Relevant bibliographies by topics / Victorian high schools

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

Academic literature on the topic 'Victorian high schools'

Author: Grafiati
Published: 4 June 2021
Last updated: 1 February 2022

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Journal articles on the topic "Victorian high schools"

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Hooper, Carole. "Access and exclusivity in nineteenth-century Victorian schools." History of Education Review 45, no. 1 (June 6, 2016): 16–27. http://dx.doi.org/10.1108/her-02-2014-0010.

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Purpose – In the mid nineteenth-century Victorian government-aided schools were patronised by a broad spectrum of the community, many of whom sought a higher, or “middle-class”, education for their children. The various educational boards responsible for the administration of the public system, while not objecting to the provision of advanced tuition, were determined to ensure it was not offered on a socially selective basis. The purpose of this paper is to examine how accusations that some schools had engaged in socially selective practices led to the eventual removal of higher subjects from the curriculum. Design/methodology/approach – Documentary evidence, particularly the correspondence between the central educational boards and the local school committees, is examined to assess the validity of the claims and counter claims made by those involved. Findings – It appears that administrators used accusations of social exclusion to justify the removal of advanced subjects from the curriculum; with the result that it was not until state high schools were established early in the twentieth century that a higher education was again offered in the public sector. Originality/value – The paper looks at an area of educational provision that has attracted little attention from researchers.
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Herbert, Trevor, and Margaret Sarkissian. "Victorian bands and their dissemination in the colonies." Popular Music 16, no. 2 (May 1997): 165–79. http://dx.doi.org/10.1017/s0261143000000350.

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This morning I unintentionally stumbled across the annual Cherry Blossom Parade in Washington, DC. It was probaly little different than any other American public parade, full of decorated floats and oversized balloons interspersed between uniformed marching bands from high schools all over the country. What caught my attention was the ‘foreign’ element in the parade – three groups that represented Japan, land of the cherry blossom. Two of these groups were local martial arts associations: one representing the Ryuku Islands, the other, Okinawa. The men and women of both contingents, obviously multiethnic, were dressed alike in stereotypical Japanese martial arts costumes (complete with coloured headbands). Participants paused every few steps to demonstrate kicks and poses, then proceeded on to the sound of traditional Japanese music played through loudspeakers. The third group was the official Japanese delegation, flown over especially for the parade. I'm not sure what I expected – perhaps a float of graceful kimono-clad Japanese women waving cherry blossom branches to the ethereal sound of the shakuhachi. Instead, to my surprise our ears were assailed by a familiar John Philip Sousa march played with gusto by a Japanese high school band. The only difference between this band and its American counterparts was that the musicians did not wear unisex military uniforms: all wore fuchsia pink school blazers, with long white pants for the boys and short white skirts for the girls (Sarkissian 1994).
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Kronborg, Leonie, and Claudia A. Cornejo-Araya. "Gifted Educational Provisions for Gifted and Highly Able Students in Victorian Schools, Australia." Universitas Psychologica 17, no. 5 (December 5, 2018): 1–14. http://dx.doi.org/10.11144/javeriana.upsy17-5.gepg.

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This article summarizes the main educational provisions developed and implemented for gifted and highly able students in Victoria, Australia. It emphasizes the strong influence that different governments have had on policies and guidelines providing for the education of these students. Among the options offered it is possible to differentiate those based on acceleration and high ability grouping. Accelerated learning options include early entry, grade skipping, subject acceleration, Higher Educational Studies program, and International Baccalaureate. High ability grouping includes Select Entry Accelerated Learning programs, select entry high schools, specialized high schools. The identification of students’ advanced intellectual and academic needs and the implementation of effective provisions for these students are strongly related to the level of knowledge and attitude that teachers have towards gifted and highly able students. The implications of the current educational provisions are discussed to reflect and promote better guidelines and more research in the field.
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Thomas, Tony. "The Impending Special Education Qualifications Crisis in Victoria." Australasian Journal of Special Education 31, no. 2 (September 2007): 139–45. http://dx.doi.org/10.1017/s1030011200025677.

