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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 źródłaau, 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 źródłaWakholi, 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 źródłaMcKenna, 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 źródłaau, 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 źródłaGillan, 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 źródłaSterling, 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 źródłaTitle from document title page. Document formatted into pages; contains iii, 30 p. : ill. (some col.). Includes abstract. Includes bibliographical references (p. 29-30).
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 źródłaSharplin, 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 źródłaReilly, 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 źródłaau, marnev@cygnus uwa edu, i Neville James Green. "Access, equality and opportunity? : the education of Aboriginal children in Western Australia 1840-1978". Murdoch University, 2004. http://wwwlib.murdoch.edu.au/adt/browse/view/adt-MU20071218.141027.
Pełny tekst źródłaGardiner, Diane. "A historical analysis of the construction of education as an area of study at university-level in Western Australia". University of Western Australia. Graduate School of Education, 2009. http://theses.library.uwa.edu.au/adt-WU2009.0183.
Pełny tekst źródłaBaudains, Catherine Mary. "Environmental education in the workplace : inducing voluntary transport behaviour change to decrease single occupant vehicle trips by commuters into the Perth CBD". Access via Murdoch University Digital Theses Project, 2003. http://wwwlib.murdoch.edu.au/adt/browser/view/adt-MU20040310.121357.
Pełny tekst źródłaShanks, Pamela-Anne. "A critical policy analysis of the Crossroads Review : implications for higher education in regional Western Australia /". Shanks, Pamela-Anne (2006) A critical policy analysis of the Crossroads Review: implications for higher education in regional Western Australia. Masters by Research thesis, Murdoch University, 2006. http://researchrepository.murdoch.edu.au/304/.
Pełny tekst źródłaPiercey, Carol Ann. "Nurse education in Western Australia from 1962-1975 : a historical perspective of influences and changes /". Curtin University of Technology, School of Nursing and Midwifery, 2002. http://espace.library.curtin.edu.au:80/R/?func=dbin-jump-full&object_id=12685.
Pełny tekst źródłaIt exposed the deficits of nurse training which led to the development of a new Hospital Based Diploma curriculum and an Associate Diploma in Nursing in 1966. The establishment of the College of Nursing Australia Western Australian Branch in 1966 paved the way to solve the shortage of tutors to implement the Hospital Based Diploma. The Nurses Act in 1970 enhanced the plans for implementing the Hospital Based Diploma and conferred autonomy to the Nurses Registration Board. In 1973 the first independent school of nursing came into being. The Western Australian School of Nursing carried the hopes of a continuation of hospital nurse training. In 1974, however, the entry of students to the Western Australian Institute of Technology School of Nursing saw a turn of events that led to a degree for nurses in 1975 and a decision for the transfer of all nurse education in Western Australia to the Western Australian Institute of Technology. These milestones did not emerge as an accident of history. There were forces that facilitated and impeded the perceptibility of the reform landmarks. These were crucial in the shaping the history of nurse education in Western Australia from 1962-1975.
Spyker, Geert M. "The upper secondary school mathematics curriculum in Western Australia from 1950-1998 : implementation and evaluation". Curtin University of Technology, Science and Mathematics Education Centre, 1999. http://espace.library.curtin.edu.au:80/R/?func=dbin-jump-full&object_id=9514.
Pełny tekst źródłamathematics teachers were also surveyed and interviewed in order to obtain the practitioners' views on new topics which were introduced, such as complex numbers and vectors. Five of Western Australia's most high profile mathematics educators who played significant roles during the period of this study were interviewed to determine their recollections of major points of discussion and concern in mathematics education at that time. Feedback from these interviews was used to compile a questionnaire for upper high school mathematics teachers to determine their opinion on such issues as the introduction and practicality of the new courses, teaching and learning strategies introduced, and the degree of support for the new curriculum.Ten teachers were interviewed one year after the survey to determine any changes in their perceptions about the new upper school mathematics courses. By means of a questionnaire, students' reasons for choosing specific mathematics subjects in either Year 11 or 12, and their perceived success in mathematics in general were sought. In order to determine the effectiveness of the new curriculum in terms of further studies, students' level of mathematical preparedness was investigated by means of a questionnaire for university mathematics staff. The results of this research indicate that the most recent curriculum change in the upper high school has been successfully introduced by the Education Department of Western Australia, although this has not always been the case with curriculum change in this State.Though initially daunted by the number of new topics which were to be taught, teachers were appreciative of the in-service courses available, the resources present and the general support they received from the Education Department. Traditional teaching strategies, such as 'drill-and-practice' and teacher-centred environments have been largely ++
replaced by a problem-solving and investigational approach to mathematics in a student-centred classroom environment. Clearly, the constructivist theory of learning has been a major influence on current teaching and learning strategies used in the upper school mathematics classroom. Teachers' opinions about the practicality of the new courses and approaches to teaching them were positive, though the view was held that previous traditional teaching methods should not be discarded.Specific weaknesses in the various mathematics courses introduced were identified (for example, inadequate attention paid to basic algebra and, in particular, to trigonometry), and many teachers were adamant that certain changes should be made for the benefit of the students (for example, reorganisation of parts of the course content). Improvements in the nature of the information provided to students at the time they make their upper school mathematics subject choice were strongly recommended. Information on influential factors regarding students' subject choices was obtained, and interviews with university mathematics staff showed that many first year students remain underprepared because of incorrect mathematics subject choices made in either Year 10 or 11.
