.doi.org/10.1080/14443059109387050.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

Mulcahy, D. G. "Physical education, liberal education and the Leaving Certificate Examination." Irish Educational Studies 31, no. 3 (September 2012): 251–62. http://dx.doi.org/10.1080/03323315.2012.710064.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

Esomonu, Nkechi Patricia Mary, and Umezuluike Philip Ogbuzulu. "Students’ Grades in Basic Education Certificate Examination as Predictor of Grades in West Africa Certificate Examination." Applied Science and Innovative Research 3, no. 4 (December 2, 2019): p304. http://dx.doi.org/10.22158/asir.v3n4p304.

Full text
Abstract:
This study investigated how students’grades in Basic Education Certificate Examination (BECE) predict grades in West Africa Examination Certificate (WAEC) in English Language, mathematics and Igbo Language subjects. The study adopted correlation research design and was guided by three null hypotheses. The scores of 1,200 students’ was randomly selected from the population of 10,041 students’ from sixty (60) government owned secondary schools in Awka Education Zone who sat for the BECE in 2011, 2012 and 2013 and then WAEC in 2014, 2015 and 2016. The data were collected through the principals of the respective schools sampled and from the Director Examinations Development Centre (EDC) Awka. Linear regression analysis with aid of SPSS were used to ascertain the extent to which students’grades in BECE predict grades in WAEC in English Language, mathematics and Igbo Language. The hypothesis were tested at 0.05 alpha level of significant and found that 84.1% of students’ grades in WAEC English language was predicted by their grades in BECE English language, 49.2% of students’ grades in WAEC mathematics were predicted by their grades in BECE mathematics while 88.7% of students’ grades in WAEC Igbo language was predicted by their grades in BECE Igbo language. The study recommends that the government of Nigeria should work towards extending basic education to include senior secondary education. The findings of this study will go a long way to aid such decision as the policy makers will have an idea on how students’ grades in BECE predict their grades in SSCE.
APA, Harvard, Vancouver, ISO, and other styles
10

Potts, Anthony. "Teachers' perspectives on the Victorian certificate of education and social responsibility." Melbourne Studies in Education 40, no. 1 (May 1999): 77–91. http://dx.doi.org/10.1080/17508489909556326.

Full text
APA, Harvard, Vancouver, ISO, and other styles
More sources

Dissertations / Theses on the topic "Victorian Certificate of Education examination"

1

Kitt, Bree Renae. "Literary Constructions of Victorian Certificate of Education (V.C.E.) English." Thesis, Griffith University, 2015. http://hdl.handle.net/10072/367884.

Full text
Abstract:
For more than a century English has been taught in Australian schools, encompassing a range of traditions and practices lived and enacted in classroom communities. English subjects are continually evolving, moving toward a new world of infinite possibilities for human ingenuity. Teachers’ perspectives on their practices are embedded within this dynamic context, and within discourses about the traditions and responsibilities of the English subjects. In contemporary times, however, new demands are made on English and English teachers. With an increased emphasis on ‘communication’, including multimodal forms of text and literacy, the need for young people to be critically literate, and the challenges of twenty first century society and globalization mean that English is expected to fulfill diverse agendas and roles. As the only compulsory subject in most states in Australia, English occupies a significant role, catering to a wide range of students with diverse needs and abilities. The introduction of a revised final two-year English course in Victoria, V.C.E. English, in 2007-2008 brought questions about literature, the composition and purposes of English to the fore. Drawing on interviews with eight teachers of Victorian Certificate of Education (V.C.E.), the study set out to explore the place of Literature in contemporary English curriculum, and the complex values, beliefs and practices that influence teachers’ views.
Thesis (PhD Doctorate)
Doctor of Philosophy (PhD)
School of Education and Professional Studies
Arts, Education and Law
Full Text
APA, Harvard, Vancouver, ISO, and other styles
2

Swedosh, Philip, and mikewood@deakin edu au. "An Investigation into the skill levels achieved by mathematics students in the V.C.E. and the H.S.C. mathematics courses." Deakin University, 1994. http://tux.lib.deakin.edu.au./adt-VDU/public/adt-VDU20051017.153947.

