To see the other types of publications on this topic, follow the link: Victorian high schools.
Journal articles on the topic 'Victorian high schools'
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the top 50 journal articles for your research on the topic 'Victorian high schools.'
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.
Browse journal articles on a wide variety of disciplines and organise your bibliography correctly.
1
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.
Full textAbstract:
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.
2
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.
Full textAbstract:
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).
3
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.
Full textAbstract:
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.
4
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.
Full textAbstract:
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.
5
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.
Full textAbstract:
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.
6
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.
Full textAbstract:
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.
7
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.
Full textAbstract:
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.
8
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.
Full textAbstract:
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.
9
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.
Full textAbstract:
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.
10
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.
Full textAbstract:
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.
11
Hesketh, Ian. "The Recurrence of the Evolutionary Epic." Journal of the Philosophy of History 9, no. 2 (August 14, 2015): 196–219. http://dx.doi.org/10.1163/18722636-12341300.
Full textAbstract:
In his 1978 On Human Nature, Edward Wilson defined the evolutionary epic as the scientific story of all life, a linear narrative beginning with the big bang and ending with the story of human history. Since that time several popular science writers have attempted to write that story of life producing such titles as The Universe Story (1992)and The Epic of Evolution (2006). Historians have also gotten into the act under the guise of “Big History,” which has resulted in a series of monographs and is taught at several universities and high schools throughout the world. While the evolutionary epic is often presented as a novel way of bringing the historical insights of modern science into a narrative form that transcends the humanities–natural science divide, the genre itself originates in the nineteenth century, just as new geological and cosmic timescales were being established and new sciences such as biology and anthropology were being formalized. Several German Naturphilosophen and Victorian naturalists imagined the history of life as one, as a “Cosmos,” and produced evolutionary epics that bare significant similarities with their more modern counterparts. By considering the various recurrences of the evolutionary epic, from its origins in early German Romanticism and Victorian naturalism to the degeneration narratives of the fin de siècle and on to the Wilsonian and Big History versions of the late twentieth century and beyond, this essay seeks to map out a shared intellectual genealogy while examining the genre’s conceptual commonalities. What is perhaps most compelling about the history of the genre is the striking persistence of non-Darwinian forms of evolution that are utilized to situate the emergence of humanity in these epic narratives of life.
12
Korey, Marie. "Victorian Illustration: The Pre-Raphaelites, the Idyllic School and the High Victorians. Paul Goldman." Papers of the Bibliographical Society of America 93, no. 3 (September 1999): 426–28. http://dx.doi.org/10.1086/pbsa.93.3.24304301.
Full text
13
Bouterakos, M., A. Booth, D. Khokhar, M. West, C. Margerison, K. J. Campbell, C. A. Nowson, and C. A. Grimes. "A qualitative investigation of school age children, their parents and school staff on their participation in the Digital Education to LImit Salt in the Home (DELISH) program." Health Education Research 35, no. 4 (July 6, 2020): 283–96. http://dx.doi.org/10.1093/her/cyaa015.
Full textAbstract:
Abstract This study explored the views of participants who completed a 5-week, online, interactive, family-based, salt reduction education program (Digital Education to LImit Salt in the Home). A secondary aim was to explore the views of school staff on the delivery of food and nutrition education in schools. Children aged 7–10 years, their parents and principals/teachers from participating schools located in Victoria, Australia, completed a semi-structured evaluation interview. Audio-recordings of interviews were transcribed verbatim and analysed using NVivo. Twenty-eight interviews (13 children; 11 parents; 4 school staff) were included. Thematic analysis revealed that the program was well received by all groups. Children reported that the interactivity of the education sessions helped them to learn. Parents thought the program was interesting and important, and reported learning skills to reduce salt in the family diet. School staff supported the delivery of nutrition education in schools but indicated difficulties in sourcing well-packed nutrition resources aligned with the curriculum. It appears that there is support from parents and teachers in the delivery of innovative, engaging, nutrition education in schools, however such programs need to be of high quality, aligned with the school curriculum and readily available for incorporation within the school’s teaching program.
14
Lye, Jenny, and Joe Hirschberg. "Secondary school fee inflation: an analysis of private high schools in Victoria, Australia." Education Economics 25, no. 5 (March 12, 2017): 482–500. http://dx.doi.org/10.1080/09645292.2017.1295024.
Full text
15
Ryan, Brendan. "Revising the Agenda for a Democratic Curriculum." Australian Journal of Education 30, no. 1 (April 1986): 66–84. http://dx.doi.org/10.1177/000494418603000104.
Full textAbstract:
This article argues that current socio-educational theorizing licenses a further restriction of opportunities for socially significant educational interventions. Recent major reports on education in South Australia identify technological change as decisive. Moreover, their emphasis upon its supposedly abstract character leads to a narrowly technocratic assessment of its ‘increasing complexities’ and ‘more pervasive influence’. This leads to a push to re-centralize curricular control, notably in those high-status areas nominated as necessary for national scientific and economic development. My analysis also reveals that this official sponsorship of tighter central (i.e. departmental) controls has a strong politico-economic basis because ‘necessary efficiencies' are emphasized at this time of increasing fiscal difficulties. Furthermore, I document the existence of a more narrowly technical emphasis in teacher education, and contend that this will increasingly foster a ‘silent’ acceptance of departmental control of the curriculum by teachers-to-be. I cite recent empirical evidence on teaching practices and attitudes in Australian schools to indicate that the re-centralization of curricular control would formalize—and, of course, extend—what is already the case. Furthermore, I demonstrate the general significance of these basic assumptions about the curriculum and its practices through an analysis of their probable impact upon typical conditions of teaching and upon ‘progressive’ policy initiatives (notably the Victorian Ministerial Papers). I examine at length the broader socio-cultural implications of centralist and technicist curricular assumptions. I conclude by outlining oppositional strategies: these are characterized by broadly based socio-educational interventions and an alternative formulation of what constitutes ‘really useful knowledge’ in ‘an advanced technological society’.
16
Keynton, Janice. "Classroom learners of Chinese in senior secondary school." Australian Review of Applied Linguistics 41, no. 3 (December 31, 2018): 280–306. http://dx.doi.org/10.1075/aral.17087.key.
