Gotowe bibliografie tematyczne / Preschool education – Western Australia

Gotowa bibliografia na temat „Preschool education – Western Australia”

Autor: Grafiati

Data publikacji: 4 czerwca 2021

Data aktualizacji: 19 lutego 2022

Utwórz poprawne odniesienie w stylach APA, MLA, Chicago, Harvard i wielu innych

Wybierz rodzaj źródła:

Zobacz listy aktualnych artykułów, książek, rozpraw, streszczeń i innych źródeł naukowych na temat „Preschool education – Western Australia”.

Przycisk „Dodaj do bibliografii” jest dostępny obok każdej pracy w bibliografii. Użyj go – a my automatycznie utworzymy odniesienie bibliograficzne do wybranej pracy w stylu cytowania, którego potrzebujesz: APA, MLA, Harvard, Chicago, Vancouver itp.

Możesz również pobrać pełny tekst publikacji naukowej w formacie „.pdf” i przeczytać adnotację do pracy online, jeśli odpowiednie parametry są dostępne w metadanych.

Artykuły w czasopismach na temat "Preschool education – Western Australia"

Nielsen, Mark, Ilana Mushin, Keyan Tomaselli i Andrew Whiten. "Imitation, Collaboration, and Their Interaction Among Western and Indigenous Australian Preschool Children". Child Development 87, nr 3 (maj 2016): 795–806. http://dx.doi.org/10.1111/cdev.12504.

Pełny tekst źródła

Style APA, Harvard, Vancouver, ISO itp.

Sugai, George, i David Evans. "Using teacher perceptions to screen for primary students with high risk behaviours". Australasian Journal of Special Education 21, nr 1 (styczeń 1997): 18–35. http://dx.doi.org/10.1017/s1030011200023800.

Pełny tekst źródła

Streszczenie:

One of the first steps toward meeting the educational needs of the increasing number of students who display high risk behaviours is to identify who these students are and how many exist in public school classrooms. The purpose of the present study was twofold in nature: (a) to use teacher ratings to determine the proportion of students who were judged to be high risk for academic and social behaviour failure; and (b) to determine the efficiency and accuracy with which a screening instrument, the High Risk Screening Survey, could determine the proportion of students judged to be high risk. This paper provides a preliminary examination of the usefulness and efficiency of teacher reports and the High Risk Screening Survey. Three hundred and nine teachers, representing 29 schools in a large metropolitan area in Western Australia, rated 8,722 students in preschool and first through seventh grades. Preliminary field validation results indicated that the High Risk Screening Survey appeared to be an efficient, useful, and descriptive tool for assessing the general risk status of students in preschool and grades one through seven. In addition, across seven variables, most students were seen by their teachers as about or above average; in reading, math, and language arts, approximately 7% of all students were judged by their teachers as significantly behind their peers; and in self-management and social interactions with peers and adults, approximately 2% of students were judged by their teachers as significantly behind their peers. Additional findings, limitations, and recommendations are discussed.

Style APA, Harvard, Vancouver, ISO itp.

Russell, Alan, Craig H. Hart, Clyde C. Robinson i Susanne F. Olsen. "Children's sociable and aggressive behaviour with peers: A comparison of the US and Australia, and contributions of temperament and parenting styles". International Journal of Behavioral Development 27, nr 1 (styczeń 2003): 74–86. http://dx.doi.org/10.1080/01650250244000038.

Pełny tekst źródła

Streszczenie:

Links between both temperament and parenting, and children's sociable and aggressive behaviour with peers (physical and relational), were examined. The research was undertaken in two Western cultures (the United States and Australia) assumed to be similar in socialisation practices and emphases. The moderating effects of parent sex and child sex were also examined. Parents completed questionnaires on parenting styles and child temperament. Preschool teachers rated children's aggressive and sociable behaviour. US children were rated higher on both types of aggression by teachers and on sociability, activity, and emotionally by parents. Girls were rated as more relationally aggressive and more prosocial than boys, with boys higher on physical aggression. Mothers were more authoritative, with fathers more authoritarian, although the latter was mainly a result obtained from US parents. In both the United States and Australia, temperament consistently predicted child sociable and aggressive behaviours, with some evidence of fathers' authoritarian parenting also contributing. The results show the relevance for parenting and child development of gender, and the importance of culture differences even between two Western and individualist countries.

Style APA, Harvard, Vancouver, ISO itp.

Bai, Pulan, Ashleigh Thornton, Leanne Lester, Jasper Schipperijn, Gina Trapp, Bryan Boruff, Michelle Ng, Elizabeth Wenden i Hayley Christian. "Nature Play and Fundamental Movement Skills Training Programs Improve Childcare Educator Supportive Physical Activity Behavior". International Journal of Environmental Research and Public Health 17, nr 1 (27.12.2019): 223. http://dx.doi.org/10.3390/ijerph17010223.