au, lasko2nd@yahoo com, i Tomaz Lasic. "Experiences of schooling of students with former Yugoslav ethnic background in a Western Australian secondary school". Murdoch University, 2007. http://wwwlib.murdoch.edu.au/adt/browse/view/adt-MU20080812.150558.
Pełny tekst źródłaGriffiths, Joanne. "Curriculum contestation : analysis of contemporary curriculum policy and practices in government and non-government education sectors in Western Australia". University of Western Australia. Graduate School of Education, 2008. http://theses.library.uwa.edu.au/adt-WU2008.0178.
Pełny tekst źródłaSmith, Connie. "A Preschool Outdoor Curriculum and Playground Design, Teacher Education". TopSCHOLAR®, 1985. http://digitalcommons.wku.edu/theses/1417.
Pełny tekst źródłaDuncan, Pearl, i n/a. "An analysis of post-secondary Aboriginal support systems". University of Canberra. Education, 1991. http://erl.canberra.edu.au./public/adt-AUC20060706.112807.
Pełny tekst źródłaau, Editech@iinet net, i Pamela-Anne Shanks. "A critical policy analysis of the Crossroads Review: Implications for higher education in regional Western Australia". Murdoch University, 2006. http://wwwlib.murdoch.edu.au/adt/browse/view/adt-MU20061019.134304.
Pełny tekst źródłaMcGowan, Wayne S. "Thinking about the responsible parent : freedom and educating the child in Western Australia". University of Western Australia. Graduate School of Education, 2004. http://theses.library.uwa.edu.au/adt-WU2005.0014.
Pełny tekst źródłaHutton, Heidi C. "Evaluation of the outcomes for students undertaking an externally provided physical activity programme". University of Western Australia. School of Human Movement and Exercise Science, 2007. http://theses.library.uwa.edu.au/adt-WU2007.0166.
Pełny tekst źródłaNicholson, Lindsay P. "Educational productivity of an open learning environment within the vocational education and training sector in Western Australia". Curtin University of Technology, Faculty of Education, 1997. http://espace.library.curtin.edu.au:80/R/?func=dbin-jump-full&object_id=11060.
Pełny tekst źródłaTraditional Learning environments.The findings of the study should be of significance to a range of people involved in the Open Learning environment, including decision makers in the areas of educational policy, curriculum design and implementation, administration and teaching.
Mckenna, Eugene. "The influence of ecclesiastical and community cultures on the development of Catholic education in Western Australia, 1846-1890". Murdoch University, 2005. http://wwwlib.murdoch.edu.au/adt/browse/view/adt-MU20070326.142406.
Pełny tekst źródłaMcKenna, Eugene. "The influence of ecclesiastical and community cultures on the development of Catholic education in Western Australia, 1846-1890". McKenna, Eugene (2005) The influence of ecclesiastical and community cultures on the development of Catholic education in Western Australia, 1846-1890. PhD thesis, Murdoch University, 2005. http://researchrepository.murdoch.edu.au/198/.
Pełny tekst źródłaKarginoff, Simon P. "A study of attendance and classroom participation among Aboriginal (Nyungar) students in a West Australian metropolitan senior high school". Curtin University of Technology, Faculty of Education, 1999. http://espace.library.curtin.edu.au:80/R/?func=dbin-jump-full&object_id=9561.
Pełny tekst źródłaseries of appendices follow my written conclusions. No manuscript collections were consulted in the course of undertaking this research. However, many interviews and questionnaires have been extensively used with a voluminous selection of secondary source material, a selection of which is detailed in the bibliography.