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Given concern about the decreasing numbers of staff with qualifications in special education in Victorian government specialist schools (schools for students with special educational needs), a survey was distributed to all 81 of these schools to gather information about teacher qualifications and age. A very high response rate of 94% was obtained. The results showed a very wide range of numbers of staff possessing a special education qualification in different schools. It is of concern that in 15 schools (almost 20% of respondent schools) fewer than half the staff had special education qualifications, while in a further 33 schools (43%) between 50% and 79% of the staff had special education qualifications. To add to this concern, there was a large proportion of older teachers in the schools, with 70% of principals and 40% of teachers likely to retire over the next five years. The implications of this for the staffing of the specialist schools are discussed, leading to suggestions for the future.
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Watters, Diane. "Kαλoι κ'αγαθoι (The Beautiful and the Good): Classical School Architecture and Educational Elitism in Early Nineteenth-Century Edinburgh." Architectural History 57 (2014): 277–321. http://dx.doi.org/10.1017/s0066622x00001441.

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Edinburgh's architecturally magnificent and much-admired historic school buildings, often set in opulent grounds, have come to symbolize the city's ongoing dichotomy between ‘normal’ state schools and ‘elite’ private schools. These schools are conspicuously sited in the most culturally prestigious locations in Edinburgh — the New Town, Old Town and Victorian bourgeois suburbs — and their architecture powerfully underpins their ideologies of longevity and tradition. The solidity of the built ‘heritage’ of these schools, however, obscures a story of great educational complexity and change. Many of the historic buildings are no longer used by the present school institutions; some now have alternative uses. Others have changed fundamentally their social and educational status (several, ironically, were originally built by wealthy donors as charitable orphanages for the ‘deserving poor’ and later converted to fee-paying day schools for the middle classes).The complex history of these schools cannot be understood adequately without reference to the early history of their buildings. This article is intended as an initial exploration of these complexities. It focuses on two key Edinburgh case studies: the Edinburgh Academy (‘the Academy’), built to William Burn's design of 1823 and opened in 1824 (Fig. 1); and the Royal High School of Edinburgh (the ‘Royal High’), built to Thomas Hamilton's design of 1825 and opened in 1829 (Fig. 2). It examines the educational origins, brief, architectural design, and early use of these surviving purpose-built schools and, in particular, the associated negotiations and debate of 1822–23 that occurred at a municipal level, which links their controversial pre-histories.
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Evans, Melissa, Leanne Lester, Richard Midford, Helen Walker Cahill, David Foxcroft, Robyn Waghorne, and Lynne Venning. "The impact of gender, socioeconomic status and locality on the development of student patterns of alcohol consumption and harm." Health Education 119, no. 4 (June 3, 2019): 309–18. http://dx.doi.org/10.1108/he-08-2018-0037.

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Purpose The consequences of problematic alcohol consumption fall heavily on Australian adolescents, with this population at increased risk of death, serious injury and other harm. Research regarding whether gender, socioeconomic status (SES) or locality play a role in young people’s alcohol consumption and related harm is limited in Australia. The purpose of this paper is to determine whether Victorian students’ patterns of alcohol uptake, consumption and related harm differed between gender, SES and locality. Design/methodology/approach The study involved secondary analysis of student data from the Drug Education in Victorian Schools harm minimisation drug education programme, undertaken in 21 Victorian government schools over three years The initial cohort of 1,752 students was followed during Years 8, 9 and 10, when their average age would have, respectively, been 13, 14 and 15 years. Findings There were no gender differences in drinking uptake, consumption or harm. Students with low SES were more likely to have consumed a full drink of alcohol and also experienced more alcohol-related harm. Students living in a regional/rural area were more likely to have engaged in high alcohol consumption. Originality/value The findings of this study highlighted that different student demographics have an impact on patterns of alcohol consumption, vulnerability and harm. Students with low SES, living in a regional/rural area, are more at risk than students with higher SES living in a fringe metro/major regional or metro area. Future school harm minimisation drug education programmes should consider the needs of students with demographics that make them more susceptible to higher consumption and harm.
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Iacono, Teresa, Carol McKinstry, Elena Wilson, Kerryn Bagley, and Amanda Kenny. "Designing and Rating Options for Special School Expertise to Support Mainstream Educational Inclusion." Australasian Journal of Special and Inclusive Education 44, no. 1 (December 16, 2019): 15–27. http://dx.doi.org/10.1017/jsi.2019.16.