Pełny tekst źródła

Streszczenie:

Background: Physical activity professional development programs for Early Childhood Education and Care (ECEC) educators are a viable strategy for improving preschool children’s physical activity behavior. This pilot intervention evaluated the effectiveness of ‘nature play’ and ‘fundamental movement skills’ (FMS) professional development programs on ECEC educators’ practices on physical activity. Methods: 148 ECEC educators from 20 ECEC centers took part in either the Nature play or FMS professional development programs in Perth, Western Australia. Educators self-reported their physical activity related practices at baseline and three months post-professional development training, using established items. Wilcoxon’s test and adjusted models using Mann–Whitney U tests were run at the individual educator level to examine the change between baseline and post-professional development educator physical activity behavior. Results: Educators’ self-efficacy to engage children to be active significantly increased in both the Nature play and FMS professional development programs (p < 0.05). In the Nature play professional development program, ECEC educators’ perceived time set aside for children to participate in nature-based play increased by 9.2%, and their perceived behavioral control for supporting general and nature-based play activities for preschool children increased by 5% and 10.3%, respectively (p < 0.05). However, these results were no longer significant after adjusting for educator socio-demographics. Conclusion: Both the Nature play and FMS professional development programs were effective in improving educators’ self-efficacy to engage children to be active in Nature play or FMS activities. Larger pragmatic trials are required to confirm the impact of these professional development programs on educator perceived physical activity behavior.

Style APA, Harvard, Vancouver, ISO itp.

Elliott, Sue, i Barbara Chancellor. "From Forest Preschool to Bush Kinder: An Inspirational Approach to Preschool Provision in Australia". Australasian Journal of Early Childhood 39, nr 4 (grudzień 2014): 45–53. http://dx.doi.org/10.1177/183693911403900407.

Pełny tekst źródła

Style APA, Harvard, Vancouver, ISO itp.

Goddard, David, i Keith F. Punch. "Ideological conflict in education: Western Australia, 1983‐1989". Journal of Educational Administration 34, nr 4 (październik 1996): 60–72. http://dx.doi.org/10.1108/09578239610128621.

Pełny tekst źródła

Style APA, Harvard, Vancouver, ISO itp.

Harman, Bronwyn, i Craig Harms. "Predictors of Unstructured Play Amongst Preschool Children in Australia". Australasian Journal of Early Childhood 42, nr 3 (wrzesień 2017): 31–37. http://dx.doi.org/10.23965/ajec.42.3.04.

Pełny tekst źródła

Streszczenie:

THERE IS EVIDENCE THAT unstructured play for preschool aged children is diminishing in Australia, however, the reasons for this decline have not been previously explored in depth. The current research examines the amount of time preschool children spend engaged in unstructured play and the predictors of unstructured play for these children. Data is drawn from the results of 564 Australian parent participants who completed an online survey, detailing the activities of their preschool aged children. Results found that children who participated in playgroup were more likely to participate in unstructured play, while children who participated in organised activities were less likely to participate in unstructured play. When the children in this study slept longer, read more and watched television less, they were more likely to participate in unstructured play, however, the number of hours spent watching television has no apparent effect on the number of hours a child engages in play. This research emphasises and reinforces the importance of balance in activities for optimal health and positive outcomes for Australian children.

Style APA, Harvard, Vancouver, ISO itp.

Dadour, I. R., D. F. Cook, J. N. Fissioli i W. J. Bailey. "Forensic entomology: application, education and research in Western Australia". Forensic Science International 120, nr 1-2 (sierpień 2001): 48–52. http://dx.doi.org/10.1016/s0379-0738(01)00420-0.

Pełny tekst źródła

Style APA, Harvard, Vancouver, ISO itp.

Tan, Albert E. S. "Survey of continuing dental education attendance in Western Australia". Australian Dental Journal 37, nr 4 (sierpień 1992): 296–99. http://dx.doi.org/10.1111/j.1834-7819.1992.tb04746.x.

Pełny tekst źródła

Style APA, Harvard, Vancouver, ISO itp.

Underwood, Marianne. "The 4th Western Australia ANZICS/CACCN continuing education meeting on critical care fremantle, Western Australia 22 May 1993". Australian Critical Care 6, nr 3 (wrzesień 1993): 24. http://dx.doi.org/10.1016/s1036-7314(93)70141-1.

Pełny tekst źródła

Style APA, Harvard, Vancouver, ISO itp.

Więcej źródeł

Rozprawy doktorskie na temat "Preschool education – Western Australia"

Millei, Zsuzsa. "A genealogical study of 'the child' as the subject of pre-compulsory education in Western Australia". Millei, Zsuzsa (2007) A genealogical study of 'the child' as the subject of pre-compulsory education in Western Australia. PhD thesis, Murdoch University, 2007. http://researchrepository.murdoch.edu.au/203/.