Full text
Abstract:
This study examines whether recent changes to the mathematics courses offered in the final year of secondary school (Year 12) in the state of Victoria, Australia have affected the learning outcomes of students in terms of then: skill levels in algebra, calculus and problem solving; and in terms of their preparation for a tertiary mathematics unit. The impact of these changes on the transition from secondary to tertiary mathematics is also considered. A comparison is made between students who attempted a first year mathematics unit at the University of Melbourne (U. of M.) having completed the new V.C.E. (Victorian Certificate of Education) mathematics courses and mathematics courses from the previous H.S.C. (Higher School Certificate) system. The comparison involves the use of tests administered upon entrance to a tertiary mathematics unit at the U. of M., and questionnaires. In 1991, V.C.E, students and H.S.C. students attempted the same mathematics test at the U. of M. and their results were compared. In 1992, the tests were attempted by V.C.E. students only. To compare new V.C.E. students and H.S.C. students, questions on the 1991 test were matched with similar questions on the 1992 tests and a panel of experts determined what the H.S.C. students who attempted the 1991 test would have been expected to average on these matched questions on the 1992 tests had they attempted them. These expected average scores were then compared with the actual scores of the new V.C.E. students. The scores of the groups were scaled when necessary. Questionnaires were administered to 1991 U. of M, mathematics students who were part of the V.C.E. pilot group in 1990, secondary mathematics educators, tertiary mathematics educators, and 1991 V.C.E. (1992 U. of M.) students. The mathematical misconceptions exhibited by new V.C.E. students are discussed and their frequencies stated. The research indicates that the new V.C.E. mathematics courses have provided the V.C.E. mathematics students in this study with significantly lower skill levels and a significantly poorer preparation for a tertiary mathematics unit than those which were previously provided by the H.S.C. mathematics courses.
APA, Harvard, Vancouver, ISO, and other styles
3

Griffiths, David James. "Evaluating textual diversity in perspective and practice : a case study /." Connect to thesis, 2010. http://repository.unimelb.edu.au/10187/6707.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Hudson, Ross David. "Multiple-choice questions compared to short-answer response: which assesses understanding of chemistry more effectively?" Thesis, Curtin University, 2010. http://hdl.handle.net/20.500.11937/1720.

Full text
Abstract:
The research inquires into the effectiveness of the two predominant forms of questions that are used on the Victorian Certificate of Education (VCE) Victoria Chemistry examination. These are multiple-choice questions and short-answer questions. This research examines not only the style of chemistry question but also the content type examined (recall and application questions) along with gender differences in students’ responses to such questions. The research involved three phases, i) analysis of five years results from the VCE Chemistry examinations, ii) class trial testing students of both genders with structured questions that examined the same material content with each type of question (multiple-choice or short answer) and also examined the different type of chemistry content (recall or application) and iii) interviews with students and teachers.The first phase of the research analysed the available published VCE Chemistry results for the five years, 2003 to 2007. The findings of these data yielded statistically significant differences between the performances of students based on the type of question (multiple-choice or short-answer) and the content of the question. The second phase of analysis yielded comparative data to the VCE analysis but also provided detailed Rasch analysis of the question type and content as well as gender differences in performance.Important findings were: i) student performance on multiple-choice chemistry questions was significantly higher than performance on short-answer questions regardless of the content and ii), the performance of males was significantly higher than that of females in upper levels of achievement but not at the lower levels of achievement. Possible factors accounting for the observed difference were noted. Implications of these findings are discussed as well as suggestions for further research.
APA, Harvard, Vancouver, ISO, and other styles
5

Chetcuti, Deborah Anne. "The Physics Secondary Education Certificate examination : a Maltese case study." Thesis, Nottingham Trent University, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.266926.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Clark, Chris. "Exploring teachers’ use of physical activity in Victorian Certificate of Education (VCE) senior secondary physical education." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2021. https://ro.ecu.edu.au/theses/2456.

