Thèses sur le sujet « Victorian curriculum »
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Blyth, Andrew, et mikewood@deakin edu au. « Using the Victorian curriculum and standards framework in music education ». Deakin University. School of Social and Cultural Studies in Education, 2004. http://tux.lib.deakin.edu.au./adt-VDU/public/adt-VDU20050815.114322.
Texte intégralFerris, Alison Jill 1949. « Classroom music in Victorian state primary schools 1934 to 1981 : curriculum support ». Monash University, Faculty of Education, 2002. http://arrow.monash.edu.au/hdl/1959.1/8472.
Texte intégralTatnall, Arthur, et mikewood@deakin edu au. « A curriculum history of business computing in Victorian Tertiary Institutions from 1960-1985 ». Deakin University, 1993. http://tux.lib.deakin.edu.au./adt-VDU/public/adt-VDU20051201.145413.
Texte intégralLi, Fuxin 1963. « Decentralisation of educational management and curriculum development : a case study of curriculum reform in Shanghai and Victorian schools (1985-1995) ». Monash University, Faculty of Education, 2001. http://arrow.monash.edu.au/hdl/1959.1/9140.
Texte intégralGriffiths, David James. « Evaluating textual diversity in perspective and practice : a case study / ». Connect to thesis, 2010. http://repository.unimelb.edu.au/10187/6707.
Texte intégralMcKay-Brown, Lisa. « The development of music concepts in the primary school aged child : a Victorian profile / ». Connect to thesis, 1999. http://repository.unimelb.edu.au/10187/2445.
Texte intégralGleeson, Elizabeth Anne, et res cand@acu edu au. « Set Text Study : a Collective case study ». Australian Catholic University. Trescowthick School of Education, 2004. http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp67.25092005.
Texte intégralSwedosh, Philip, et mikewood@deakin edu au. « An Investigation into the skill levels achieved by mathematics students in the V.C.E. and the H.S.C. mathematics courses ». Deakin University, 1994. http://tux.lib.deakin.edu.au./adt-VDU/public/adt-VDU20051017.153947.
Texte intégralGrey, Philip. « Defining moments : a cultural biography of Jane Eyre ». Doctoral thesis, Umeå : Institutionen för moderna språk, Univ, 2004. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-284.
Texte intégralDe, Souza Marian, et res cand@acu edu au. « Students' and Teachers' Perceptions of Year 12 Religious Education Programs in Catholic Schools in Victoria : Implications for curriculum ». Australian Catholic University. Department of Religious Education, 1999. http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp201.02072009.
Texte intégralde, Souza Marian. « Students' and teachers' perceptions of year 12 religious education programs in Catholic schools in Victoria : Implications for curriculum ». Thesis, Australian Catholic University, 1999. https://acuresearchbank.acu.edu.au/download/0eb9fe072316241111f36ff6158fa5df92b4546634fdc9479e5d304317b593a7/26341216/64843_De_Souza_1999_Students_and_teachers_perceptions2_1_.pdf.
Texte intégralSproston, Carlyn. « When students negotiate : An action research case study of a year 8 English class in a Catholic secondary college in regional Victoria ». Thesis, Australian Catholic University, 2005. https://acuresearchbank.acu.edu.au/download/e46f143e249c69606d6805767aad1f4b7852e47ade9cfbc640f0d4c8764777af/793569/65095_downloaded_stream_320.pdf.
Texte intégralSmith, Reid J. « Alignment of intended learning outcomes, curriculum and assessment in a middle school science program ». Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2012. https://ro.ecu.edu.au/theses/489.
Texte intégralFarrell, Helen Jane. « The impact and local implementation of standards-based music curriculum policy frameworks and music education programs for students with disabilities and impairments in Victoria : a qualitative evaluation / ». Connect to thesis, 2006. http://eprints.unimelb.edu.au/archive/00003381.
Texte intégralMacknight, Vicki Sandra. « Teaching imagination ». Connect to thesis, 2009. http://repository.unimelb.edu.au/10187/7035.
Texte intégralThe thesis is based upon participant-observation research conducted in grade four (and some composite grade three/four) classrooms in primary schools in Melbourne, a city in the Australian state of Victoria. The research took me to five schools of different types: independent (or fee-paying); government (or state); Steiner (or Waldorf); special (for low IQ students); and Catholic. These five classrooms provide a range, not a sample: they suggest some ways of doing imagination. I do not claim a necessary link between school type and practices of imagination. In addition I conducted semi-structured interviews with each classroom’s teacher and asked that children do two tasks (to draw and to write about ‘a time you used your imagination’).
From this research I write a thesis in two sections. In the first I work to re-imagine certain concepts central to studies of education and imagination. These include curriculum, classrooms, and ways of theorizing and defining imagination. In this section I develop a key theoretical idea: that the most recent Victorian curriculum is, and social science should be, governed by what I call a logic of realization. Key to this idea is that knowers must always be understood as participants in, not only observers of, the world.
In the second section I write accounts of five case studies, each learning from a different classroom teacher about one way to understand and practice imagination. We meet imagination as creative transformation; imagination as thinking into other perspectives; imagination as representation; imagination as the ability to relate oneself to the people and materials one is surrounded by; and imagination as making connections and separations in thought. In each of these chapters I work to re-enact that imagination in my own writing. Using the concept of the ‘relational teacher’, one who flexibly responds to changing student needs and interests, I suggest that some of these imaginations are more suitable to a logic of realization than others.