Pełny tekst źródła

Streszczenie:

The study produces a genealogy of 'the child' as the shifting subject constituted by the confluence of discourses that are utilized by, and surround, Western Australian precompulsory education. The analysis is approached as a genealogy of governmentality building on the work of Foucault and Rose, which enables the consideration of the research question that guides this study: How has 'the child' come to be constituted as a subject of regimes of practices of pre-compulsory education in Western Australia? This study does not explore how the historical discourses changed in relation to 'the child' as a universal subject of early education, but it examines the multiple ways 'the child' was constituted by these discourses as the subject at which government is to be aimed, and whose characteristics government must harness and instrumentalize. Besides addressing the research question, the study also develops a set of intertwining arguments. In these the author contends that 'the child' is invented through historically contingent ideas about the individual and that the way in which 'the child' is constituted in pre-compulsory education shifts in concert with the changing problematizations about the government of the population and individuals. Further, the study demonstrates the necessity to understand the provision of pre-compulsory education as a political practice. Looking at pre-compulsory education as a political practice de-stabilizes the takenfor-granted constitutions of 'the child' embedded in present theories, practices and research with children in the field of early childhood education. It also enables the de- and reconstruction of the notions of children's 'participation', 'empowerment' and 'citizenship'. The continuous de- and reconstruction of these notions and the destabilization of the constitutions of 'the child' creates a framework in which improvement is possible, rather than a utopian, wholesale and, thus revolutionary, transformation in early education (Branson and Miller, 1991, p. 187). This study also contributes to the critiques of classroom discipline approaches by reconceptualizing them as technologies of government in order to reveal the power relations they silently wield.

Style APA, Harvard, Vancouver, ISO itp.

au, Zsuzsanna Millei@newcastle edu, i Zsuzsa Millei. "A genealogical study of the child as the subject of pre-compulsory education in Western Australia". Murdoch University, 2007. http://wwwlib.murdoch.edu.au/adt/browse/view/adt-MU20081002.80627.

Pełny tekst źródła

Streszczenie:

The study produces a genealogy of the child as the shifting subject constituted by the confluence of discourses that are utilized by, and surround, Western Australian precompulsory education. The analysis is approached as a genealogy of governmentality building on the work of Foucault and Rose, which enables the consideration of the research question that guides this study: How has the child come to be constituted as a subject of regimes of practices of pre-compulsory education in Western Australia? This study does not explore how the historical discourses changed in relation to the child as a universal subject of early education, but it examines the multiple ways the child was constituted by these discourses as the subject at which government is to be aimed, and whose characteristics government must harness and instrumentalize. Besides addressing the research question, the study also develops a set of intertwining arguments. In these the author contends that the child is invented through historically contingent ideas about the individual and that the way in which the child is constituted in pre-compulsory education shifts in concert with the changing problematizations about the government of the population and individuals. Further, the study demonstrates the necessity to understand the provision of pre-compulsory education as a political practice. Looking at pre-compulsory education as a political practice de-stabilizes the takenfor-granted constitutions of the child embedded in present theories, practices and research with children in the field of early childhood education. It also enables the de- and reconstruction of the notions of childrens participation, empowerment and citizenship. The continuous de- and reconstruction of these notions and the destabilization of the constitutions of the child creates a framework in which improvement is possible, rather than a utopian, wholesale and, thus revolutionary, transformation in early education (Branson & Miller, 1991, p. 187). This study also contributes to the critiques of classroom discipline approaches by reconceptualizing them as technologies of government in order to reveal the power relations they silently wield.

Style APA, Harvard, Vancouver, ISO itp.

Wakholi, Peter. "African cultural education : African migrant youth in Western Australia /". Access via Murdoch University Digital Theses Project, 2005. http://wwwlib.murdoch.edu.au/adt/browse/view/adt-MU20050705.104626.

Pełny tekst źródła

Style APA, Harvard, Vancouver, ISO itp.

McKenna, Tarquam. "Heteronormativity and rituals of difference for gay and lesbian educators". University of Western Australia. Graduate School of Education, 2008. http://theses.library.uwa.edu.au/adt-WU2008.0129.