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AbstractThe Victorian Government, Australia, committed to deliver recommendations from a review of the Program for Students with Disabilities. We report on the implementation of Recommendation 7: to explore options for how special schools could become ‘centres of expertise’ to support inclusion in mainstream schools. Informed by evidence reviews of inclusive education practices and interviews of special and mainstream staff and parents, stakeholders were engaged in a forum to develop a range of options. A larger sample of stakeholders then completed a survey to evaluate them. Forum attendees were parents, education staff, and allied health professionals from special and mainstream schools. They worked in small groups to develop options, which were later grouped into 5 categories. These options were entered into an online survey for distribution to a wider group of stakeholders. Survey respondents were 142 stakeholders from special (71%) and mainstream primary and secondary schools (parents, education staff, and allied health professionals). They rated each option, such that 8 with high ratings for feasibility and acceptability were recommended to support inclusive mainstream education through utilisation of special school expertise. The final list of options focused on collaboration, development, and coordination of networks of special and mainstream schools, and building capacity and leadership to support mainstream schools to meet diverse student need.
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Meiklejohn, Sarah, Tammie Choi, Anna Peeters, Lisa Ryan, and Claire Palermo. "Policymakers’ perspectives on designing school-based health initiatives for Victorian adolescents." Health Promotion International 35, no. 6 (March 10, 2020): 1462–73. http://dx.doi.org/10.1093/heapro/daaa020.

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Abstract Initiatives based on the Health Promoting Schools (HPS) framework have previously been successful in improving health and well-being yet there is little evidence of how these findings translate into policy. This study therefore aimed to analyse the political considerations that underpinned policymakers’ decisions for the design and implementation of a programme based on HPS in middle and high schools in Victoria, Australia. Interpretive policy analysis was undertaken using interviews with a purposive sample of government and non-government policy actors. Interviews explored factors influencing programme design and implementation and were analysed using thematic analysis. Ten in-depth interviews, including 11 participants, were conducted. The analysis revealed four themes. The Achievement Program was designed through (i) the establishment of strategic collaborations and good governance, involving people that made valuable and diverse contributions to the design process while acknowledging their (ii) positions of power, (iii) ensuring careful attention was paid to evidence-informed programme design and (iv) incorporation of real-time feedback from other settings. Policymakers believe this approach has the potential to improve policy adoption. There is a need to explore if this approach to policy development influences adherence and improves health outcomes.
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Zulkefli, Syafiqah Hannah Binte, Alison Barr, Ankur Singh, Alison Carver, Suzanne Mavoa, Jan Scheurer, Hannah Badland, and Rebecca Bentley. "Associations between Public Transport Accessibility around Homes and Schools and Walking and Cycling among Adolescents." Children 7, no. 4 (April 6, 2020): 30. http://dx.doi.org/10.3390/children7040030.