Scott, Shelleyann. "Professional development: a study of secondary teachers' experiences and perspectives". Curtin University of Technology, Faculty of Education, 2002. http://espace.library.curtin.edu.au:80/R/?func=dbin-jump-full&object_id=12478.
Pełny tekst źródłaobtain and discuss teaching materials, and the opportunities for reflection on their practices with colleagues.Career stage did indeed appear to influence teachers' choice of professional development, perceptions of effectiveness and quality, personal teaching philosophies, and perceptions of the school and educational culture. Less experienced teachers and those in the final career stage were more focused on increasing their repertoire of teaching strategies. Experienced teachers in the middle career stages were largely concerned with increasing subject knowledge, and expertise required to assist them in their additional duties other than teaching.Equity in accessing professional development was a distinct issue for rural teachers information technology teachers in this study. Information technology teachers reported experiencing frustration with the expense involved, and difficulties in accessing targeted professional development that catered to their specific requirements. Teachers situated in rural areas expressed concern with the lack of choice available to them in the rural situation. This was largely due to extensive travel time to the metropolitan area to attend specific programs, expense involved in accessing professional development and the lack of support by administration in their schools related to professional development.The teachers in this study displayed gender differences in relation to their perceptions and choices of professional development. Female teachers were generally more focused on professional development that directly related to their teaching whereas their male counterparts were overtly seeking professional development that would advance their career aspirations. Family commitments were more frequently cited by male respondents as the reason for non-attendance at out-of-hours professional development.School culture was acknowledged by ++
teachers in this study as having an impact on professional development. Teachers resoundingly indicated they desired more self-determination in decision-making related to professional development. They expressed the perspective that the employer was demonstrating a lack of trust in teachers' professionalism and was not providing professional development to meet their teaching needs. It appeared that the professional development being provided was ad hoc and a more systematic approach was needed.As a result of this research a model of systematic professional development has been proposed that encompasses the expressed needs of teachers in this study, the literature on effective professional development to improve student learning, and the quality assurance and accountability mechanisms required by the employer.
Danaher, Patrick Alan, i danaher@usq edu au. "Learning on the Run: Traveller Education for Itinerant Show Children in Coastal and Western Queensland". Central Queensland University. Education and Innovation, 2001. http://library-resources.cqu.edu.au./thesis/adt-QCQU/public/adt-QCQU20060830.110820.
Pełny tekst źródłaOwen, Julie. "Development of a culturally sensitive program delivering cardiovascular health education to indigenous Australians, in South-West towns of Western Australia with lay educators as community role models". University of Western Australia. School of Population Health, 2006. http://theses.library.uwa.edu.au/adt-WU2006.0061.
Pełny tekst źródłaBerber, Mujgan G. "The role of the principal in establishing and further developing an independent Christian or Islamic school in Australia". View thesis, 2009. http://handle.uws.edu.au:8081/1959.7/46255.
Pełny tekst źródłaA thesis presented to the University of Western Sydney, College of Arts, School of Education, in fulfilment of the requirements for the degree of Doctor of Philosophy. Includes bibliographies.
Hawley, Georgina. "A phenomenological study of the health-care related spiritual needs of multicultural Western Australians". Curtin University of Technology, Science and Mathematics Education Centre, 2002. http://espace.library.curtin.edu.au:80/R/?func=dbin-jump-full&object_id=13369.
Pełny tekst źródłaFor the second part of the research which involved a case study of health care patients, a qualitative methodology was used. This approach enabled me to explore the phenomenon of spirituality from the perspective of eight participants, which involved identifying their spiritual needs, the care they desired, and the rite of passage they underwent when receiving health care. The qualitative methodology enabled me to explore the subject from a sensitive holistic perspective, and to protect the integrity of the participants. I wanted to know what patients understood about their spirituality and how spiritual care could be implemented not only in clinical practice but also into health care education programs. The participants' detailed subjective experience was especially important, because I wanted to know how they identified their spiritual needs, how they had requested their needs be met by health care professionals, and the extent to which health care professionals had reacted to those cues. I formulated an 'interpretive phenomenology research' design based on the philosophical writings of Heidegger and Bakhtin. Heidegger argued that people gain knowledge of a subject from their own subjective experience, and of the person being in their world (simultaneous past, present and future thoughts). Bakhtin stated that to bring about social change, the researcher needed to understand the social context of the people's language including their culture, politics, government-provided amenities (such as education and health care), employment and social interaction, both within and outside their communities in which they live. The eight participants were interviewed a number of times in order to explore the phenomenon of spirituality beyond the notions already published in the literature (i.e. from multicultural Australian's perspective).