Pełny tekst źródła

Streszczenie:

This research provides an ethnographic and phenomenological study of how lesbian and gay educators in Western Australia employed adaptive rituals of conformity and nonconformity within their educational culture. This thesis depended on these educators telling their own story and it became a more complex study of their perception of and adaptation to homophobic distancing and repression. Through private interviews and collaboration with the co-participants in the research the study makes sense of the roles lesbian and gay educators enact in the educational culture in Western Australia around the time of Law Reform in 2002. The study is not an historical account but presents data from a specific historical context as a contribution to knowledge of how lesbian and gay educators view themselves and construct themselves in educational settings. The stories of everyday experience of Western Australian lesbian and gay educators present layers of gestured meanings, symbolic processes, cultural codes and contested sexuality and gender ideologies thereby reconstructing the reality of lesbian and gay educators. The research provides a range of embodied narratives and distinctive counter-narratives experienced by this group of educators in Western Australia. The study demonstrates that there are social practices in schooling that assist in the recognition and construction of their own gender identity even though the law in Western Australia at the time of writing, precluded the public promotion of lesbian and gay activities, and by association, silenced what many take to be their preferred mode of public behaviours. More importantly the study maps the extremely subtle processes involved in generating and expressing homophobia resulting in a sense of double invisibility, a constitutive silencing of personhood, which makes even the identification of rituals problematic. The very different stories reveal various interpretive strategies of belonging to the dominant homophobic culture, furthering our understanding of the contemporary identity formation issues of a hitherto invisible and silenced group of educators.

Style APA, Harvard, Vancouver, ISO itp.

au, p_wakholi@yahoo com, i Peter Wakholi. "African Cultural Education: A dialogue with African migrant youth in Western Australia". Murdoch University, 2005. http://wwwlib.murdoch.edu.au/adt/browse/view/adt-MU20050705.104626.

Pełny tekst źródła

Streszczenie:

African Cultural Education: A dialogue with African migrant youth in Western Australia, examines cultural issues that concern a specific group of African migrant youths. The ten youth participants three of whom are male and seven female share their concerns and desires about issues relating to their cultural identity. As a minority group in a predominantly Eurocentric society they are faced with cultural challenges, which influence their being namely: Racism and the pressure to assimilate. The thesis adopts an Afrikan1 Centred Cultural Democracy approach: which proposes that African people must construct a new African identity and must begin to perceive and interpret the world in its entirety from an African psychological, spiritual, and cultural frame of reference. This approach requires an ongoing critical assesement of both subjective lived experience and objective conditions. Through the Ujamaa circle process the youth participants along with the facilitator examined challenges to their cultural identities and alternative liberatory options. Growing up in a culturally alienating Eurocentric culture, they felt the need for an African cultural space, in which they could explore issues affecting them as African descendants. In particular racism and assimilation were of major concern to them. They were of the opinion that there should be an ongoing African Cultural Education Program to facilitate cultural re-evaluation and continuity. It is the studys conclusion that cultural education for a minority African migrant group in a dominant Eurocentric culture is essential for their identities and continued root-cultural connectedness. Within the African Cultural Education conceptual framework, in addition to African cultural re-evaluation, it is possible to critically explore oppressive and domineering practices of the mainstream culture. It is also possible that the African migrant youth may become equipped with alternative worldviews from an African perspective, which will enable him/her to make informed judgement and response towards inappropriate mainstream attitudes and values. Participation in the arena of cultural politics will therefore be based on informed practice.

Style APA, Harvard, Vancouver, ISO itp.

Gillan, Kevin P. "Technologies of power : discipline of Aboriginal students in primary school". University of Western Australia. Graduate School of Education, 2008. http://theses.library.uwa.edu.au/adt-WU2008.0183.

Pełny tekst źródła

Streszczenie:

This study explored how the discursive practices of government education systemic discipline policy shape the behaviour of Aboriginal primary school students in an urban education district in Western Australia. First, this study conducted a Foucauldian genealogical discourse analysis of the historical and contemporary discursive forces that shaped systemic discipline policy in Western Australian government schools between 1983 and 1998 to uncover changing discursive practices within the institution. This period represented a most turbulent era of systemic discipline policy development within the institution. The analysis of the historical and contemporary discursive forces that shaped policy during this period revealed nine major and consistent discursive practices. Secondly, the study conducted a Foucauldian genealogical discourse analysis into the perspectives of key interest groups of students, parents and Education Department employees in an urban Aboriginal community on discipline policy in Education Department primary schools during the period from 2000 to 2001; and the influence of these policies on the behaviour of Aboriginal students in primary schools. The analysis was accomplished using Foucault's method of genealogy through a tactical use of subjugated knowledges. A cross section of the Aboriginal community was interviewed to examine issues of consultation, suspension and exclusion, institutional organisation and discourse. The study revealed that there are minimal consistent conceptual underpinnings to the development of Education Department discipline policy between 1983 and 1998. What is clear through the nine discursive practices that emerged during the first part of the study is a strengthened recentralising pattern of regulation, in response to the influence of a neo-liberal doctrine that commodifies students in a network of accountability mechanisms driven by the market-state economy. Evidence from both genealogical analyses in this study confirms that the increasing psychologisation of the classroom is contributing towards the pathologisation of Aboriginal student behaviour. It is apparent from the findings in this study that Aboriginal students regularly display Aboriginality-as-resistance type behaviours in response to school discipline regimes. The daily tension for these students at school is the maintenance of their Aboriginality in the face of school policy that disregards many of their regular cultural and behavioural practices, or regimes of truth, that are socially acceptable at home and in their community but threaten the 'good order' of the institution when brought to school. This study found that teachers and principals are ensnared in a web of governmentality with their ability to manoeuvre within the constraints of systemic discipline policy extremely limited. The consequence of this web of governmentality is that those doing the governing in the school are simultaneously the prisoner and the gaoler, and in effect the principle of their own subjection. Also revealed were the obscure and dividing discursive practices of discipline regimes that contribute to the epistemic violence enacted upon Noongar students in primary schools through technologies of power.