Full text
Abstract:
The Victorian Certificate of Education (VCE) Physical Education curriculum, like final “exit” year studies nationally and internationally, has drawn attention from highly regarded academics regarding the challenges faced by teachers in integrating theory with physical activity as prescribed in curriculum documentation. This research aimed to extend on previous study focused on the achievement of integration through learning that occurs in, through, and about movement. A unique overlay was adopted by investigating any influence of gender discourse in this process. Given the non-mandatory nature of the selection of VCE Physical Education as a subject by students, and the articulation within the prescribed curriculum that theoretical understanding will be underpinned by practical based physical activity, it is reasonable to expect that students who select this study enjoy the opportunity to be active. Therefore, this research intended to contribute to current and previous discussion around the use of physical activity to develop and apply theoretical understanding. Additionally, this study set out to contribute new understanding to what, if any, influence gender discourse had on the types of physical activity selected by teachers and how these activities were implemented. This research adopted two separate but closely related theoretical frameworks: Arnold’s dimensions of movement (1979), which underpinned most previous research into the concept of integration, and Wilcox’s embodied ways of knowing (2009). Both frameworks provided guidance on the use of movement in the production of knowledge and its application to conceptual understanding. A qualitative research design involving a case study approach was used. Three independent secondary schools in the inner south-eastern suburbs of Melbourne were involved in two phases of the case study. Phase 1 was a document analysis that involved two VCE Physical Education teachers from each school submitting documentation that pertained to the enactment of the VCE Physical Education Study Design at their school, particularly regarding the use of physical activity in their classes. In Phase 2 the same teachers undertook a semi-structured interview, during which teachers had the opportunity to discuss the submitted documentation and provide perspectives on how they integrated physical activity with theoretical concepts within their pedagogy. Further insight was also sought on the role gender played, if any, during the selection and implementation of physical activity. The findings affirmed previous research that the concept of integration was viewed as important by teachers, however integration was complex to achieve due to various influences and no apparent singularly accepted process. The use of physical activity during the process of enacting the curriculum was also found to be influenced, either directly or indirectly, by gender discourses. A need for further professional learning, policy review, and research were identified as important implications from this study.
APA, Harvard, Vancouver, ISO, and other styles
7

Moahi, Serara. "The validity of the Botswana Junior Certificate Mathematics Examination over time." Diss., The University of Arizona, 2004. http://hdl.handle.net/10150/280629.

Full text
Abstract:
The conceptualization of validity has evolved over time, from the reign of criterion validity as a prominent type of validity through the phase of the traditional validity trinity concept that considered construct, content, and criterion validity as different kinds or types of validity. The current view among the measurement community is that there are no distinct forms of validity; instead validity is the extent to which the appropriateness of proposed uses and interpretations can be supported by various kinds of validity evidence. National examinations such as the Junior Certificate Examination in Botswana typically assess content and skills defined by national curricula. The extent to which items in examination papers are relevant to important content and cognitive skills espoused by national curricula is critical to the accuracy, appropriateness, and fairness of examinations results. This study investigated content, substantive, reliability, and internal structure validity evidence of the Junior Certificate Mathematics Examination over a period of three years, 2000, 2001, and 2002. Three alignment models were used to investigate content and cognitive skill validity evidence. A correlational analysis and exploratory factor analysis were used to detect the internal structure of the 2000, 2001, and 2002 Junior Certificate Mathematics examination papers and reliability of the objective tests was assessed through Coefficient alpha. The results showed that the sampling of mathematics content fluctuates from year to year, and does not always reflect content emphases in the Mathematics syllabus. Content of items in all three years' examination papers was judged as sufficiently aligned to content expressed in syllabus objectives the items were intended to measure using a liberal alignment criterion. The results of the study also indicated that the 2000, 2001, and 2002 Paper 1 component of the Mathematics examinations were sufficiently reliable albeit minimally so. Results of the exploratory factor analysis indicated that the Paper 1 component of the Mathematics examination assesses a possibly multidimensional construct. The findings of this study highlight the need for more comprehensive and systemic validity studies that would continue to generate information concerning the validity of examinations in Botswana.
APA, Harvard, Vancouver, ISO, and other styles
8

Oghu, Comfort Fubara. "Principals' Perceptions of Student Performance on the Nigerian Senior Secondary Certificate Examination." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/3315.

Full text
Abstract:
Failure of high school students on the Senior School Certificate Examination (SSCE) in Nigeria is severely limiting the number of students qualified to enroll in college. The purpose of this multiple case study of 6 high schools in southern Nigeria was to describe principals' perceptions of student performance on the SSCE and the principals' influence on school climate, teacher expectations and approaches, and student performance. The theories of reasoned action and planned behavior provided the framework for the study. The research questions focused on the extent to which principals developed and sustained a school climate that supported positive outcomes. Qualitative data on principals' perceptions were gathered using semistructured interviews with 48 lead teachers and 6 principals. Data derived from textual transcripts, document reviews, and the results of a cross-case analysis were categorized and developed into themes such as student-related issues, family socio-economic status, and the education system. The results showed students' socio-economic challenges and principals' concerns about the SSCE. Effective principal leadership and positive school climate were essential to enhancing teacher expectations and approaches and were linked to improved student performance in high-performing schools. These findings and implications can inform professional development programs for principals that emphasize a holistic approach, support students' socioeconomic experiences and academic needs, and gather parents' views on best practices. The potential for social change includes improved principal leadership and contributes to higher achievement on the SSCE and increased college enrollment.
APA, Harvard, Vancouver, ISO, and other styles
9

Sowards, Heather M. "Mad, Bad, and Well Read: An Examination of Women Readers and Education in the Novels of Mary Elizabeth Braddon." Ohio University / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1377080923.