They told of hospital or health care experiences that included: health care for childbirth, mental and psychiatric illnesses (depression, manic-depression, and anxiety), immunology (lymphoma), stroke, detoxification of alcohol, arthritis, coronary occlusion, hypertension, and peritonitis; surgical procedured/s such as repair of hernia, bowel obstruction, eye surgery, orchiopexy (removal of testes from inguinal canal into the scrotal sac), caesarian birth, appendectomy, and oophorectomy (removal of ovaries); treatments such as radiotherapy, chemotherapy, and physiotherapy; and hospital experiences in both large and small public and private acute hospitals, private and public mental health/psychiatric hospitals, intensive care and coronary care units. These situations demonstrate the diversity of contexts which people want their spiritual needs met. The study revealed that it is not only dying patients who have spiritual need; spiritual needs exist in widespread ordinary conditions and across a wide range of health care services. The eight participants - Ann, Athika, Garry, Red, Rosie, Scarlet, Sophie, and Tom (pseudonyms) - were drawn from many of the multicultural groups resident in Western Australia including Aboriginal, Chinese, English, European, Indian, and Irish peoples. Their spiritualities encompassed Judeo-Christian, Buddhist, Hindu, Pagan Romany, Society of Friends (Quaker), Humanist, Socialist, and Communist values and beliefs. The results of the research give insight into the eight participants' perspectives on being a person, their understanding of spirituality, perceived spiritual needs, their desired levels of spiritual care, and the rite of passage they experienced when undergoing health care treatment in hospital.
The participants' spiritual needs comprised of four categories: 'mutual trust', 'hope', 'peace' and 'love'. The levels of spiritual care spoke of desiring were: 'acknowledgement', 'empathy', and 'valuing'. Recommendations are given for health care professionals to provide spiritual care for the eight participants, and implications are considered for the spiritual education of future health care professionals in order to sensitise them to the wide range of healthcare related spiritual needs they might encounter in local multicultural communities. It is recognised that the scope of the implications is contingent on further research establishing the incidence of health-care related spiritual needs among the broader population of multi-cultural Western Australians. The richness and depth of the data and the very sensitive nature of the material that came from the eight people who shared their experiences with me has rendered this thesis an important document. The nature of the various incidents and situations they shared with me, I believe, demonstrated their preparedness to tell their story so that health care can be improved. On many occasions, I felt honoured that they had sufficient trust in me to enable them to report such deep and personal suffering. For example, Rosie told me of her mental torment and of not knowing if she was alive or dead; of how she burnt her legs to try to feel pain in order to see if she was alive. It was stories such as this that gave me the passion to write this thesis well in order to do justice to all people who want spirituality included in health care treatment.
Melville, William Ian. "An historical analysis of the structures established for the provision of Anglican schools in the diocese of Perth, Western Australia between 1917 and 1992". University of Western Australia. Graduate School of Education, 2006. http://theses.library.uwa.edu.au/adt-WU2006.0032.
Pełny tekst źródłaO'Donnell, Brian Charles. "A model for registering teachers, accrediting teacher education and awarding advanced certification in Australia : a means for advancing the status of teaching as an autonomous profession /". Milperra, N.S.W. : [University of Western Sydney, Macarthur, Faculty of Education and Languages], 1999. http://library.uws.edu.au/adt-NUWS/public/adt-NUWS20030604.092549/index.html.
Pełny tekst źródłaHadley, Fay. "The 5th discourse the connectivity role for early childhood services : meaningful support for families /". View thesis, 2007. http://handle.uws.edu.au:8081/1959.7/21066.
Pełny tekst źródłaA thesis presented to the University of Western Sydney, College of Arts, School of Education, in fulfilment of the requirements for the degree of Doctor of Philosophy. Includes bibliographies.
Paul, Suzanna. "Comparative assessment of the effectiveness of online vs paper based post graduate courses in occupational and environmental safety and health at Edith Cowan University, Perth, Western Australia". Connect to thesis, 2006. http://portal.ecu.edu.au/adt-public/adt-ECU2007.0030.html.
Pełny tekst źródłaDixon, John. "The reform of the Australian Public Service : commercialisation and its implications for public management education /". View thesis, 1995. http://library.uws.edu.au/adt-NUWS/public/adt-NUWS20030818.114628/index.html.