Style APA, Harvard, Vancouver, ISO itp.

Sterling, Stephanie A. "Preschool teaching experience and special education support systems a survey of western Pennsylvania /". Morgantown, W. Va. : [West Virginia University Libraries], 1999. http://etd.wvu.edu/templates/showETD.cfm?recnum=715.

Pełny tekst źródła

Streszczenie:

Thesis (M.A.)--West Virginia University, 1999.
Title from document title page. Document formatted into pages; contains iii, 30 p. : ill. (some col.). Includes abstract. Includes bibliographical references (p. 29-30).

Style APA, Harvard, Vancouver, ISO itp.

Reid, Bryan. "Implementing curriculum change within a state education department region : analysis and conceptualization". Murdoch University, 1986. http://wwwlib.murdoch.edu.au/adt/browse/view/adt-MU20060829.160229.

Pełny tekst źródła

Streszczenie:

The major aim of this study was to develop a conceptual model representing the implementation process of a curriculum change occurring in a State Education Department region. This development had its genesis in the now extensive body of literature related to the organizational phenomenon of planned change. Since its early development in the 1960ts, the study of planned change occurring i n organizations has grown in sophistication, encompassing a steadily evolving number of theoretical constructs. Such a construct, of recent origin, was that of perceiving implementation of the innovation as a discrete process within the total planned change process. Although stillinits infancy, this concept has attracted a steadily growing body of research, The present study co-ordi nated some of these findings to form the basis for a four-stage model representing the implementation process under a special set of circumstances. The application of the model was tested under field conditions. A longitudinal case study design was adopted because this was ideally suited to test the assumption of implementationas a process. The design was divided in to four sections : concepts related to the decision to change; concepts related to the effect the rationale for implementation had on teachers' behaviour; concepts related to the sequence of involvement of implementers; and finally, concepts related to the measurementof the degree of implementation for teachers and pupils. Field work was applied inarural educational region of the State of Western Australia. This region was established in 1979 as part of an Australia-wide trend. I t is well documented that at the commencement of the 19701s, Austral ian governmentcontrol led education systems were highly centralized. By the beginning of the 1980ts, all were facing major change, each incorporating some form of decentral ization. In Western Australia, a shift in power from central authorities to Regional Superintendents occurred. With the increase i n power, the Regions received more duties and became more complex organizations. To meet the demand of testing a complex theoretical model in the intricate field setting of a State Education Department region, a wide range of data-gathering techniques was used. Questionnaires were employed, some specifically designed to suit this study and some selected from other research. The breadth and depth of the data collected was extended by the use of interviews, both focused and unstructured. Information from a wide variety of perspectives was gathered by using direct observation. This was applied to the testing of the theoretical model and also used to validate data drawn from other sources. Content analysis techniques were also used to triangulate the findings from questionnaire and interview techniques. The findings of the analysis of the data,within a matrix of hypotheses and sub-hypotheses, provided powerful statistical evidence indicating that the innovation was judged as being implemented by the teachers and the pupils. Data collected were also analysed as part of the research plan incorporating four major hypotheses and twenty six sub-sections. Each sub-section has been investigated empirically. This strategy was used to test the applicability of the conceptual model as a technique to represent the process of implementation followed by an innovation in Oral English introduced into a rural region of a State Education Department. The model proved to be a very effective device, aiding in the comprehension of an implementation process that occurred under the particular conditions described in the thesis.

Style APA, Harvard, Vancouver, ISO itp.

Sharplin, Elaine Denise. "Quality of worklife for rural and remote teachers : perspectives of novice, interstate and overseas-qualified teachers". University of Western Australia. Graduate School of Education, 2008. http://theses.library.uwa.edu.au/adt-WU2008.0211.