Stephenson, Alison Margaret. « Skirmishes on the border : how children experienced, influenced and enacted the boundaries of curriculum in an early childhood education centre setting : 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/10063/1106.
Texte intégralMoy, Sina. « The importance of incorporating Education for Sustainable Development (ESD) into the secondary curriculum in order to minimise the problems of waste on South Tarawa : a thesis submitted to the Victoria University of Wellington in partial fulfilment of the requirements for the degree of Master of Science in Geography / ». ResearchArchive@Victoria e-Thesis, 2008. http://hdl.handle.net/10063/1017.
Texte intégralBendall, Derek. « Integrated project-based curriculum : A case study in a Victorian School ». Thesis, 2015. http://researchonline.federation.edu.au/vital/access/HandleResolver/1959.17/99190.
Texte intégralMasters in Education
Simone, Josephine. « A preliminary study of financial literacy opportunities at three Victorian universities ». Thesis, 2004. https://vuir.vu.edu.au/33011/.
Texte intégralPrasad, Veerendra. « Examining Climate Change Education within the VCE Curriculum and its Implementation at a Victorian Secondary School ». Thesis, 2021. https://vuir.vu.edu.au/42802/.
Texte intégral(9781799), Phillip Bohun. « Voices in unison : The role of music education in Victorian independent secondary schools ». Thesis, 2017. https://figshare.com/articles/thesis/Voices_in_unison_The_role_of_music_education_in_Victorian_independent_secondary_schools/13443161.
Texte intégralSmith, Sue Erica. « To be wise and kind : a Buddhist community engagement with Victorian state primary schools ». Thesis, 2010. https://vuir.vu.edu.au/15538/.
Texte intégralTesta, Doris. « Silos to symphonies : social work and its contribution to student wellbeing programs within a Victorian Catholic School ». Thesis, 2010. https://vuir.vu.edu.au/16068/.
Texte intégralAdam, Tas. « Determining an e-learning model for students with learning disabilities : an analysis of web-based technologies and curriculum ». Thesis, 2010. https://vuir.vu.edu.au/18969/.
Texte intégralBurridge, Peter R. « A study of the influences on middle years teachers’ pedagogical decision making ». Thesis, 2010. https://vuir.vu.edu.au/16107/.
Texte intégralWilliams, Vivienne J. « Why do students choose to study traditional Chinese medicine at Victoria University ? : an analysis of the course in TCM and its students ». Thesis, 2002. https://vuir.vu.edu.au/33027/.
Texte intégralWallace, Heather D. « Authentic Learning in the Kitchen and Garden : Synthesising planning, practice and pedagogy ». Thesis, 2014. https://vuir.vu.edu.au/25923/.
Texte intégralRichardson, Heather. « Postgraduate course satisfaction and good teaching : do daily hassles and demographics make a difference ? » Thesis, 1999. https://vuir.vu.edu.au/33003/.
Texte intégralSproston, Carlyn. « When students negotiate an action research case study of a year 8 english class in a Catholic secondary college in regional Victoria / ». 2005. http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp88.09042006/index.html.
Texte intégralSubmitted as a partial fulfillment of the requirements for the degree of Doctor of Education. Bibliography: p. 191-205. Also available in an electronic format via the internet.
Leskova, Zuzana. « International Marketing Communication in Higher Education : An Interpretive Communication Audit of Victoria University in Melbourne, Australia ». Thesis, 2016. https://vuir.vu.edu.au/32633/.
Texte intégralO’Shea, Eileen. « The professional experience of Irish Catholic women teachers in Victoria from 1930 - 1980 ». Thesis, 2015. https://vuir.vu.edu.au/31017/.
Texte intégralVu, Minh Duc. « The economic impact of international tourism on Vietnam's economy ». Thesis, 1995. https://vuir.vu.edu.au/15398/.
Texte intégralGleeson, Paul. « Understandings, Attitudes and Intentions of Health and Physical Education Teachers in Relation to the Australian Curriculum : Health and Physical Education ». Thesis, 2017. https://vuir.vu.edu.au/37850/.
Texte intégralSchroeter, Gillian Lee. « The school production – to be or not to be ? » Thesis, 2015. https://vuir.vu.edu.au/29732/.
Texte intégralRouse, Elizabeth Jane. « Effective family partnerships in early childhood education and care : an investigation of the nature of interactions between educators and parents ». Thesis, 2014. https://vuir.vu.edu.au/25861/.
Texte intégralSmee, Cameron. « “If we were all, like, learning at the same time, we might have, like, the same experience” : an investigation into the development of physical subjectivities in early primary education ». Thesis, 2019. https://vuir.vu.edu.au/40597/.
Texte intégralChenoby, Helen. « The role of ICT in student engagement in learning mathematics in a preparatory university program ». Thesis, 2014. https://vuir.vu.edu.au/25852/.
Texte intégralWelsh, Scott Stewart. « Real Fiction Theatre as Drama Education ». Thesis, 2016. https://vuir.vu.edu.au/32309/.
Texte intégralIngleby, Julie. « Participation, action research and the politics of change in working class schools : a view from the inside ». Thesis, 1985. https://vuir.vu.edu.au/18181/.
Texte intégralSatchakova, Lioubov. « The role of self-efficacy factors, individual characteristics and WIL participation on accounting near-graduate students’ employment outcomes ». Thesis, 2018. https://vuir.vu.edu.au/37823/.
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