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Good public transport accessibility is associated with active travel, but this is under-researched among adolescents. We tested associations between public transport accessibility and active travel among school-going adolescents (12–18 years; n = 1329) from Melbourne, Australia analysing Victorian Integrated Survey of Travel and Activity data. Outcomes included main mode of transport to school and accumulating ≥20 min of active travel over the day. Low and high compared to no public transport accessibility around homes were associated with higher odds of public transport use (low (odds ratio (OR): 1.94 95% confidence interval (CI): 1.28, 2.94) high (OR: 2.86 95% CI: 1.80, 4.53)). Low and high public transport accessibility around homes were also associated with higher prevalence of achieving ≥20 min of active travel (low (prevalence ratio (PR): 1.14 95% CI: 0.97, 1.34) high (PR: 1.31 95% CI: 1.11, 1.54)) compared to none. Public transport accessibility around schools was associated with public transport use (low (OR: 2.13 95% CI: 1.40, 3.24) high (OR: 5.07 95% CI: 3.35, 7.67)) and achieving ≥20 min of active travel (low (PR: 1.18 95% CI: 1.00, 1.38) high (PR: 1.64 95% CI: 1.41, 1.90)). Positive associations were confirmed between public transport accessibility and both outcomes of active travel.
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Reid, Sophie C., Obioha C. Ukoumunne, Carolyn Coffey, Maree Teesson, John B. Carlin, and George C. Patton. "Problem Alcohol Use in Young Australian Adults." Australian & New Zealand Journal of Psychiatry 41, no. 5 (May 2007): 436–41. http://dx.doi.org/10.1080/00048670701264784.

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Objective: To examine the extent to which excessive drinking in young adults is associated with alcohol abuse and dependence. Method: Cross-sectional analyses were conducted using data from the eighth wave of the Victorian Adolescent Health Cohort Study, which comprised 1943 Victorians currently aged 24–25 years drawn from 44 secondary schools across the state in 1992. The main outcome measures of interest were short-term risk drinking status (based on daily alcohol consumption) and long-term risk drinking status (based on total weekly alcohol consumption). Results: Two out of 5 participants drank at moderate to high risk levels for short-term harm. Yet, because young people tend to drink on only 1–2 days a week, fewer (22%) were at moderate to high risk for long-term harm. Although 20% of the participants met criteria for a diagnosis of alcohol abuse or dependence, most of those in the moderate- to high-risk drinking categories were not diagnosed with either alcohol disorder. Conclusion: Excessive alcohol use in one or two sessions a week appears to be common in young Australian adults. While short- and long-term risky drinking is more common in those with an alcohol use disorder, the majority of moderate- and high-risk drinking is done by those who do not meet criteria for an alcohol use disorder.
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Dissertations / Theses on the topic "Victorian high schools"

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Daniels, Ray Education Faculty of Arts &amp Social Sciences UNSW. "The management of change in six Victorian secondary colleges." Awarded by:University of New South Wales. School of Education, 2001. http://handle.unsw.edu.au/1959.4/18223.

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This study explored change in six Victorian secondary colleges some four years into the major school-system change program known as ?????Schools of the Future?????. The purpose of the study was to identify successful models and practices for positive school change by exploring school change from the school level perspective. A focus of the investigation was an organizational development program designed by a North American professor of organization and management in which Victorian school principals were trained as their schools entered the ?????Schools of the Future????? program. The project was guided initially by four major research questions to which six additional research questions were added as the research progressed. The research methodology was qualitative. The data for this investigation were collected in 1997. The main means of gathering them was the in-depth interview of the principals of the six schools in the study and of the four members of staff they nominated as knowledgeable about their school?????s change processes. A follow-up questionnaire to the interview, a telephone questionnaire that asked principals for background information about their schools, and a study of school documents were also sources of data. The analysis and interpretation of the data related to charge in the schools was presented in the forms of six case studies and a multisite study. Eleven variables and eighteen insights identified the aspects associated with successful change across the sites. The study?????s three major findings identified the critical importance in the success of change of the school?????s organizational culture and individual participants in change processes, its relationship to elements in its external environment and the nature of its planning for change. A theoretical framework for positive school change environments was developed. It combined the elements associated with successful change in the study. This framework may prove useful as a basis for further research on systemic change in schools and as a point of reference for those actually engaged in leading the change process in schools and school systems.
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Cheung, Chun-ming, and 張俊明. "New roles of school principals in school-based management reform: a comparative study." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2000. http://hub.hku.hk/bib/B31961502.