Pełny tekst źródła

Streszczenie:

[Truncated abstract] It is essential to attract, recruit and retain quality teachers in rural and remote schools for provision of quality education to rural and remote students. A robust body of research confirms that teacher quality contributes to quality of education (Darling-Hammond, 2000; Hay McBer, 2000; Kaplan & Owings, 2002; OECD, 2002; Ramsay, 2000). Staffing histories of rural and remote schools identify persistent difficulties in recruiting and retaining teachers, but previous research has failed to address the experiences and perspectives of rural and remote teachers from the earliest phases of appointment, tracking their experiences over time. In times and places of persistent teacher shortages, teacher quality of worklife issues are paramount. Factors impacting on teacher quality of worklife may impact on teacher retention, staffing levels and ultimately the quality of education for children. For these reasons, this study aimed to develop substantive theory about the experiences of teachers commencing appointments in rural and remote schools by investigating the perspectives of novice, interstate and overseas-qualified teachers. The study sought to develop understandings of rural and remote teachers quality of worklife. In order to achieve this aime, the experiences of 29 teachers were examined, in four categories of teachers likely to be appointed to rural and remote locations: young novices; mature-aged novices; interstate; and overseas-qualified teachers in a qualitative collective case study. ... Awareness of the variety of factors in multiple environments, and the complex interplay between them, helps to account for the diversity of perspectives and quality of worklife outcomes for rural and remote teachers. Two theories were generated from ten propositions. The first theory, Quality of Worklife for Rural and Remote Teachers: Person-Environment Fit to Multiple Environments, identified protective and risk factors associated with workrole, workplace, organisation, geographic and socio-cultural community environments. The theory recognises spillover between work and non-work life experiences, impacting on quality of teacher worklife; however, factors directly associated with worklife impacted most significantly on quality of worklife. The second theory, Processes of Adaptation to Multiple Rural and Remote Environments, identified processes (teacher expectations, evaluations of environments, responses to environments) and coping strategies (direct-action, palliative and avoidant) as leading to one of four outcomes: integration; resilient integration; disequilibrium; and withdrawal. The case study findings offer original understandings of experiences of teachers newly appointed to rural and remote schools, through the development of theory about multiple environments teachers encounter and processes of adaptation associated with their relocation to rural and remote areas. The findings have implications for theory, policy and practice, and contribute new dimensions to the general quality of worklife literature.

Style APA, Harvard, Vancouver, ISO itp.

Reilly, Lucy. "Progressive modification : how parents deal with home schooling their children with intellectual disabilities". University of Western Australia. Graduate School of Education, 2007. http://theses.library.uwa.edu.au/adt-WU2008.0035.

Pełny tekst źródła

Streszczenie:

While home schooling is by no means a new phenomenon, the last three decades have seen an increasing trend in the engagement of this educational alternative. In many countries, including Australia, a growing number of families are opting to remove their children from the traditional schooling system for numerous reasons and educate them at home. In response to the recent home schooling movement a research base in this area of education has emerged. However, the majority of research has been undertaken primarily in the United States of America and the United Kingdom, with very few studies having examined home schooling in Australia. The existing corpus of research is also relatively small and incomplete. Also, certain categories of home schoolers and the processes involved in their undertaking of this modern version of a historically enduring educational alternative have been overlooked. In particular, children with disabilities appear to be one of the home schooling groups that have attracted very little research world wide. This group constituted the focus of the study reported in this thesis. Its particular concern was with generating theory regarding how parents deal with educating their children with intellectual disabilities from a home base over a period of one year. Data gathering was largely carried out through individual, face-to-face semi-structured interviewing and participant observation in the interpretivist qualitative research tradition. However, informal interviews, telephone interviews and documents were also used to gather supplementary data for the study. Data were coded and analysed using the open coding method of the grounded theory model and through the development and testing of propositions. The central research question which guided theory generation was as follows: 'How do parents within the Perth metropolitan area in the state of Western Australia deal with educating their children with intellectual disabilities from a home base over a period of one year?' The central proposition of the theory generated is that parents do so through progressive modification and that this involves them progressing through three stages over a period of one year. The first stage is designated the stage of drawing upon readily-available resources. The second stage is designated the stage of drawing upon support networks in a systematic fashion. The third stage is designated the stage of proceeding with confidence on the basis of having a set of principles for establishing a workable pattern of home schooling individualised for each circumstance. This theory provides a new perspective on how parents deal with the home schooling of their children with intellectual disabilities over a period of one year. A number of implications for further theory development, policy and practice are drawn from it. Several recommendations for further research are also made.

Style APA, Harvard, Vancouver, ISO itp.

Więcej źródeł

Książki na temat "Preschool education – Western Australia"

Western Australia. Ministerial Task Force on Full-time Pre-primary Education and Related Matters. Voluntary full-time pre-primary education in Western Australia: A report. Perth: Govt. of Western Australia, 1993.

Znajdź pełny tekst źródła

Style APA, Harvard, Vancouver, ISO itp.

Western Australia. Ministerial Review of Schooling in Rural Western Austalia. Schooling in rural Western Australia: Report. [East Perth, Western Australia]: Ministerial Review of Schooling in Rural Western Australia, 1994.

Znajdź pełny tekst źródła

Style APA, Harvard, Vancouver, ISO itp.