Full textAbstract:
Abstract This study looks at the Chinese-learning experiences of six classroom learners who continued to the end of secondary school in Victoria, Australia, through in-depth interviews. Various systemic deterrents to continued Chinese language study are identified by the participants, including: (1) the schooling journey, including transition between primary and high school and disruption from uninterested students in compulsory classes; (2) the curriculum and the learning demands dictated by the form of assessment; (3) the risk of poor assessment results prejudicing post-school study options, in particular because the cohort includes large numbers of home speaker learners. In Victoria, Australia, a large part of what schools provide is dictated by the metasystem of education and the assessments at which it aims. Thus the structural deterrents to Chinese classroom learner continuation identified are within the power of government agencies to change, in order to enable more of these students to continue.
17
Kouzma, Nadya M., and Gerard A. Kennedy. "Homework, Stress, and Mood Disturbance in Senior High School Students." Psychological Reports 91, no. 1 (August 2002): 193–98. http://dx.doi.org/10.2466/pr0.2002.91.1.193.
Full textAbstract:
This study aimed at investigating the relationship between hours of homework, stress, and mood disturbance in senior high school students, 141 boys and 228 girls, recruited from high schools across Victoria, Australia. Participants' ages ranged from 16 to 18 years ( M = 16.6, SD = .6). A 1-wk. homework diary, a Self-reported Stress scale, and the Profile of Mood States were administered to students. Analysis showed that the number of hours spent completing homework ranged from 10 to 65 hours per week ( M = 37.0, SD = 12.2). Independent samples t-test analyses showed significant sex differences, with female students scoring higher on hours of homework, stress, and mood disturbance compared to male students. Pearson product-moment correlations were significant and positive for hours of homework with stress and for hours of homework with mood disturbance.
18
Fisher, P., and D. Protti. "Health Informatics at the University of Victoria." Yearbook of Medical Informatics 05, no. 01 (August 1996): 135–39. http://dx.doi.org/10.1055/s-0038-1638056.
Full textAbstract:
AbstractThe University of Victoria has the only program in Canada offering a Bachelor of Science degree in Health Information Science. To meet the requirements of the degree, students must complete 60 units of course work (normally 40 courses) and 4 CO-OP work terms over 4.3 years. The School admits approximately 30 students each year. Seventy-five percent of the students come from British Columbia, ranging in age from 18 to 50 years with the average age being 26 years. In addition to recent high school graduates, over 40% have previous degrees or diplomas, and 65% have over 5 years of work experience. The School’s teaching team consists of 4 full-time faculty, 2 professional staff, 2 clerical staff, 7 adjunct faculty and a variable number of sessional teaching staff. The majority of the faculty have health backgrounds, totalling 150 person-years of health care experience. As of November 1995, the School had 168 graduates 75% of whom are employed in British Columbia, 17% in other parts of Canada and 8% outside the country. Sixty-five percent of the graduates work in government departments including community health agencies; 10% work in hospitals, 20% work for management consulting firms, software houses, or computer hardware firms, and 5% are otherwise employed. Almost 100% of the graduates are gainfully employed in professional positions in which their health information science degree is valued. They work as systems analysts, system designers/developers, consultants, research assistants, health-care planners, information system-support staff/trainers and client-account representatives. Some are already in senior management positions.
19
Crawford, Renée. "Socially inclusive practices in the music classroom: The impact of music education used as a vehicle to engage refugee background students." Research Studies in Music Education 42, no. 2 (June 28, 2019): 248–69. http://dx.doi.org/10.1177/1321103x19843001.
Full textAbstract:
As schools become increasingly culturally diverse, globalisation and cross-cultural exchange challenge teachers in complex but exciting ways. This article reports on the impact of music education for students in a secondary school in Victoria, Australia. Socially inclusive practices were a focus of the study as the school has a high percentage of young people with a refugee background. A number of school-based musical experiences provided opportunities for cross-cultural exchange and negotiation, and diverse communications are described. Music education was used as a vehicle to engage young refugee background students, which was indicative of three primary themes: personal wellbeing, social inclusion (a sense of belonging), and an enhanced engagement with learning. Key findings from this case study research indicated that a music classroom which fostered socially inclusive practices resulted in a positive transcultural learning space. This research raises important questions about the critical role of music education and the arts in contemporary and culturally diverse school contexts.
20
Warren, Lisa J. "School-related stress and coping strategies in Victorian Year II students." Australian Educational and Developmental Psychologist 17, no. 2 (2000): 44–57. http://dx.doi.org/10.1017/s0816512200028145.
Full textAbstract:
AbstractAdolescents who are coping with their final years of secondary schooling may be stressed. The Victorian Certificate of Education (VCE) has been the subject of considerable anecdotal controversy, including concerns over the level of stress that it places upon students and its effect on students’overall well-being. The present study provides some initial empirical data to inform this debate. The Australian Adolescent Problems Inventory, the Adolescent Coping Inventory, and the General Health Questionnaire were used to examine the constructs of school-related stress, coping, and well-being in 118 Year II Victorian secondary school students. Students reported a range of school-related problems. They coped by positive avoidance or problem-focused methods that promoted independence. Students reported feeling high levels of global stress. Anticipation of the final year of schooling placed pressure on young people, but students found several ways to cope with the demands. Therefore, it could not be concluded that the Victorian Certificate of Education was significantly related to unhealthy levels of stress, worry, and poor coping.
21
Crawford, Renée. "Creating unity through celebrating diversity: A case study that explores the impact of music education on refugee background students." International Journal of Music Education 35, no. 3 (July 21, 2016): 343–56. http://dx.doi.org/10.1177/0255761416659511.
Full textAbstract:
This article reports the findings of a case study that investigated the impact of music education on students in an F-12 school in Victoria, Australia that is considered as having a high percentage of young people with a refugee background. Key findings from this research indicated that music education had a positive impact on this group of young refugee students, which related to three primary themes: fostering a sense of wellbeing, social inclusion (a sense of belonging), and an enhanced engagement with learning. While some of these impacts were not always clearly distinguished from the more general experience of school, the students did identify some best practice elements of music learning and teaching that link to these three themes in a number of interrelated contexts. This research raises important questions about the ways in which education might be approached in schools with a high percentage of refugee background students and reaffirms the necessity of music and the arts as an important component.