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Parker, Pauline Frances, and paulinefparker@gmail com. "Girls, Empowerment and Education: a History of the Mac. Robertson Girls' High School 1905-2005." RMIT University. Global Studies, Social Science and Planning, 2007. http://adt.lib.rmit.edu.au/adt/public/adt-VIT20080516.164340.

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Despite the considerable significance of publicly funded education in the making of Australian society, state school histories are few in number. In comparison, most corporate and private schools have cemented their sense of community and tradition through full-length publications. This history attempts to redress this imbalance. It is an important social history because this school, Mac.Robertson Girls' High School can trace its origins back to 1905, to the very beginnings of state secondary education when the Melbourne Continuation School (MCS), later Melbourne High School (MHS) and Melbourne Girls' high School (MGHS) was established. Since it is now recognised that there are substantial state, regional and other differences between schools and their local communities, studies of individual schools are needed to underpin more general overviews of particular issues. This history, then, has wider significance: it traces strands of the development of girls' education in Victoria, thus examining the significance and dynamics of single-sex schooling, the education of girls more generally, and, importantly, girls' own experiences (and memories of experiences) of secondary schooling, as well as the meaning they made of those experiences. 'Girls, Education and Empowerment: A History of The Mac.Robertson Girls' High School 1905-2005', departs from traditional models of school history writing that tend to focus on the decision-makers and bureaucrats in education as well as documenting the most 'successful' former students who have made their mark in the world. Drawing on numerous narrative sources and documentary evidence, this history is organised thematically to contextualise and examine what is was like, and meant, to be a girl at this school (Melbourne Continuation School 1905-12; Melbourne High School 1912-27; Melbourne Girls' High School 1927-34, and Mac.Robertson Girls' High School from 1934) during a century of immense social, economic, political and educational change.
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Blake, Damien, and mikewood@deakin edu au. "From risk to relationship: Redefining pedagogy through applied learning reform." Deakin University. School of Social and Cultural Studies in Education, 2004. http://tux.lib.deakin.edu.au./adt-VDU/public/adt-VDU20060517.150434.

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The Victorian Certificate of Applied Learning (VCAL) emerged to provide more relevant curriculum programs that would cater for increasing retention rates of post-compulsory students. It is also an example of the ‘new’ learning arising from contemporary debates and reforms that highlight inadequacies of the more traditional modes of learning. This thesis focuses on the pedagogical and sociological issues emerging from the VCAL being introduced as an ‘alternative’ learning pathways for ‘at-risk’ students within a traditional secondary school culture. Through the eyes of an insider-researcher, the thesis argues for a deeper understanding of applied learning as a ‘re-engaging’ pedagogy by studying the schooling experience of VCAL students and teachers. The thesis concludes that traditional academic modes of teaching contribute to the social construction of ‘at-risk’ students and argues that secondary school pedagogy needs to be redefined as a cultural phenomenon requiring teachers to be reflexively aware of their role in bridging the gap between students’ life experiences and the curriculum.
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Lipine, Tavita. "Education of secondary Samoan students in New Zealand : the road to success : a thesis submitted to the Victoria University of Wellington in fulfilment of the requirements for the degree of Doctor of Philosophy in Education /." ResearchArchive@Victoria e-thesis, 2010. http://hdl.handle.net/10063/1317.

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Horsley, Jennifer M. "Critical connections : high-ability students' perceptions of factors that influence NZQA Scholarship : a mixed method study : a thesis submitted to the Victoria University of Wellington in fulfilment of the requirements for the degree of Doctor of Philosophy in Education /." ResearchArchive@Victoria e-Thesis, 2009. http://hdl.handle.net/10063/1140.

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Daniels, Ray. "The management of change in six Victorian secondary colleges /." 2001. http://www.library.unsw.edu.au/~thesis/adt-NUN/public/adt-NUN20020604.120324/index.html.

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Hillman, Robert P. "Transition from secondary school to university." 1999. http://repository.unimelb.edu.au/10187/421.