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

Nielsen, Ingrid, and mikewood@deakin edu au. "Situational and dispositional indicators of performance: Competing models in education." Deakin University. School of Psychology, 2003. http://tux.lib.deakin.edu.au./adt-VDU/public/adt-VDU20050902.112422.

Full text
Abstract:
The attainment of high grades on the Victorian Certificate of Education (VCE) is critical to the future study and employment prospects of many Australian adolescents. Thus it is important to understand the factors that contribute to performance in the VCE. The aims of this study were twofold: the main aim was to test competing models of academic performance, subsuming a range of situational and dispositional variables based on a) self-efficacy theory, b) target and purpose goals, c) cognitive skills and self-regulatory strategies, and d) positive psychology. These models were each tested in terms of English performance and mathematics performance as these units contribute proportionally the most to overall VCE scores. In order to study whether pressures peculiar to the VCE impact on performance, the competing models were tested in a sample of Victorian students prior to the VCE (year 10) and then during the VCE (year 11). A preliminary study was conducted in order to develop and test four scales required for use in the major study, using an independent sample of 302 year nine students. The results indicated that these new scales were psychometrically reliable and valid. Three-hundred and seven Australian students participated in the year 10 and 11 study. These students were successively asked to provide their final years 9, 10 and 11 English and mathematics grades at times one, three and five and to complete a series of questionnaires at times two and four. Results of the year 10 study indicated that models based on self-efficacy theory were the best predictors of both English and mathematics performance, with high past grades, high self-efficacy and low anxiety contributing most to performance. While the year 10 self-efficacy models, target goal models, positive psychology models, self-regulatory models and cognitive skill based models were each robust in the sample in year 11, a substantial increase in explained variance was observed from year 10 to year 11 in the purpose goal models. Results indicated that students’ mastery goals and their performance-approach goals became substantially more predictive in the VCE than they were prior to the VCE. This result can be taken to suggest that these students responded in very instrumental ways to the pressures, and importance, of their VCE. An integrated model based on a combination of the variables from the competing models was also tested in the VCE. Results showed that these models were comparable, both in English and mathematics, to the self-efficacy models, but explained less variance than the purpose goal models. Thus in terms of parsimony the integrated models were not preferred. The implications of these results in terms of teaching practices and school counseling practices are discussed. It is recommended that students be encouraged to maintain a positive outlook in relation to their schoolwork and that they be encouraged to set their VCE goals in terms of a combination of self-referenced (mastery) and other-referenced (performance-approach) goals.
APA, Harvard, Vancouver, ISO, and other styles
More sources

Books on the topic "Victorian Certificate of Education examination"

1

Mountford, Peter. VCE legal studies units 3 & 4. Port Melbourne: Cambridge University Press, 2007.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
2

Syndicate, University of Cambridge Local Examinations. General certificate of education: Examination regulations. Cambridge: University of Cambridge Local Examinations Syndicate, 1985.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
3

Oxford and Cambridge Schools Examination Board. General Certificate of Education examination syllabuses. Oxford: The Board., 1987.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
4

Association, Northern Examining. General Certificate of Secondary Education examination syllabus. [s.l.]: NEA, 1989.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
5

Group, Midland Examining. General Certificate of Secondary Education examination syllabuses. [Nottingham, etc]: [The Group], 1986.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
6

Group, Midland Examining. General Certificate of Secondary Education: Examination syllabus. [U.K.]: Midland Examining Group, 1994.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
7

University of Cambridge. Local Examinations Syndicate. General Certificate of Education, School Certificate, Higher School Certificate: Circulars and examination syllabuses. Cambridge: the Syndicate, 1989.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
8

Board, Associated Examining. AEB general certificate of education: Syllabuses for examination. Guildford: AEB, 2000.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
9

University of London. School Examinations Board. General Certificate of Education Examination regulations and syllabuses. London: University of London, 1988.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
10

University of London. School Examinations Board. General Certificate of Education examination regulations and syllabuses. London: University of London, 1987.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
More sources

Book chapters on the topic "Victorian Certificate of Education examination"