Pełny tekst źródłaTyler, Mark A. "Critical spirit manifestations in TAFE teachers and their work". University of Southern Queensland, Faculty of Education, 2009. http://eprints.usq.edu.au/archive/00006204/.
Pełny tekst źródłaWang, Ting, i n/a. "Understanding Chinese educational leaders' conceptions of learning and leadership in an international education context". University of Canberra. Education and Community Studies, 2004. http://erl.canberra.edu.au./public/adt-AUC20050630.090724.
Pełny tekst źródłaWalker, Roz. "Transformative strategies in Indigenous education a study of decolonisation and positive social change". Click here for electronic access, 2004. http://adt.caul.edu.au/homesearch/get/?mode=advanced&format=summary&nratt=2&combiner0=and&op0=ss&att1=DC.Identifier&combiner1=and&op1=-sw&prevquery=OR%28REL%28SS%3BDC.Identifier%3Buws.edu.au%29%2CREL%28WD%3BDC.Relation%3BNUWS%29%29&att0=DC.Title&val0=Transformative+strategies+in+indigenous+education+&val1=NBD%3A.
Pełny tekst źródłaTitle from electronic document (viewed 15/6/10) Presented for the degree of Doctor of Philosophy, University of Western Sydney, 2004. Includes bibliography.
Hadley, Fay, University of Western Sydney, College of Arts i School of Education. "The 5th discourse : the connectivity role for early childhood services : meaningful support for families". 2007. http://handle.uws.edu.au:8081/1959.7/21066.
Pełny tekst źródłaDoctor of Philosophy (PhD)
Sojkowski, Shannon. "Sensory Exploration of Seasonally and Locally Available Vegetables and its Effects on Vegetable Consumption of Western Massachusetts Head Start Children". 2012. https://scholarworks.umass.edu/theses/858.
Pełny tekst źródłaBotha, Zelda. "Kurrikulumdifferensiasie in die vak Wiskunde Graad R vir leerders met erge intellektuele gestremdheid in inklusiewe Wes-Kaapse spesiale skole". Diss., 2013. http://hdl.handle.net/10500/10495.
Pełny tekst źródłaIn hierdie studie het die navorser die probleem van kurrikulumdifferensiasie vir Wiskunde Graad R aangespreek, sodat leerders met erge intellektuele gestremdheid ook sukses in Wiskunde Graad R kan ervaar. Die primêre vraag wat aangespreek is, is hoe die vereiste begrippe en vaardighede van die Kurrikulum- en Assesseringsbeleidsverklaring (KABV), vir Wiskunde Graad R aangepas kan word vir leerders met erge intellektuele gestremdheid. Die belangrikheid van die studie lê in die verskil wat differensiasie kan maak aan 'n leerder se geleentheid om sukses te ervaar volgens sy vermoë. Die doel hiervan is om leerkragte wat leerders met erge intellektuele gestremdheid onderrig, te bemagtig. Dit word gedoen deur aanpassings en aktiwiteite voor te stel wat tot voordeel van hierdie leerders in hul onderrigprogram geïmplementeer kan word. Dit sal daartoe bydra dat hierdie leerders die vereistes wat in die kurrikulum gestel word, in ’n beperkte mate kan bereik. Die navorsing is onderneem vanuit 'n inklusiewe perspektief aan die hand van 'n literatuurstudie en kwalitatiewe navorsing (gevalle-studie) wat semi-gestruktureerde onderhoude ingesluit het. Die resultate toon dat differensiasie wel moontlik is en dat daar verskeie aanpassings en aktiwiteite is wat leerkragte kan gebruik om hierdie leerders die geleentheid te bied om sukses te kan ervaar.
In this study the researcher addressed the challenges of curriculum differentiation for Mathematics Grade R to ensure that learners with severe intellectual disability may experience success. The primary question addressed was the manner in which the concepts and skills requirements of the Curriculum and Assessment Policy Statement (CAPS), for Mathematics Grade R can be adjusted to suit the needs of learners with severe intellectual impairment. The importance of this study lies in the significant impact that differentiation can make in providing the opportunity for a learner to experience success according to his abilities. The purpose of this study was to empower teachers of learners with severe intellectual disability with the necessary knowledge, enabling them to successfully implement adaptations. This would allow the learners to achieve the requirements of the proposed curriculum, to a limited extent. Qualitative (case study) research was conducted from an inclusive perspective using a literature review and semi-structured interviews. The results showed that differentiation is possible and that there are several adaptations and activities that could be used by teachers to offer these learners the opportunity to experience success.
Inclusive Education
M. Ed. (Inklusiewe Onderwys)