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Transition between secondary school and university can be a time of stress and anxiety. It is a time when decisions about courses and careers can have extraordinarily significant implications. It is, therefore, a time when information about courses, universities and university life must be effectively presented and thoughtfully comprehended. This study explores secondary student insights into university before and during the crucial decision making process as well as the consequences of those insights and decisions. (For complete abstract open document)
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Kotsiras, Angela. "The effects of acceleration on students' achievement in senior secondary mathematics: a multilevel modelling approach." 2007. http://repository.unimelb.edu.au/10187/1704.

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Despite the vast research on the effects of acceleration programs on student achievement there is little quantitative confirmation of the benefits of these programs and there is no research that investigates the effects of acceleration on students’ VCE Mathematics study scores.
This research attempts to fill this gap by considering four years of data provided by the Victorian Curriculum and Assessment Authority (VCAA) relating to achievement in mathematics. Acceleration in this study means the completion of the Year 12Mathematical Methods study during Year 11. The data constitutes experimental data for content acceleration and the results of students from schools without such acceleration programs provide the corresponding control data. However, the acceleration decision is not taken randomly by schools, so this data is only quasi-experimental in nature. The measures of mathematical achievement (Mathematical Methods and Specialist Mathematics study scores) are carefully audited, and are accepted as reliable and valid by the Victorian education system. Controlling for individual characteristics such as gender and prior knowledge, and allowing for moderation effects due to school sector (Government, Catholic and Independent) and school class setting (single-sex or coeducational), the effects of content acceleration are measured using multi-level modelling.
This study examines the effects of acceleration on the VCE Mathematics study scores of students who completed both Mathematical Methods (Units 3&4) and Specialist Mathematics (Units 3&4) in Victoria, over a four-year period (2001-2004). On average this involved 5341 students from 341 schools in each year with 829 students included in a content accelerated program.
The results suggest that content acceleration is beneficial, especially for students with higher prior knowledge scores. The quasi-experimental nature of the data means that a causal relationship between acceleration and students’ mathematical performance can be claimed. In particular, this study showed that the effect of acceleration on students’ Mathematical Methods (the Year 12 study taken in Year 11 by accelerated students) study score was not significant. However, the effect of acceleration on students’ Specialist Mathematics study scores was significant. Accelerated students performed, on average,2.7 points higher (on a 50 point scale) than equal ability age-peers who were not accelerated. Interestingly, for accelerated students who scored in the top 2% for their General Achievement Test, in the mathematics, science and technology component, their Specialist Mathematics study scores were on average, almost 5 points higher (on a 50point scale) than their equal ability age-peers. The statistical control of other factors means that these results can also be generalised to other states, other countries and, probably, to other subjects.
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Fisher, Kate. "Aboriginal students' high school mathematics experiences: stories of opportunities and obstacles." Thesis, 2010. http://hdl.handle.net/1828/3103.

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The mathematics education experiences of Aboriginal high school students has received little research attention. Ten urban Aboriginal high school students in Victoria, BC facilitated a narrative qualitative inquiry. Bandura’s (1986) four sources of selfefficacy and social cognitive theory were used to examine the students’ stories. Performance mastery experiences were found to dominate the formation of students’ sense of competence. Experiences were centrally impacted by students’ affective domain. The importance of relationality and an inter-connection between all four sources of self-efficacy are also noted. Implications for future research and practice are provided.
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Books on the topic "Victorian high schools"

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Ainley, John G. School organization and the quality of schooling: A study of Victorian government secondary schools. Hawthorn, Victoria: Australian Council for Educational Research, 1986.

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Victorian illustration: The pre-Raphaelites, the Idyllic School, and the high Victorians. Aldershot, England: Scolar Press, 1996.

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Small victories: The real world of a teacher, her students, and their high school. New York: Harper & Row, 1990.

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Small victories: The real world of a teacher, her students, and their high school. New York: HarperPerennial, 1991.