22
Protti, D. J. "Health Information Science at the University of Victoria: The First Ten Years." Methods of Information in Medicine 33, no. 03 (1994): 268–72. http://dx.doi.org/10.1055/s-0038-1635025.
Full textAbstract:
Abstract:The University of Victoria has the only program in Canada offering a Bachelor of Science degree in Health Information Science. To meet the requirements of the degree, students must complete 40 courses and 4 CO-OP work terms over 4.3 years. The School admits 30 students each September of which 60% are normally female. Seventy-five percent of the students come from British Columbia, ranging in age from 18 to 42 with the average age being 26 years. In addition to recent high school graduates, over 40% have previous degrees or diplomas, and 65% have over 5 years of work experience. The School’s teaching team consists of 5 full-time faculty, 3 professional staff and 4 part-time faculty. The majority of the faculty have health backgrounds, totalling 135 person-years of practising health care experience. As of November 1992, the School had 113 graduates; 75% are employed in British Columbia, 18% are in other parts of Canada and 7% outside the country. Forty-five percent of the graduates work in government departments including community health agencies; 29% work in hospitals; 26% work in management consulting firms, software houses, or computer hardware firms. They work as systems/project analysts, systems consultants, research assistants, planning analysts, system-support staff, trainers/developers and client account representatives. Some are already in senior management positions.
23
Tatnall, Arthur. "Computer education and societal change." Information Technology & People 28, no. 4 (November 2, 2015): 742–57. http://dx.doi.org/10.1108/itp-09-2014-0202.
Full textAbstract:
Purpose – It is widely acknowledged that the computer has caused great societal changes over recent years, but the purpose of this paper is to relate specifically to those due to the use of computers in education and teaching about computing. The adoption and use of computers in education was very much a socio-technical process with influence from people, organisations, processes and technologies: of a variety of human and non-human actors. Design/methodology/approach – This paper makes use of actor-network theory to analyse these events and their educational and societal impact. Data were collected from published sources, interviews with those involved at the time, discussions and from personal experience and observations. Findings – Computers have, of course, had a huge impact on society, but particularly in relation to the use of computers in school education there was a different societal impact. Some of this related directly to education, some to school administration and some to student attitudes, experiences and knowledge. Research limitations/implications – The paper investigates the development of early courses in computing in universities and schools in Victoria, Australia. The paper does not, however, consider the use of computers in university research, only in education. Practical implications – The paper describes the significant educational events of the era from punch-card tabulating machines in the 1930s to micro-computers in the late 1980s, and investigates the relationship between the development of courses in the Universities and those in the more vocationally oriented Colleges of Advanced Education. It examines whether one followed from the other. It also investigates the extent of the influence of the universities and CAEs on school computing. Social implications – The advent of the computer made a significant impact on university and school education even before the internet, Google, Wikipedia and smart phones in the late 1990s and 2000s. Computers in schools cause a rethink of how teaching should be handled and of the role of the teacher. Originality/value – This paper investigates the history of computers and education in both universities and schools in Victoria, Australia over the period from the 1930s to the early 1990s. It considers how and why this technological adoption occurred, and the nature of the resulting educational and societal change this produced. Primary and High School use of computers did not commence until the 1970s but prior to this there is a considerable and interesting history associated with the development of Higher Education courses relating to computing.
24
Odden, Allan, and Eleanor Odden. "Applying the High Involvement Framework to Local Management of Schools in Victoria, Australia." Educational Research and Evaluation 2, no. 2 (June 1996): 150–84. http://dx.doi.org/10.1080/1380361960020202.
Full text
25
Temperley, Nicholas. "William Sterndale Bennett: Imitator or Original?" Nineteenth-Century Music Review 13, no. 2 (December 2016): 173–93. http://dx.doi.org/10.1017/s147940981600063x.
Full textAbstract:
Sterndale Bennett has often been characterized as an imitator of Mendelssohn. While it is true and unsurprising that there are similarities in the two composers’ musical language, actual imitation is difficult to substantiate. Bennett’s reputation as a composer has passed through several phases in the last 200 years. It was high in his lifetime in Germany as well as in Britain, when resemblance to Mendelssohn was counted as a positive asset, but later assailed by promoters of the ‘English Musical Renaissance’, who needed a preceding dark age and tended to dismiss early Victorians as copiers of Mendelssohn. Recent writers have shown a more positive attitude to the Victorian period in general. Bennett’s individuality has in fact been fully recognized from the first by such widely differing commentators as Mendelssohn himself, Robert Schumann, Henry Heathcote Statham, Frederick Ouseley, Charles Gounod, Charles Stanford, Geoffrey Bush, Peter Horton and Larry Todd. His style was founded on the Austro-German classical tradition and the London Pianoforte School headed by Clementi and Cramer, through his teacher Cipriani Potter, as is confirmed by early sources. This article surveys some of Bennett’s most characteristic piano pieces, and ends by analysing notably original features of his harmonic style that owe nothing to Mendelssohn, such as the inverted pedal note, evaded resolution of dissonance, and harmonic anticipation.
26
Stevenson, Brian. "Collaborative practice re-energises bioscience teaching in schools." Microbiology Australia 31, no. 1 (2010): 27. http://dx.doi.org/10.1071/ma10027.
Full textAbstract:
This year marks the first decade of operations for the Gene Technology Access Centre (GTAC). The decade has seen a grassroots initiative by a small group of eminent research scientists and dedicated personnel from the University High School in Melbourne grow into a specialist education centre in cell and molecular biology that attracts over 6000 students and their teachers each year. GTAC has not only refocused student and teacher attention on the interdisciplinary nature of contemporary biology, but has also highlighted how a ?centre model for learning?, based upon collaboration and partnerships, can exist within ?the school system? and meet the needs of students and teachers from across Victoria and beyond.
27
Ganim, Zoe, and Erica Frydenberg. "Attitudes to School, Coping,Wellbeing and Stress: An Examination of VCAL Students." Australian Educational and Developmental Psychologist 23, no. 1 (2006): 7–26. http://dx.doi.org/10.1017/s0816512200028844.