Western Australian Higher Education Council. Planning for higher education in Western Australia. West Perth, WA: Western Australian Higher Education Council, 1991.

Znajdź pełny tekst źródła

Style APA, Harvard, Vancouver, ISO itp.

Brand, Susan. A greenprint for environmental education projects in Western Australia highschools. Perth, W.A: School of Environmental Science, Murdoch University, 1997.

Znajdź pełny tekst źródła

Style APA, Harvard, Vancouver, ISO itp.

Western Australia. Parliament. Legislative Council. Select Committee on Agricultural Education. Report on agricultural education and training in Western Australia. [Australia?: s.n., 1988.

Znajdź pełny tekst źródła

Style APA, Harvard, Vancouver, ISO itp.

The human encounter: Teachers and children living together in preschool. London: Falmer Press, 1991.

Znajdź pełny tekst źródła

Style APA, Harvard, Vancouver, ISO itp.

Millikan, Jan. Documentation and the Early Years Learning Framework: Researching in Reggio Emilia and Australia. Mt Victoria, New South Wales: Pademelon Press, 2014.

Znajdź pełny tekst źródła

Style APA, Harvard, Vancouver, ISO itp.

Council, Western Australia Curriculum. Curriculum framework for kindergarten to year 12 education in Western Australia. Osborne Park, W.A: The Council, 1998.

Znajdź pełny tekst źródła

Style APA, Harvard, Vancouver, ISO itp.

Western Australia. Communicable Disease Control Branch. HIV/AIDS & sexually transmitted infections: Education & prevention plan for Western Australia. Shenton Park, W.A: Communicable Disease Control Branch, Dept. of Health, 2002.

Znajdź pełny tekst źródła

Style APA, Harvard, Vancouver, ISO itp.

Western Australia. Visual Arts Education Review. A review of post secondary visual arts education in Western Australia. Nedlands: Western Australian Post Secondary Education Commission, 1985.

Znajdź pełny tekst źródła

Style APA, Harvard, Vancouver, ISO itp.

Więcej źródeł

Części książek na temat "Preschool education – Western Australia"

Hawkins, Rhonda. "The Experience of University of Western Sydney, Australia". W Mergers and Alliances in Higher Education, 287–307. Cham: Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-13135-1_14.

Pełny tekst źródła

Style APA, Harvard, Vancouver, ISO itp.

Nichol, Raymond. "Colonialism and Western Education in Melanesia and Australia". W Growing up Indigenous, 83–89. Rotterdam: SensePublishers, 2011. http://dx.doi.org/10.1007/978-94-6091-373-0_5.

Pełny tekst źródła

Style APA, Harvard, Vancouver, ISO itp.

Swartz, Rebecca. "Civilising Spaces: Government, Missionaries and Land in Education in Western Australia". W Education and Empire, 73–100. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-319-95909-2_3.

Pełny tekst źródła

Style APA, Harvard, Vancouver, ISO itp.

Jackson-Barrett, Elizabeth, i Libby Lee-Hammond. "Education for Assimilation: A Brief History of Aboriginal Education in Western Australia". W Sámi Educational History in a Comparative International Perspective, 299–316. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-24112-4_17.

Pełny tekst źródła

Style APA, Harvard, Vancouver, ISO itp.

Garvis, Susanne, i Sonja Sheridan. "Preschool Teacher Education in Sweden and Australia: The Importance of Reflection for Understanding Context". W Service Learning as Pedagogy in Early Childhood Education, 33–45. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-42430-9_3.

Pełny tekst źródła

Style APA, Harvard, Vancouver, ISO itp.

Thompson, C. A. "Gaining an Appreciation of Differing Ethnic Influences on General Practice in Western Australia". W Advances in Medical Education, 308–10. Dordrecht: Springer Netherlands, 1997. http://dx.doi.org/10.1007/978-94-011-4886-3_94.

Pełny tekst źródła

Style APA, Harvard, Vancouver, ISO itp.

Spencer, Alexis, i Elizabeth Rouse. "Indigenous Children’s ‘Ways of Knowing’: Exploring Literacy Learning for Indigenous Preschool Children in Remote Communities in Australia". W Reconceptualizing Quality in Early Childhood Education, Care and Development, 87–109. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-69013-7_4.

Pełny tekst źródła

Style APA, Harvard, Vancouver, ISO itp.

Moutselos, Michalis, i Georgia Mavrodi. "Diaspora Policies, Consular Services and Social Protection for Greek Citizens Abroad". W IMISCOE Research Series, 227–43. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-51245-3_13.