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Teese, Richard. For the common weal: The public high school in Victoria, 1910 - 2010. North Melbourne: Australian Scholarly, 2014.

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Initial encounters in the secondary school: Sussing, typing, and coping. London: Falmer Press, 1985.

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Campbell, Craig. Toward the state high school in Australia: Social histories of state secondary schooling in Victoria, Tasmania and South Australia, 1850 - 1925. Sydney: ANZHES, 1999.

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Goldman, Paul. Victorian Illustration: The Pre-Raphaelites, the Idyllic School and the High Victorians. Lund Humphries Publishers, 2004.

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Freedman, Samuel G. Small Victories: The Real World of a Teacher, Her Students, and Their High School. Harper Perennial, 1991.

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Freedman, Samuel G. Small Victories: The Real World of a Teacher, Her Students and Their High School. Tandem Library, 1999.

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Book chapters on the topic "Victorian high schools"

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McLaren, Duncan, Quentin Mackie, and Daryl Fedje. "Experimental Re-creation of the Depositional Context in Which Late Pleistocene Tracks Were Found on the Pacific Coast of Canada." In Reading Prehistoric Human Tracks, 91–100. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-60406-6_5.

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AbstractTo better understand the depositional context of Late Pleistocene human tracks found at archaeology site EjTa-4 on Calvert Island, on the Pacific Coast of Canada, we present here the results of an experiment designed to recreate the conditions by which these tracks were formed, preserved and then revealed through excavation. Based on radiocarbon ages on small twigs and the analysis of sediments and microfossils, the interpretation of the site formation processes relate that the tracks were impressed into a clayey soil substrate just above the high tide line between 13,317 and 12,633 calBP. The features were subsequently encapsulated by black sand, which washed over the tracks from the nearby intertidal zone during a storm event. To test this interpretation, we enlisted the aid of high school student volunteers to recreate the conditions by which the tracks were formed. A clayey substrate was prepared in a laboratory setting at the University of Victoria and a few plant macrofossils were placed on top it. This was followed by having the students create tracks in the clay, which were then covered with a layer of sand. Upon excavation of these experimental tracks, we found that they had a very similar character to those found in the field, including the pressing of macrofossils into the clay by the weight of the track maker. These results support the interpretation and chronological assessment of the depositional events that occurred during late Pleistocene times at archaeology site EjTa-4.
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Scott-Smith, Tom. "Governing the Diet in Victorian Institutions." In On an Empty Stomach, 45–60. Cornell University Press, 2020. http://dx.doi.org/10.7591/cornell/9781501748653.003.0004.

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This chapter shows how modern nutritional science was put to the service of government and used to shape human conduct in institutions such as workhouses, schools, and industrial canteens. In this period the calorie became a widely used unit of energy, and the human body was conceived as a working machine. The chapter tracks the rise of the “labor science” of the 1880s, and an extension of dietary measurement to national productivity in general. From there, new concerns with energy and efficiency then seeped into older models of relief, illustrated through a generation of soup kitchens that updated Rumford's legacy. The high point of this movement came in the Edwardian period, when a colonial crisis attributed military failure to the meals of the British working class.
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Johnson, Alice. "Conclusion." In Middle-Class Life in Victorian Belfast, 319–22. Liverpool University Press, 2020. http://dx.doi.org/10.3828/liverpool/9781789620313.003.0009.

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In British history, the period before the 1880s is sometimes known as the ‘high Victorian’ era – a time when the industrial revolution had blossomed into prosperity, when towns and cities built massive town halls and public buildings, when landmark reforms were taking place in parliamentary politics, when the British empire reached its zenith, and when confidence, innovation and dynamism abounded. It was also a period in which nonconformist and evangelical religion dominated the urban scene – across British towns and cities, philanthropic projects, Sunday School teaching, temperance and missions preoccupied thousands of middle-class citizens....
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Walsh, Camille. "Conclusion." In Racial Taxation. University of North Carolina Press, 2018. http://dx.doi.org/10.5149/northcarolina/9781469638942.003.0009.