Full textAbstract:
AbstractOne hundred and fifty-seven students (aged 15 to 19 years) enrolled in the Victorian Certificate of Applied Learning (VCAL) program completed the Adolescent Coping Scale (ACS), and measures of school-related stress, attitudes to school and wellbeing. In general, VCAL students reported a positive attitude to school, high levels of wellbeing, low levels of school-related stress, and used a wide range of coping strategies. Gender differences and attitudinal differences were found in relation to coping strategies used, wellbeing, and stress. Discriminant analysis indicated that for females, low levels of school-related stress and frequent use of the ‘work hard’coping strategy significantly predicted a positive attitude to school, while for males high levels of wellbeing, and the frequent use of ‘work hard’, ‘focus on the positive’, and minimal use of ‘tension reduction’ predicted positive attitudes to school. The findings are discussed in light of current research and recommendations for interventions are proposed.
28
Darian-Smith, Kate, and Nikki Henningham. "Site, school, community." History of Education Review 43, no. 2 (September 30, 2014): 152–71. http://dx.doi.org/10.1108/her-03-2014-0018.
Full textAbstract:
Purpose – The purpose of this paper is to examine the development of vocational education for girls, focusing on how curriculum and pedagogy developed to accommodate changing expectations of the role of women in the workplace and the home in mid-twentieth century Australia. As well as describing how pedagogical changes were implemented through curriculum, it examines the way a modern approach to girls’ education was reflected in the built environment of the school site and through its interactions with its changing community. Design/methodology/approach – The paper takes a case study approach, focusing on the example of the J.H. Boyd Domestic College which functioned as a single-sex school for girls from 1932 until its closure in 1985. Oral history testimony, private archives, photographs and government school records provide the material from which an understanding of the school is reconstructed. Findings – This detailed examination of the history of J.H. Boyd Domestic College highlights the highly integrated nature of the school's environment with the surrounding community, which strengthened links between the girls and their community. It also demonstrates how important the school's buildings and facilities were to contemporary ideas about the teaching of girls in a vocational setting. Originality/value – This is the first history of J.H. Boyd Domestic College to examine the intersections of gendered, classed ideas about pedagogy with ideas about the appropriate built environment for the teaching of domestic science. The contextualized approach sheds new light on domestic science education in Victoria and the unusually high quality of the learning spaces available for girls’ education.
29
Gallegos-Sánchez, Jesús José, Francisco Ruiz-Juan, Mario Alberto Villarreal-Angeles, and Jorge Isabel Zamarripa Rivera. "Etapas de cambio en la práctica de actividad física de tiempo libre en estudiantes de secundaria de Victoria de Durango, México. (Change stages to practice of physical activity within free time in high school students of Victoria of Durango, Mexico)." Retos, no. 35 (September 13, 2018): 196–200. http://dx.doi.org/10.47197/retos.v0i35.66878.
Full textAbstract:
El propósito del estudio fue analizar las etapas de cambio ante la práctica de actividad física en el tiempo libre en estudiantes de educación secundaria de la Ciudad de Victoria de Durango, México. El marco teórico empleado fue el Modelo Transteórico. Se diseñó un estudio cuantitativo, observacional-descriptivo de corte transversal. La muestra fue 1112 estudiantes de secundaria, edades entre los 12 y 15 años (M= 13.52; ±.92); el 52.6% fueron chicas y 47.4% chicos; 37.2% de primer curso, 33.9% segundo, 28.9% de tercero; 69% de turno matutino y 31% vespertino; el 25.5% inscritos en de secundarias Generales Federales, 36.6% Técnicas Federales y 37.9% Estatales; 15.5% en secundarias con índice de marginación urbana alto, 29% medio, 12.2% bajo y 43.4% muy bajo. Se administró el cuestionario de etapas de cambio hacia la práctica del ejercicio físico. El análisis de datos fue realizado por medio de estadística descriptiva y prueba de Chi2. Los principales resultados advierten que la mayoría de los estudiantes(60.4%) están en etapas de cambio poco activas o inactivas (no ofrecen beneficios a la salud); los chicos son más activos (51.7%)que las chicas (29.1%); los estudiantes más activos son los de secundarias Federales Generales así como los de primer curso; cuando el índice de Marginación Urbana bajael porcentaje de estudiantes en etapas más activas o con beneficios para la salud aumenta. Concluyendo que es importante considerar las etapas de cambio de comportamiento para planificar estrategias de modelos educativos. The purpose of the study was to analyze the change stages to practice of physical activity within free time in high school students of the City of Victoria of Durango, México. The theoretical framework used was the trans-theoretical model. It was designed a quantitative, observational-descriptive cross-sectional study. The sample was 1112 high school students, with ages between 12 and 15 years (M = 13.52; ± .92), (52.6% girls and 47.4% boys, 37.2% first, 33.9% second and 28.9% of third deggre 69% morning shift and 31% evening shift, 25.5% Federal General High Schools, 36.6% Federal Techniques and 37.9% Local, 15.5% high urban marginalization index, 29% medium level, 12.2% low and 43.4% very low. The questionnaire of stages of change towards the practice of physical exercise was administered. The data analysis was performed by means of descriptive statistics and proof of Chi2. The main results the majority of students (60.4%) are established in non-active or inactive stages of change that do not offer any health benefits; boys are more active (51.7%) than girls (29.1%); the students of the Federal General High Schools are the most active, as well as those in the first year; In relation to the IMU, as it improves, the percentages of students increases with more active stages or with health benefits. Concluding It is important to consider the stages of behavior change to plan strategies for educational models.
30
Jones, Barbara, and Erica Frydenberg. "Anxiety in Children — The Importance of the Anxiety Sensitivity Factor." Australian Journal of Guidance and Counselling 13, no. 2 (December 2003): 145–58. http://dx.doi.org/10.1017/s1037291100002843.