Pełny tekst źródła

Streszczenie:

Abstract The policies of the Greek state vis-à-vis Greek citizens residing abroad are better developed in some areas (pension, cultural/education policy), but very embryonic in others (social protection, family-related benefits). The institutions representing and aggregating the interests of the Greek diaspora, such as the General Secretariat for Greeks Abroad and the World Council of Hellenes abroad of the Ministry of Foreign Affairs, reflect earlier periods of Greek migration during the post-war period, but meet less adequately the needs of recent migrants, especially following the post-2010 Greek economic crisis. At the same time, political parties continue to play an active role in the relationship between diaspora and the homeland. The policies of the Greek state, especially when exercised informally or with regard to cultural and educational programs, are also characterized by an emphasis on blood, language and religious ties, and are offshoots of a long-standing history of migration to Western Europe, North America and Australia. Possible developments, such as the long-overdue implementation of the right to vote from abroad, an official registrar for Greek citizens residing abroad, new programs of social protection in Greece and new economic incentives for return might change the diaspora policies of the Greek state in the next decades.

Style APA, Harvard, Vancouver, ISO itp.

"Australia: parent involvement in decision-making". W Community Education and the Western World, 65–74. Routledge, 2002. http://dx.doi.org/10.4324/9780203408117-11.

Pełny tekst źródła

Style APA, Harvard, Vancouver, ISO itp.

Angus, Max, Michael Williams, R. Hillen i Glen Diggins. "Putting the Outback into the Forefront: Education Innovations in Western Australia". W Rural Education in Urbanized Nations: Issues and Innovations, 151–83. Routledge, 2019. http://dx.doi.org/10.4324/9780429305054-6.

Pełny tekst źródła

Style APA, Harvard, Vancouver, ISO itp.

Streszczenia konferencji na temat "Preschool education – Western Australia"

Sila Ahmad, Kham, Fay Sudweeks i Jocelyn Armarego. "Learning English Vocabulary in a Mobile Assisted Language Learning (MALL) Environment: A Sociocultural Study of Migrant Women". W InSITE 2015: Informing Science + IT Education Conferences: USA. Informing Science Institute, 2015. http://dx.doi.org/10.28945/2166.

Pełny tekst źródła

Streszczenie:

This paper reports on a case study of a group of six non-native English speaking migrant women’s experiences learning English vocabulary in a mobile assisted language learning (MALL) environment at a small community centre in Western Australia. A sociocultural approach to learning vocabulary was adopted in designing the MALL lessons that the women undertook. The women provided demographic information, responded to questions in a pre-MALL semi-structured interview, attended the MALL lessons, and completed a post-MALL semi-structured interview. This study explores the sociocultural factors that affect migrant women’s language learning in general, and vocabulary in particular. The women’s responses to MALL lessons and using the tablet reveal a positive effect in their vocabulary learning. A revised version of this paper was published in Interdisciplinary Journal of e-Skills and Life Long Learning Volume 11, 2015

Style APA, Harvard, Vancouver, ISO itp.

Zhang, Xianli, Ping Xiao i Yiping Wang. "A Study on the Popularization of Preschool Education for Ethnic Minorities in the Treatment Counties of Western Ethnic Areas—Taking Pingshan County of Yibin City as an Example". W International Conference on Arts, Humanity and Economics, Management (ICAHEM 2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200328.042.

Pełny tekst źródła

Style APA, Harvard, Vancouver, ISO itp.

Wallace, Ruth, Shelley Beatty, Jo Lines, Catherine Moore i Leesa Costello. "The power of peer-review: A tool to improve student skills and unit satisfaction". W Sixth International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2020. http://dx.doi.org/10.4995/head20.2020.11116.

Pełny tekst źródła

Streszczenie:

Providing higher education students with opportunities to participate in peer-review feedback activities may facilitate interaction between students and enhance academic skills. Such activities are reported to help students transition from passive to active learners whilst increasing social connectedness and developing employability skills. This research aimed to evaluate student perceptions of a peer-review of assessment process offered in an undergraduate Health Science unit at Edith Cowan University in Western Australia, and their subsequent unit satisfaction. Before students began the peer-review process, a sample assignment was used to coach them on how to provide constructive feedback. They subsequently prepared a draft of their assignment for peer-review, and then reviewed the work of another student. Pre- and post-surveys were administered to assess students’ perceptions about the usefulness of the peer-review activity. Thirty-two students completed the pre-survey wherein 94% (n=30) reported the peer-review coaching helped them prepare their own assignment and 85% (n=27) reported learning how to provide constructive written feedback. Twenty-one students completed the post-survey, 76% (n=16), reporting they modified their own assignment as an outcome of their peer-review participation. Many respondents also reported improvements in their critical thinking (76%; n=16) and written communication skills (62%; n=13). Overall unit satisfaction increased exponentially.

Style APA, Harvard, Vancouver, ISO itp.

Oferujemy zniżki na wszystkie plany premium dla autorów, których prace zostały uwzględnione w tematycznych zestawieniach literatury. Skontaktuj się z nami, aby uzyskać unikalny kod promocyjny!