1

Azim, Farhan. "An Analysis of the Secondary School Certificate Examination: The Case of Creative Questions." In Education in the Asia-Pacific Region: Issues, Concerns and Prospects, 221–38. Singapore: Springer Singapore, 2018. http://dx.doi.org/10.1007/978-981-13-0708-9_12.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Willoughby, Louisa. "High Stakes Assessment of Heritage Languages: The Case of the Victorian Certificate of Education." In Handbook of Research and Practice in Heritage Language Education, 429–43. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-44694-3_40.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Willoughby, Louisa. "High Stakes Assessment of Heritage Languages: The Case of the Victorian Certificate of Education." In Handbook of Comparative Studies on Community Colleges and Global Counterparts, 1–15. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-38893-9_40-1.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Belvadi, Anilkumar. "Pre-Victorian Colonial Education." In Missionary Calculus, 26–78. Oxford University Press, 2019. http://dx.doi.org/10.1093/oso/9780190052423.003.0002.

Full text
Abstract:
Chapter 2 is a retelling of nearly two hundred years of pre-Victorian Indian colonial education, presented to aid interpretations of American missionary action in the Victorian period. The chapter shows how, despite their “universal” Christian intent, mission schools were closely allied with colonial authority and deeply racialized in their functioning. Extensive archival data (1708–1849) is used to describe the typical composition of the student body, syllabi, classroom techniques, and examination methods in mission-run schools. Missionaries used the very “heathen” curricular material and pedagogical practices they denounced. And they deliberated over the advantages of establishing schools that would further the interests of the East India Company. In the other direction, British parliamentary papers show official colonial thinking on how Western education could serve the colonial cause, and on whether a part of the teaching endeavor could be delegated to Christian missionaries. The chapter summarizes the decline of indigenous education under colonial rule as reported by Company officials just as evangelicals, chiefly, educated and ambitious middle-class people in Britain and America, began to express interest in Indian education. Between 1833 and 1854, mission schools were widely established, filling the void in indigenous education. The chapter considers the problematic of the language of education, recounting the Anglicist/Orientalist debate. It then discusses the “Woods Despatch” of 1854, the new education law, which called for a secular curriculum and for inspections to be instituted in private schools seeking government grants-in-aid. The chapter ends with a discussion of American missionary thought and practice of exploring new ways of attracting student audiences to the evangelical cause.
APA, Harvard, Vancouver, ISO, and other styles
5

Carter, Laura. "Social History and Mass Education in the 1970s." In Histories of Everyday Life, 199–236. Oxford University Press, 2021. http://dx.doi.org/10.1093/oso/9780198868330.003.0007.

Full text
Abstract:
This chapter, and the final part of this book, explains the unmaking of the ‘history of everyday life’. It is about the teaching of social history in comprehensive schools during the 1970s, where mass secondary education up to the age of sixteen became the norm. We see first how the English comprehensive school utilized the ‘history of everyday life’ to teach its ordinary pupils, including ‘immigrant’ pupils and those taking the new ‘Certificate of Secondary Education’ (CSE) examination. However, these practices came to discredit the ‘history of everyday life’ as the decade drew on, especially when competing with new school subjects such as sociology and as part of the problematic project of ‘multicultural’ education. As Britain’s population became more ethnically diverse and female participation in post-16 education increased, young citizens demanded a social history that could accommodate the analysis of power. This shift ultimately evacuated the ‘history of everyday life’ from the spaces of mass education that it had once occupied.
APA, Harvard, Vancouver, ISO, and other styles
6

Santeusanio, Nicoletta. "La certificazione glottodidattica DILS-PG." In Studi e ricerche. Venice: Edizioni Ca' Foscari, 2018. http://dx.doi.org/10.30687/978-88-6969-227-7/007.

Full text
Abstract:
This paper will describe the knowledge and competencies tested in the Certificate in “Italian Language Teaching” DILS-PG (level 2) examination, produced by the University for Foreigners of Perugia. It aims to show how this knowledge and these competencies are common to second language teachers and refer to international teacher profiles, like those outlined in the European Profiling Grid (EPG), a tool for mapping and assessing language teacher competencies internationally. At the same time the paper will present the preliminary results of a wider research based on the systematic collection and analysis of data arising from the administering of Certificate DILS-PG (level 2). It will highlight how the profile of candidates has changed after the introduction of teaching qualification (A23) to teach Italian as a second language in public schools and the recognition of the Certificate DILS-PG (level 2) by the Ministry of Education as a specific qualification to teach Italian as a second language.
APA, Harvard, Vancouver, ISO, and other styles
7

van Wyk, Micheal M. "Flipped Class Pedagogy as a Digital Pedagogical Strategy in an Open Distance E-Learning Environment." In Research Anthology on Developing Effective Online Learning Courses, 496–515. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-8047-9.ch026.