Full textAbstract:
Anxiety sensitivity, the fear of anxiety-related bodily sensations, is a recently ldentified construct, which has become part of the conceptualisation of anxiety. Evidence in the research literature suggests that adults who have a high level of anxiety sensitivity combined with a high level of the more traditionally recognised trait anxiety reported a significantly higher incidence of anxiety disorders. The aim of the present study was to determine whether a high level of both anxiety sensitivity and trait anxiety in children results in more anxiety symptoms and therefore may be a risk factor for developing anxiety disorders. Anxiety sensitivity, trait anxiety and anxiety symptoms were examined in a sample of 455 primary school children in Grades 3, 4, 5 and 6 at schools in metropolitan, regional and country areas of Victoria, Australia. Results revealed that children who reported high anxiety sensitivity together with high trait anxiety experienced significantly more anxiety symptoms than other children. Significant gender and age differences were also found in relation to anxiety sensitivity, trait anxiety and anxiety symptoms. Anxiety disorders are debilitating and interfere with normal development. If children with a predisposition to developing anxiety disorders could be identified as those who report high anxiety sensitivity together with high trait anxiety then early intervention could prevent the onset of anxiety disorders in adolescence or adulthood.
31
Bandaranayake, Bandara. "Polarisation of high-performing and low-performing secondary schools in Victoria, Australia: an analysis of causal complexities." Australian Educational Researcher 43, no. 5 (August 19, 2016): 587–606. http://dx.doi.org/10.1007/s13384-016-0213-8.
Full text
32
Leadbeater, Bonnie J., Kara Thompson, and Paweena Sukhawathanakul. "It gets better or does it? Peer victimization and internalizing problems in the transition to young adulthood." Development and Psychopathology 26, no. 3 (July 22, 2014): 675–88. http://dx.doi.org/10.1017/s0954579414000315.
Full textAbstract:
AbstractConsistent research shows that peer victimization predicts internalizing symptoms in childhood and adolescence, but the extent to which peer victimization and its harmful effects on mental health persists into young adulthood is unclear. The current study describes patterns of physical and relational victimization during and after high school, and examines concurrent and prospective associations between internalizing symptoms (depressive and anxious symptoms) and peer victimization (physical and relational) from adolescence to young adulthood (ages 12–27). Data were collected from the Victoria Healthy Youth Survey, a five-wave multicohort study conducted biennially between 2003 and 2011 (N = 662). Physical victimization was consistently low and stable over time. Relational victimization increased for males after high school. Both types of victimization were associated concurrently with internalizing symptoms across young adulthood for males and for females. Although sex differences were important, victimization in high school also predicted increases in internalizing problems over time.
33
Olena, Kostenko. "HISTORY AND MODERNITY OF THE CIMBALOM CLASS IN I. P. KOTLYAREVSKY KHNUA. TO THE 30TH ANNIVERSARY OF ITS FOUNDATION." Aspects of Historical Musicology 22, no. 22 (March 2, 2021): 86–98. http://dx.doi.org/10.34064/khnum2-22.05.
Full textAbstract:
Introduction. The prerequisites and the first steps towards the development of cimbalom performance in Kharkiv universities are shown in the historical aspect. The necessity of training the qualified specialists for teaching high-level musicians is revealed and the direction of development of the pedagogical process is justified. Objectives is to highlight the role of the class of cymbals KhNUА in the context of the formation and development of the Kharkiv cimbalom school since the last third of XX – early XXI centuries. Results and Discussion. Different sides of the development of the cymbal class of the Department of Folk Instruments of Ukraine of the I. Kotlyarevsky Kharkiv National University of Arts (KhNUA). The research and methodological principles, features of work on the original repertoire and fruitful cooperation with Kharkiv composers, forms of instrumental, performing professional training, participation in methodological seminars, practical classes in advanced training courses, concerts, festivals, competitions, conferences and projects of various levels are considered. Lists of students-laureates of competitions and names of all significant concert projects are given. Attention is drawn to the pedagogical sphere of activity as an integral part of creative work in music schools, as well as in higher educational institutions of the arts. This allows us to speak of the Kharkiv cimbalom school as of independent creative subject, which is distinguished by the originality of the repertoire, the search for new forms of expression, the use of non-traditional techniques of playing the instrument. According to the register, Kharkiv cimbalom school is the youngest, but at the same time one of the most progressive performing schools in Ukraine. Conclusions. It is shown that for thirty years of existence of the cimbalom class of KhNUA the idea of professional training at three educational levels – from music school to institution of higher education has been successfully realized. Many laureates of international, all-Ukrainian and regional competitions, festivals, graduates of the class are brought up. The high level of instrumental, performing, professional training is distinguished. At the same time, the development of the academic direction in performance on folk instruments, in particular on cimbalom, has significantly broaden the boundaries of the traditional folk instrumental genre. It is shown that the formation of the cymbal class in KhNUA during the 30 years of its existence completed the formation of the Kharkiv cimbalom school, and its future will be improved and filled with new victories and ideas at a new, more advanced level.
34
Cuthbert, Denise, and Marian Quartly. "Adoption, fostering, permanent care and beyond Re-thinking policy and practice on out-of-home care for children in Australia." Children Australia 35, no. 2 (2010): 2–5. http://dx.doi.org/10.1017/s1035077200000985.
Full textAbstract:
The papers published in this special issue of Children Australia were originally presented at a two day symposium held in Melbourne on 26 and 27 November 2009. The symposium, Adoption, fostering, permanent care and beyond: Re-thinking policy and practice on out-of-home care for children in Australia, was jointly convened by the Department of Human Services (DHS), Victoria and the School of Political and Social Inquiry at Monash University in conjunction with the History of Adoption in Australia project (Monash University 2009).The event was a partnership between professionals working in this area and university researchers. Each group brought different perspectives and imperatives to the table. For DHS and the sector, the immediate frame of the symposium was the major policy statement Directions for out-of-home care, announced in May 2009 by the Victorian Minister for Community Services after consultation with community service organisations and young people living in care (DHS 2009a). It announces a framework for change which incorporates action on seven fronts or ‘reform directions’. These are to support children to remain at home with their families; to provide a better choice of care placement; to promote wellbeing; to prepare young people who are leaving care to make the transition into adult life; to improve the education of children in care; to develop effective and culturally appropriate responses to the high numbers of Aboriginal children in our care; and to create a child-focused system and processes (DHS 2009a). The driving principle informing the reforms is to ensure that policy and service provision are centred on the needs and interests of children and young people, and to ensure that young people are consulted as to what their needs are (rather than assumptions being made by adults as to their needs).
35
Rowe, Emma E. "The discourse of public education: an urban campaign for a local public high school in Melbourne, Victoria." Discourse: Studies in the Cultural Politics of Education 35, no. 1 (November 2, 2012): 116–28. http://dx.doi.org/10.1080/01596306.2012.739471.