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The conclusion briefly traces the repercussions of the project of taxpayer identity and legal racial liberalism in the post-Rodriguez era, looking at school financing cases at the state court level in the 1980s and 1990s, as well as partial victories for educational access, such as Plyler v. Doe, in 1981. Recent taxpayer rights claims to "take back" school districts (and school funding) are a significant continuation of the same articulations of whiteness that pervade the history of property tax-based school funding. This chapter argues that the remaining high level of racial segregation and inadequate, unequal educational funding can only be remedied through a more integrated legal understanding of the historical connections between race and class, taxation and inequality.
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5

Keaveney, Christopher T. "Samurai Baseball: The Popular Press and the Making of a National Pastime in Meiji and Taishō Japan." In Contesting the Myths of Samurai Baseball. Hong Kong University Press, 2018. http://dx.doi.org/10.5790/hongkong/9789888455829.003.0002.

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Chapter 1 provides both a background to baseball in Japan and to the origins of the concept of “Samurai baseball” that is central to the issues explored in this book. The first chapter also problematizes the role of the popular press in Japan starting in the Meiji period (1868-1912) of both spreading the gospel of baseball in Japan and of promoting the myths surrounding Japan’s approach to the game, infusing it with dimensions of the rhetoric of Nihonjinron. Many of the qualities that have come to define the myths of Samurai baseball are the result of the press coverage of the Ichikō high school team’s impressive victories against American opponents in the Meiji period. The wide coverage by the popular press of the team’s lopsided victories helped both to initiate Japan’s love affair with baseball and establish the Bushidō-inspired values associated with Samurai baseball.
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Conference papers on the topic "Victorian high schools"

1

Turner, Rodney. "IS Skills of Business Students in Transition from Secondary to Tertiary Studies." In 2003 Informing Science + IT Education Conference. Informing Science Institute, 2003. http://dx.doi.org/10.28945/2670.

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This paper reports an analysis of IT software skills of some Victorian students on entry to first year tertiary studies in Business along with an analysis of their performance in “Office” type application assignments. The assumption that youth of today are IT literate on exit from school is questioned. Despite survey results suggesting a high level of skill in word processing and, to a lesser extent in spreadsheets, results on assignments in these areas may suggest students perceive their skills as being better than their actual performance. In crowded curricula, where there is pressure to include ever more material at the expense of more traditional topics, word processing and spreadsheet applications are sometimes suggested for removal. The study reported here finds little evidence that these topics should be removed from the curriculum at this stage.
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2

Whitby, Greg, Maura Manning, and Gavin Hays. "Leading system transformation: A work in progress." In Research Conference 2021: Excellent progress for every student. Australian Council for Educational Research, 2021. http://dx.doi.org/10.37517/978-1-74286-638-3_11.

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Internationally, the COVID-19 pandemic has profoundly disrupted the education sector. While NSW has avoided the longer periods of remote learning that our colleagues in Victoria and other countries have experienced, we have nonetheless been provoked to reflect on the nature of schooling and the systemic support we provide to transform the learning of each student and enrich the professional lives of staff within our Catholic learning community. At Catholic Education Diocese of Parramatta (CEDP), a key pillar of our approach is to create conditions that enable everyone to be a leader. Following the initial lockdown period in 2020 when students learned remotely, we undertook an informal teacher voice piece with the purpose of engaging teachers and leaders from across our 80 schools in Greater Western Sydney to reflect on and capture key learnings. This project revealed teachers and leaders reported very high feelings of self-efficacy, motivation and confidence in their capacity to learn and lead in the volatile pandemic landscape. These findings raised the question: how do we enable this self-efficacy, motivation and confidence in an ongoing way? This paper documents the systematic reflection process undertaken by CEDP to understand the enabling conditions a system can provide to activate everyone to be a leader in the post-pandemic future and the key learnings emerging from this process.
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