Full text
Abstract:
This chapter explores student teachers' performance and perceptions of a flipped classroom pedagogy vs. a lecture method in a teacher education course at an open distance learning university. The study used an explanatory mixed methods design, employed a pre-test and post-test online survey, and economics blog postings to collect data for the study. Only Post Graduate Certificate of Education (PGCE) and Bachelor of Education (BEd: senior and further education and training phase) student teachers (n=371) were purposively selected. It is reported that the flipped classroom pedagogy group outperformed the lecture group in the final examination scores. Furthermore, the flipped classroom pedagogy encouraged an engaging atmosphere and accelerates a collaborative interactive synergy among student teachers. Finally, the findings revealed that the role of the teacher in the flipped classroom pedagogy design is crucial, promoting optimal learning experiences for student teachers in the course. Findings could not be generalized because this study employed only a small sample, but further investigation is needed to compare similar teacher education courses.
APA, Harvard, Vancouver, ISO, and other styles
8

van Wyk, Micheal M. "Flipped Class Pedagogy as a Digital Pedagogical Strategy in an Open Distance E-Learning Environment." In Technology-Supported Teaching and Research Methods for Educators, 180–99. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-5915-3.ch010.

Full text
Abstract:
This chapter explores student teachers' performance and perceptions of a flipped classroom pedagogy vs. a lecture method in a teacher education course at an open distance learning university. The study used an explanatory mixed methods design, employed a pre-test and post-test online survey, and economics blog postings to collect data for the study. Only Post Graduate Certificate of Education (PGCE) and Bachelor of Education (BEd: senior and further education and training phase) student teachers (n=371) were purposively selected. It is reported that the flipped classroom pedagogy group outperformed the lecture group in the final examination scores. Furthermore, the flipped classroom pedagogy encouraged an engaging atmosphere and accelerates a collaborative interactive synergy among student teachers. Finally, the findings revealed that the role of the teacher in the flipped classroom pedagogy design is crucial, promoting optimal learning experiences for student teachers in the course. Findings could not be generalized because this study employed only a small sample, but further investigation is needed to compare similar teacher education courses.
APA, Harvard, Vancouver, ISO, and other styles
9

Raban, Mukthar, and Tabisa Mayisela. "Blended learning as a means of opening up learning at Northlink TVET College in South Africa." In Open Learning as a Means of Advancing Social Justice: Cases in Post-School Education and Training in South Africa. African Minds, 2022. http://dx.doi.org/10.47622/9781928502425_4.

Full text
Abstract:
Blended learning has become a critical element in the ensemble of learning and teaching approaches in post-school education and training (PSET) as a means to provide flexible and pedagogically inclusive education. With the Department of Higher Education and Training (DHET) in South Africa calling for increased open learning initiatives, many Technical and Vocational Education and Training (TVET) colleges are responding through ICT-mediated adaptations of their learning and teaching approaches, such as blended learning. Northlink TVET College in Cape Town, the top performer in South Africa in the 2018 final National Certificate Vocational (NCV) examination results and well-known for its blended learning initiatives, was chosen to showcase its flexible and inclusive pedagogical approaches. This case study employed a qualitative approach that used in-depth interviews and a focus group with the college’s Education and Training Unit manager, two lecturers, and six students to explore the blended learning initiative and practices at the college. This was to interrogate the ways in which the blended learning initiatives were informed by open learning principles, and the extent to which this mode of learning provision at the college can be deemed to be, using Fraser’s (2005) critical theory for analysis, socially just. Findings indicate that explicit accommodations in the pedagogical design and implementation of blended learning were made by the college to ameliorate certain financial and political injustices often experienced by students and staff. However, significant strides are yet to be taken to address certain cultural injustices. This study holds the potential to inspire teaching and learning practices and blended learning provision at the college and other PSET institutions, in realisation of the open learning agenda. Recommendations for both the college and DHET have been made.
APA, Harvard, Vancouver, ISO, and other styles
10

Nichols, Kate. "‘[M]anly beauty and muscular strength’: sculpture, sport and the nation at the Crystal Palace, 1854–1918." In After 1851, edited by Kate Nichols and Sarah Victoria Turner. Manchester University Press, 2017. http://dx.doi.org/10.7228/manchester/9780719096495.003.0005.