Full text
36
Bandaranayake, Bandara. "Erratum to: Polarisation of high-performing and low-performing secondary schools in Victoria, Australia: an analysis of causal complexities." Australian Educational Researcher 43, no. 5 (October 12, 2016): 607. http://dx.doi.org/10.1007/s13384-016-0220-9.
Full text
37
Caldwell, Brian John. "Impact of school autonomy on student achievement: cases from Australia." International Journal of Educational Management 30, no. 7 (September 12, 2016): 1171–87. http://dx.doi.org/10.1108/ijem-10-2015-0144.
Full textAbstract:
Purpose The purpose of this paper is to report four case studies in Australia that respond to the question: “How have schools with a relatively high degree of autonomy used their increased authority and responsibility to make decisions that have led in explicit cause-and-effect fashion to higher levels of student achievement”? Design/methodology/approach A conventional case study methodology was adopted, framed by a review of evidence in the international literature. The studies were conducted in the Australian Capital Territory, Queensland and Victoria. Senior leaders in systems of public education in these jurisdictions nominated schools which have had a relatively high degree of autonomy for at least two years; have achieved high levels of student achievement, or have shown noteworthy improvement; and are able to explain how the link between autonomy and achievement had been made. The four schools chosen from these nominations represented different types as far as level and location were concerned. Triangulation of sources was a feature of the studies. Findings The findings reveal that the schools were able to explain the links and that it was possible to map the cause-and-effect chain. Schools used their autonomy to select staff and allocate funds in their budgets, each being capacities that came with a higher level of autonomy. Leadership was important. Research limitations/implications The paper cautions against generalizing the findings. Originality/value There is international interest in the extent to which granting public schools a higher level of autonomy than has traditionally been the case in various national settings has had an impact on student achievement. These case studies go part of the way in describing what schools do when they successfully take up a higher level of authority and responsibility as one strategy in efforts to raise levels of achievement.
38
Bourke-Taylor, Helen, Aislinn Lalor, Louise Farnworth, Julie F. Pallant, Elizabeth Knightbridge, and Gayle McLelland. "Investigation of the self-reported health and health-related behaviours of Victorian mothers of school-aged children." Australian Journal of Primary Health 21, no. 1 (2015): 66. http://dx.doi.org/10.1071/py13056.
Full textAbstract:
Lifestyle may influence many health-related issues currently facing Australian women. The extent to which women with school-aged children attend to their own health is unknown and the associations between health behaviours and health status requires investigation. This study aimed to investigate the prevalence of health behaviours (alcohol consumption, health-promoting activities) and their impact on self-reported health (weight, sleep quality, mental health) among mothers of school-aged children in Victoria. Mail-out survey design (n = 263) including the Depression Anxiety Stress Scale (DASS) and Health Promoting Activities Scale was used to explore issues. The results indicated that substantial numbers of mothers reported moderate to extreme DASS scores: depression (n = 45, 17%); anxiety (n = 41, 15.6%); stress (n = 57, 21.7%). The majority participated in physical activity less often than daily. High rates of daily alcohol use (20%) and poor sleep quality were reported. Nearly one-half (n = 114, 46%) of the sample were overweight or obese and also reported poorer mental health than other women in the sample (P < 0.001). Significant associations were detected between maternal weight, mental health and participation in health-promoting activities. The findings indicate that there is a need for increased health education and services for women with school-aged children. Direct services and population-based health promotion strategies may be required to address healthy lifestyle issues and educate mothers about the possible health legacy of poor health behaviours.
39
Vincze, Beatrix. "Professional teachers’ lives in Hungary during the communist regime (1949-1990)." Rivista di Storia dell’Educazione 8, no. 1 (May 25, 2021): 11–23. http://dx.doi.org/10.36253/rse-9831.
Full textAbstract:
The study aims to introduce the memories of Hungarian high school teachers about their professional activities. The main aim is to investigate the experience of being a teacher during the communist era. Based on interviews with eleven retired secondary school teachers from a small town, the study attempts to depict personal life stories and identify altering pedagogical action models formed by history that are dependent on different social and political demands. With the help of the teachers’ memories, the study represents their educational paths and the way these educational professionals see the tasks, the roles, the prestige of their profession as well as the way they experienced their failures, victories, and their active and retired years.
40
Haux, R., F. J. Leven, J. R. Moehr, and D. J. Protti. "Health and Medical Informatics Education." Methods of Information in Medicine 33, no. 03 (1994): 246–49. http://dx.doi.org/10.1055/s-0038-1635023.
Full textAbstract:
Abstract:Health and medical informatics education has meanwhile gained considerable importance for medicine and for health care. Specialized programs in health/medical informatics have therefore been established within the last decades.This special issue of Methods of Information in Medicine contains papers on health and medical informatics education. It is mainly based on selected papers from the 5th Working Conference on Health/Medical Informatics Education of the International Medical Informatics Association (IMIA), which was held in September 1992 at the University of Heidelberg/Technical School Heilbronn, Germany, as part of the 20 years’ celebration of medical informatics education at Heidelberg/Heilbronn. Some papers were presented on the occasion of the 10th anniversary of the health information science program of the School of Health Information Science at the University of Victoria, British Columbia, Canada. Within this issue, programs in health/medical informatics are presented and analyzed: the medical informatics program at the University of Utah, the medical informatics program of the University of Heidelberg/School of Technology Heilbronn, the health information science program at the University of Victoria, the health informatics program at the University of Minnesota, the health informatics management program at the University of Manchester, and the health information management program at the University of Alabama. They all have in common that they are dedicated curricula in health/medical informatics which are university-based, leading to an academic degree in this field. In addition, views and recommendations for health/medical informatics education are presented. Finally, the question is discussed, whether health and medical informatics can be regarded as a separate discipline with the necessity for specialized curricula in this field.In accordance with the aims of IMIA, the intention of this special issue is to promote the further development of health and medical informatics education in order to contribute to high quality health care and medical research.
41
Crawford, Renée. "Beyond the dots on the page: Harnessing transculturation and music education to address intercultural competence and social inclusion." International Journal of Music Education 38, no. 4 (May 1, 2020): 537–62. http://dx.doi.org/10.1177/0255761420921585.