Full text
Abstract:
This essay recovers episodes in the wide and varied sporting history of the Crystal Palace in the later nineteenth and early twentieth century, and situates it in the context of ideas about the body, nation and empire that were manifest in the 1850s Fine Arts Courts, showing how the Greek and Roman courts in particular were received in changing ways across Victorian and Edwardian culture. The Sydenham Palace brought together ‘Fine Arts’, consumer, and sporting cultures, and allows an examination of the ways in which these three seemingly disparate areas of study were closely intertwined. The essay emphasises the national, racial and gender politics implicit in the relationship between these three categories. Discussing Sandow’s Institute, the 1911 Inter-Empire Games, and the occupation of the Palace by the Royal Navy during the First World War, it relates the Palace’s apparently more formal Fine Arts Courts and Natural History Department to its grassy grounds, its static exhibits to its moving, breathing visitors, art historical education to bodily reformation.
APA, Harvard, Vancouver, ISO, and other styles

Conference papers on the topic "Victorian Certificate of Education examination"

1

Cox, Richard, Steven Bird, and Bernd Meyer. "Teaching Computer Science in the Victorian Certificate of Education." In SIGCSE '17: The 48th ACM Technical Symposium on Computer Science Education. New York, NY, USA: ACM, 2017. http://dx.doi.org/10.1145/3017680.3017735.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Ojerinde, Dibu, and Taiwo O. Luwafemi Ajeigbe. "POST ASSESSMENT OF SENIOR SECONDARY SCHOOL CERTIFICATE EXAMINATION MATHEMATICS TEST USING DICHOTOMOUS AND POLYTOMOUS STRATEGIES USING X-CALIBRE 4.2." In 10th annual International Conference of Education, Research and Innovation. IATED, 2017. http://dx.doi.org/10.21125/iceri.2017.0876.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Rajini, Mangaleswarasharma, and Jae Yup Jared Jung. "Examination Stress and Stress Resilience: A Qualitative Study of Adolescent Students in Sri Lankan Government Schools." In Tenth Pan-Commonwealth Forum on Open Learning. Commonwealth of Learning, 2022. http://dx.doi.org/10.56059/pcf10.7494.

Full text
Abstract:
The General Certificate of Education: Advanced Level (G.C.E[A/L]) examination taken by adolescent students in collegiate level classes in Sri Lankan government schools has been widely criticised for contributing to an increase in exam-related stress. This study identifies the trigger factors that may cause stress in exam situations, explores the levels of stress experienced by students during different phases of exam situations, and examines the stress management strategies used by the adolescent students to cope with their stress. The cohort consisted of 27 adolescent students from collegiate level classes in government schools in the Jaffna and Anuradhapura zones in Sri Lanka were interviewed. Analysis of interview data was guided by grounded theory methodology which provides a systematic procedure to identify codes and categories. The findings revealed that several factors including the “gatekeeping role” of the exam for academic and career opportunities, competition for admission, a fear of failure, a desire for social respect, and expectations for achievement may trigger stress among adolescent students in exam situations. In addition, of the four stages of exam situations (i.e., preparation stage, confrontation stage, waiting stage, and outcome stage), students appear to experience substantial stress during the preparation stage. It is also worth noting that students appear to seek emotional support from others, seek support for learning from others, rely on their spiritual beliefs, and use relaxing diversions as some of the major strategies to manage their stress during exam situations. The findings of the study may contribute to the development of effective interventions to mitigate the stress of Sri Lankan adolescent students in exam situations in the future.
APA, Harvard, Vancouver, ISO, and other styles
4

Petruzzi, Alessandro, Francesco D’Auria, Tomislav Bajs, and Francesc Reventos. "International Training Program in Support of Safety Analysis: 3D S.UN.COP—Scaling, Uncertainty and 3D Thermal-Hydraulics/Neutron-Kinetics Coupled Codes Seminars." In 14th International Conference on Nuclear Engineering. ASMEDC, 2006. http://dx.doi.org/10.1115/icone14-89902.

Full text
Abstract:
Thermal-hydraulic system computer codes are extensively used worldwide for analysis of nuclear facilities by utilities, regulatory bodies, nuclear power plant designers and vendors, nuclear fuel companies, research organizations, consulting companies, and technical support organizations. The computer code user represents a source of uncertainty that can influence the results of system code calculations. This influence is commonly known as the ‘user effect’ and stems from the limitations embedded in the codes as well as from the limited capability of the analysts to use the codes. Code user training and qualification is an effective means for reducing the variation of results caused by the application of the codes by different users. This paper describes a systematic approach to training code users who, upon completion of the training, should be able to perform calculations making the best possible use of the capabilities of best estimate codes. In other words, the program aims at contributing towards solving the problem of user effect. The 3D S.UN.COP (Scaling, Uncertainty and 3D COuPled code calculations) seminars have been organized as follow-up of the proposal to IAEA for the Permanent Training Course for System Code Users [1]. Five seminars have been held at University of Pisa (2003, 2004), at The Pennsylvania State University (2004), at University of Zagreb (2005) and at the School of Industrial Engineering of Barcelona (2006). It was recognized that such courses represented both a source of continuing education for current code users and a mean for current code users to enter the formal training structure of a proposed ‘permanent’ stepwise approach to user training. The 3D S.UN.COP 2006 was successfully held with the attendance of 33 participants coming from 18 countries and 28 different institutions (universities, vendors, national laboratories and regulatory bodies). More than 30 scientists (coming from 13 countries and 23 different institutions) were involved in the organization of the seminar, presenting theoretical aspects of the proposed methodologies and holding the training and the final examination. A certificate (LA Code User grade) was released to participants that successfully solved the assigned problems. A sixth seminar will be organized in 2007 at the Texas A&M University involving more than 30 scientists between lecturers and code developers. (http://dimnp.ing.unipi.it/3dsuncop/2007)
APA, Harvard, Vancouver, ISO, and other styles
5

Petruzzi, Alessandro, Francesco D’Auria, Tomislav Bajs, and Francesc Reventos. "International Training Program in Support of Safety Analysis: 3D S.UN.COP—Scaling, Uncertainty and 3D Thermal-Hydraulics/Neutron-Kinetics Coupled Codes Seminars." In 17th International Conference on Nuclear Engineering. ASMEDC, 2009. http://dx.doi.org/10.1115/icone17-76056.

Full text
Abstract:
Thermal-hydraulic system computer codes are extensively used worldwide for analysis of nuclear facilities by utilities, regulatory bodies, nuclear power plant designers and vendors, nuclear fuel companies, research organizations, consulting companies, and technical support organizations. The computer code user represents a source of uncertainty that can influence the results of system code calculations. This influence is commonly known as the ‘user effect’ and stems from the limitations embedded in the codes as well as from the limited capability of the analysts to use the codes. Code user training and qualification is an effective means for reducing the variation of results caused by the application of the codes by different users. This paper describes a systematic approach to training code users who, upon completion of the training, should be able to perform calculations making the best possible use of the capabilities of best estimate codes. In other words, the program aims at contributing towards solving the problem of user effect. The 3D S.UN.COP (Scaling, Uncertainty and 3D COuPled code calculations) seminars have been organized as follow-up of the proposal to IAEA for the Permanent Training Course for System Code Users. Nine seminars have been held at University of Pisa (two in 2004), at The Pennsylvania State University (2004), at the University of Zagreb (2005), at the School of Industrial Engineering of Barcelona (January-February 2006), in Buenos Aires, Argentina (October 2006), requested by Autoridad Regulatoria Nuclear (ARN), Nucleoelectrica Argentina S.A (NA-SA) and Comisio´n Nacional de Energi´a Ato´mica (CNEA), at the College Station, Texas A&M, (January-February 2007), in Hamilton and Niagara Falls, Ontario (October 2007) requested by Atomic Energy Canada Limited (AECL), Canadian Nuclear Society (CNS) and Canadian Nuclear Safety Commission (CNSC), in Petten, The Netherlands (October 2008) in cooperation with the Institute of Energy of the Joint Research Center of the European Commission (IE-JRC-EC). It was recognized that such courses represented both a source of continuing education for current code users and a mean for current code users to enter the formal training structure of a proposed ‘permanent’ stepwise approach to user training. The 3D S.UN.COP 2008 at IE-JRC was successfully held with the attendance of 35 participants coming from more than 10 countries and 20 different institutions (universities, vendors and national laboratories). More than 30 scientists (coming from more than 10 countries and 20 different institutions) were involved in the organization of the seminar, presenting theoretical aspects of the proposed methodologies and holding the training and the final examination. A certificate (LA Code User grade) was released to participants that successfully solved the assigned problems. A tenth seminar will be held (October 2009) at the Royal Institute of Technology (KTH) in Amsterdam (Sweden), involving more than 30 scientists between lectures and code developers (http://dimnp.ing.unipi.it/3dsuncop/2009/index.html).
APA, Harvard, Vancouver, ISO, and other styles
You might also be interested in the extended bibliographies on the topic 'Victorian Certificate of Education examination' for particular source types:
Journal articles Dissertations / Theses Books
We offer discounts on all premium plans for authors whose works are included in thematic literature selections. Contact us to get a unique promo code!

To the bibliography