Full textAbstract:
Australia has always been known as one of the most multicultural countries in the world, but as globalisation becomes the norm and we begin to welcome people from countries with vastly different backgrounds, experiences, ideologies, values and belief systems, how can we harness the power of education to develop intercultural competence and enhance social inclusion? A reconsideration of what we teach and how is required in order to account for the social, cultural and economic differences and similarities embodied within the changing society and contemporary student cohort. More specifically, what role can music education play in fostering transculturational practices that provide opportunities for personal, social and academic achievement? This multiple case study is situated across three schools in Victoria, arguably one of the most culturally and religiously diverse and densely populated states in Australia. This research explores the perceptions, experiences and practices of teachers directly or indirectly involved with the music education programme in three schools that have a high percentage of young people with a refugee background. Key findings from this research indicated that intercultural competence and socially inclusive behaviours were seamlessly embedded in the music learning activities that were student-centred, active, practical, experiential and authentic.
42
Oduor, Kevin Otieno, and Beatrice Kithuka. "Factors Associated with High Rate of Pregnancy Among Teenagers Aged 13-19 Years in Nyatike Sub-County, Kenya." East African Journal of Health and Science 2, no. 1 (July 28, 2020): 38–50. http://dx.doi.org/10.37284/eajhs.2.1.186.
Full textAbstract:
One in every four girls in Nyatike Sub-county is expectant or has already begun childbearing. The girls in primary schools are getting pregnant at a higher rate than their counterparts in secondary schools. Due to the proximity to mining sites and Lake Victoria, the cases of teenage pregnancies are constantly high. This study was carried out to determine the factors associated with a high rate of teenage pregnancy among teenagers aged 13-19 years in Nyatike Sub-county. Specifically, the study focused on determining the socio-demographic, socio-economic, and socio-cultural factors associated with the high rate of teenage pregnancy in the sub-county. A cross-sectional descriptive study design was used. Self-administered questionnaires and in-depth interviews were used for data collection. A sample size of 311 respondents was used in the study. To arrive at the desired sample size above, a purposive/judgmental sampling technique was adopted. To analyze the data, the study adopted the use of Statistical Package for Social Sciences (SPSS version 20) and descriptive statistics. The study found out that poverty, lack of gainful employment, and inadequate sexual reproductive health services are enormously associated with early pregnancy among teenagers aged 13-19 years. The study also found out that proximity to the mining sites and lake are among the socio-demographic factors associated with teenage pregnancy. The study also determined that parents marry off their daughters at a tender age, religions permitting/embracing teenage pregnancy and lack of parental guidance are the socio-cultural practices associated with early teenage pregnancy. This study provides insights into the factors that are associated with teenage pregnancy and the disruptive approaches that can be adopted to address this public health concern. By the same token, this study fills the gap in previous studies in Nyatike Sub-county that have only concentrated on the prevalence of teenage pregnancy and not the factors associated with it.
43
Hood. "Does Early Childhood Education in England for the 2020s Need to Rediscover Susan Isaacs: Child of the Late Victorian Age and Pioneering Educational Thinker?" Genealogy 3, no. 3 (July 11, 2019): 39. http://dx.doi.org/10.3390/genealogy3030039.
Full textAbstract:
Since the nineteenth century, the history of childhood has been inextricably linked to the history of schooling. Throughout the period of state-provided schooling, the approach to teaching the youngest children, originally from five but currently usually from three years old, has been contentious. This article looks at Susan Isaacs as a major figure in the shaping of views about early childhood education and thus in the history of contemporary childhood. It surveys her rather special position as someone who was herself a child in the urban late Victorian school system when schooling became compulsory for all, and who later combined radical innovation in the combination of educational theory and practice. She experienced for a period the running of a small experimental primary school on a daily basis, yet also engaged in high level academic research and writing which was founded on psychological, educational and, unusually for the time, observational principles. She thus provided evidence-based thinking for policy making at a crucial point in England’s educational history (The 1944 Education Act). Her early life, her neighbourhood as shown by the 1901 census and the educational significance of her position on the value of assessment through detailed observation are discussed within the overall context of the last one hundred and thirty years of educational change. This reveals the principles which formed during her childhood and which teachers who work with young children share now even though these are challenged by current government policy. This article focuses on educational policy in England, as the other countries of the UK have at times evolved separate structures for their school systems.
44
GOLDIE, MARK. "VOLUNTARY ANGLICANS Restoration, reformation, and reform, 1660–1828: archbishops of Canterbury and their diocese. By Jeremy Gregory. Oxford: Oxford University Press, 2000. Pp. 355. ISBN 0-19-820830-8. £45.00. The church in an age of danger: parsons and parishioners, 1660–1740. By Donald A. Spaeth. Cambridge: Cambridge University Press, 2000. Pp. 279. ISBN 0-521-35313-0. £40.00. The Quakers in English society, 1655–1725. By Adrian Davies. Oxford: Oxford University Press, 2000. Pp. 262. ISBN 0-19-8280820-0. £40.00. Hawksmoor's London churches: architecture and theology. By Pierre de la Ruffinière du Prey. Chicago: University of Chicago Press, 2000. Pp. 179. ISBN 0-226-17301-1. £26.50 (hb); 2003. ISBN 0-226-17303-8. £17.50 (pb). The national church in local perspective: the Church of England and the regions, 1660–1800. Edited by Jeremy Gregory and Jeffrey S. Chamberlain. Woodbridge, Suffolk: Boydell Press, 2003. Pp. 315. ISBN 0-85115-897-8. £50.00." Historical Journal 46, no. 4 (December 2003): 977–90. http://dx.doi.org/10.1017/s0018246x03003388.
Full textAbstract:
The historiography of the eighteenth-century Church of England remains peculiarly preoccupied with vindicating that institution from the condemnation heaped upon it by Anglo-Catholics and Evangelicals in the nineteenth century. The chapters of Jeremy Gregory's Restoration, reformation, and reform characteristically begin with quotations from Victorians on the somnolence and negligence of the Hanoverian Establishment. The starting point is, as it were, a Hogarth cartoon of a corpulent curate and a snoozing congregation. In part this preoccupation is indicative of how little has been done on the subject since the Victorians. Norman Sykes, writing between the 1930s and 1950s, remains an almost solitary beacon for the church's institutional history, though much of his work was biographical, dwelling on clerical high politics rather than on the social fabric of the church in the parishes. About the Hanoverian parish we know little, and probably care less, because without Reformation or Revolution – or nuns or witches – there is little to move the secular-minded to take an interest. It would not, of course, be true to say that nothing has recently been done. There has been something in the field of intellectual history. One thinks of Brian Young's fine Religion and enlightenment in eighteenth-century Britain (1998), a filling out of John Pocock's sketch of an English ‘clerical Enlightenment’ – though most intellectual history of that era prefers the wilder shores of deism, freethinking, and the radical assault on priestcraft. There have been valuable probings of the early eighteenth-century politics of religion (the Sacheverell affair, the charity school movement, the Societies for the Reformation of Manners) and of the late Hanoverian roots of nineteenth-century high churchmanship.
45
Salmon, J., A. Timperio, V. Cleland, and A. Venn. "49 Trends in children's active commuting, school sport and physical education in high and low socioeconomic status areas of Melbourne, Victoria: 1985-2001." Journal of Science and Medicine in Sport 8 (December 2005): 35. http://dx.doi.org/10.1016/s1440-2440(17)30544-3.
Full text
46
Lugonzo, Humphrey Musera, Fatuma Chege, and Violet Wawire. "Factors Contributing to the High Drop out of Girls in the Secondary Schools around Lake Victoria: A Case Study of Nyangoma Division in Siaya County, Kenya." Greener Journal of Educational Research 7, no. 4 (June 30, 2017): 049–60. http://dx.doi.org/10.15580/gjer.2017.4.061817077.
Full text
47
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 textAbstract:
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.
48
Arnold, Benjamin F., Henry Kanyi, Sammy M. Njenga, Fredrick O. Rawago, Jeffrey W. Priest, W. Evan Secor, Patrick J. Lammie, Kimberly Y. Won, and Maurice R. Odiere. "Fine-scale heterogeneity in Schistosoma mansoni force of infection measured through antibody response." Proceedings of the National Academy of Sciences 117, no. 37 (August 31, 2020): 23174–81. http://dx.doi.org/10.1073/pnas.2008951117.
Full textAbstract:
Schistosomiasis is among the most common parasitic diseases in the world, with over 142 million people infected in low- and middle-income countries. Measuring population-level transmission is centrally important in guiding schistosomiasis control programs. Traditionally, human Schistosoma mansoni infections have been detected using stool microscopy, which is logistically difficult at program scale and has low sensitivity when people have low infection burdens. We compared serological measures of transmission based on antibody response to S. mansoni soluble egg antigen (SEA) with stool-based measures of infection among 3,663 preschool-age children in an area endemic for S. mansoni in western Kenya. We estimated force of infection among children using the seroconversion rate and examined how it varied geographically and by age. At the community level, serological measures of transmission aligned with stool-based measures of infection (ρ = 0.94), and serological measures provided more resolution for between-community differences at lower levels of infection. Force of infection showed a clear gradient of transmission with distance from Lake Victoria, with 94% of infections and 93% of seropositive children in communities <1.5 km from the lake. Force of infection increased through age 3 y, by which time 65% (95% CI: 53%, 75%) of children were SEA positive in high-transmission communities—2 y before they would be reached by school-based deworming programs. Our results show that serologic surveillance platforms represent an important opportunity to guide and monitor schistosomiasis control programs, and that in high-transmission settings preschool-age children represent a key population missed by school-based deworming programs.
49
Bairachniy, Oleg. "The priority of sports results as the main destructive factor in the training system of young football players 6-13 years old." Scientific Journal of National Pedagogical Dragomanov University. Series 15. Scientific and pedagogical problems of physical culture (physical culture and sports), no. 8(139) (August 20, 2021): 16–19. http://dx.doi.org/10.31392/npu-nc.series15.2021.8(139).02.
Full textAbstract:
Achievement of high efficiency of functioning of children and youth sports schools is possible only in conditions of building a rational system of training young football players. The rational system of training the sports reserve in football, among other things, involves the maximum realization of the athlete's motor and mental potential in the optimal age intervals for this. The orientation of sports schools towards achieving a long-term goal and full disclosure of individual capabilities, starting from the first stages of many years of training, is the key to the emergence of qualified and competitive players.
At the same time, one of the main features of the system of youth football in Ukraine is the excessive striving of the majority of coaches of children's teams for a result in a match and victories in tournaments. The purpose of the research was to study the specificity of the orientation of various components of training young football players of 6-13 years old in terms of priority of the competitive result. Research results. The article presents the results of the analysis of the negative influence of the priority of the current competitive result on the content and orientation of various types of training. The nature of the changes in the orientation of the training process and their relationship with the level of preparedness of the players in the long term have been demonstrated. Taking into account the interconnection of different types of training, the consequences of planning the training process were revealed, provided that the current competitive results are of paramount importance at the early stages of long-term training.
50
A Conversation with victoria James, Imani Marrero, and Darleen Underwood. "Branching Out and Coming Back Together: Exploring the Undergraduate Experiences of Young Black Women." Harvard Educational Review 80, no. 1 (April 1, 2010): 61–74. http://dx.doi.org/10.17763/haer.80.1.j71j1882133582p7.
Full textAbstract:
In January of 2010, Harvard Educational Review editor Chantal Francois sat down at a Manhattan diner with three young black women, two of whom were her former students at a New York City high school. Chantal invited the women to come together and share their experiences as freshmen at predominantly white institutions along the East Coast. While each of these young women drew largely from her own experiences transitioning into different college settings, each highlights themes from both Fordham's and Kynard's research—including the emotional stress that being confined by labels can cause and the importance of finding a cipher from which to draw strength. In this conversation, the women shed the layers they typically don in white educational settings, instead creating a space where they can be real, find comfort,and speak from the core. What's more, their stories echo the themes of talking black, talking back, fictive kinship, and complicity, which Iris Carter Ford's commentary describes as central to conversations about black women in America today. From Victoria, Imani, and Darleen, we hear firsthand accounts of the commitment to struggle and the communal strength that continue to exist in the sacred spaces carved out by young black women in American educational institutions.