Gotowe bibliografie tematyczne / Victorian government secondary schools

Gotowa bibliografia na temat „Victorian government secondary schools”

Autor: Grafiati

Data publikacji: 4 czerwca 2021

Data aktualizacji: 13 lutego 2022

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Artykuły w czasopismach na temat "Victorian government secondary schools"

Pardy, John, i Lesley F. Preston. "The great unraveling; restructuring and reorganising education and schooling in Victoria, 1980-1992". History of Education Review 44, nr 1 (1.06.2015): 99–114. http://dx.doi.org/10.1108/her-03-2014-0025.

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Purpose – The purpose of this paper is to trace the restructure of the Victorian Education Department in Australia during the years 1980-1992. It examines how the restructuring of the department resulted in a generational reorganization of secondary schooling. This reorganization culminated in the closure of secondary technical schools that today continues to have enduring effects on access and equity to different types of secondary schooling. Design/methodology/approach – The history is based on documentary and archival research and draws on publications from the State government of Victoria, Education Department/Ministry of Education Annual Reports and Ministerial Statements and Reviews, Teacher Union Archives, Parliamentary Debates and unpublished theses and published works. Findings – As an outcome the restructuring of the Victorian Education Department, schools and the reorganization of secondary schooling, a dual system of secondary schools was abolished. The introduction of a secondary colleges occurred through a process of rationalization of schools and what secondary schooling would entail. Originality/value – This study traces how, over a decade, eight ministers of education set about to reform education by dismantling and undoing the historical development of Victoria’s distinctive secondary schools system.

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Allen, Kelly-Ann, Margaret L. Kern, Dianne Vella-Brodrick i Lea Waters. "Understanding the Priorities of Australian Secondary Schools Through an Analysis of Their Mission and Vision Statements". Educational Administration Quarterly 54, nr 2 (20.02.2018): 249–74. http://dx.doi.org/10.1177/0013161x18758655.

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Purpose: The vision or mission statement of a school outlines the school’s purpose and defines the context, goals, and aspirations that govern the institution. Using vision and mission statements, the present descriptive research study investigated trends in Australian secondary schools’ priorities. Research Methods: A stratified sample of secondary school vision and mission statements across 308 schools from government, independent, and Catholic sectors in Victoria, Australia, was analyzed using qualitative and quantitative approaches. Findings: Academic achievement was the most common theme, with school belonging and mental health promotion themes cited by over half of the schools. School belonging was emphasized more often by Catholic schools compared with independent and government schools, and by rural schools compared with urban schools. Implications: Australian schools are seemingly adopting a dual purpose: to be academic institutions and well-being enhancing institutions. Understanding the priorities of schools using vision and mission statements may guide researchers, administrators, and teachers about how to better meet the academic and psychological needs of the students. The priorities of schools also have implications for how research in this area is communicated to schools, and this study provides a method for capturing these priorities.

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Cain, Thomas, i John Hattie. "Attitudes to school and reading achievement among secondary school students". Australian Journal of Education 64, nr 1 (5.12.2019): 5–24. http://dx.doi.org/10.1177/0004944119890139.

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This study analysed students’ attitudes towards school and the relationship between these attitudes and reading performance. Using a sample of 57,572 Year 7 and 9 students from 306 Victorian government schools, the analysis combined two de-identified data sets – students’ responses to the Student Attitudes to School Survey and their performance in NAPLAN reading assessments – from a single year (2017). The findings of this study demonstrate that a re-organisation of survey items into six new factors may represent student attitudes more usefully than the current 20-factor structure. Each of the six factors was found to relate to a set of demographic moderators. The results yielded statistically significant relationships between each attitude factor and reading achievement and growth. This study proposes a four-cluster model that groups schools with similar profiles across the six attitude factors. This model may improve the ability of the education system to interpret and analyse relative data and use these findings more effectively.

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Gannon, Rosalie. "Meeting students' needs through a whole school approach to pastoral care". Queensland Journal of Guidance and Counselling 4 (listopad 1990): 27–31. http://dx.doi.org/10.1017/s1030316200000248.

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Pastoral care is defined as being that element of the teaching process which centres around the individual needs and environmental forces which either facilitate or impede the all-round development of the individual child. Present Victorian State Government policy endorses the establishment of effective pastoral care systems in schools. Three hundred students in Years 7 and 10 in three Victorian secondary schools were surveyed in order to find out how well these schools were meeting the non-academic needs of their students. A two-way ANOVA indicated that the way in which students perceive their needs will be met differs across schools, and between year levels. The functional differences in pastoral care teachers' roles across the three schools are considered and support is given for the inclusion of the “Student Welfare Coordinator” role in the pastoral team. The conclusion reached suggests that an effective pastoral system provides for meeting the needs of individual students, but in doing so, teaches problem solving skills that will be of use outside the classroom.

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Reupert, Andrea, Joanne M. Deppeler i Umesh Sharma. "Enablers for Inclusion: The Perspectives of Parents of Children With Autism Spectrum Disorder". Australasian Journal of Special Education 39, nr 1 (18.12.2014): 85–96. http://dx.doi.org/10.1017/jse.2014.17.

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Although home–school collaborations are important for inclusive education, most studies have identified the problems experienced by parents whose children have additional special needs. The aim of this study was to present the views of Australian parents, with children diagnosed with autism spectrum disorder, regarding what they considered to be the enablers for inclusion, within the context of their experiences of a program of support in inclusive schools (a Victorian State Government initiative called the Inclusion Support Program). Four focus group interviews were conducted, within a phenomenological, qualitative paradigm, with 14 mothers, in rural and urban primary and secondary public schools. Parents identified various innovations including the provision of a safe space, structured school and free time, flexibility around timetable, curriculum and staffing and the provision of socially attractive activities. Another theme was the potential for schools to be a ‘catalyst point’ to bring together parents, teachers and community agencies. The importance of eliciting parental expertise is highlighted here.

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McLeod, Julie. "Experimenting with education: spaces of freedom and alternative schooling in the 1970s". History of Education Review 43, nr 2 (30.09.2014): 172–89. http://dx.doi.org/10.1108/her-03-2014-0019.

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Purpose – The purpose of this paper is to explore philosophies of progressive education circulating in Australia in the period immediately following the expansion of secondary schools in the 1960s. It examines the rise of the alternative and community school movement of the 1970s, focusing on initiatives within the Victorian government school sector. It aims to better understand the realisation of progressive education in the design and spatial arrangements of schools, with specific reference to the re-making of school and community relations and new norms of the student-subject of alternative schooling. Design/methodology/approach – It combines historical analysis of educational ideas and reforms, focusing largely on the ideas of practitioners and networks of educators, and is guided by an interest in the importance of school space and place in mediating educational change and aspirations. It draws on published writings and reports from teachers and commentators in the 1970s, publications from the Victorian Department of Education, media discussions, internal and published documentation on specific schools and oral history interviews with former teachers and principals who worked at alternative schools. Findings – It shows the different realisation of radical aims in the set up of two schools, against a backdrop of wider innovations in state education, looking specifically at the imagined effects of re-arranging the physical and symbolic space of schooling. Originality/value – Its value lies in offering the beginnings of a history of 1970s educational progressivism. It brings forward a focus on the spatial dimensions of radical schooling, and moves from characterisation of a mood of change to illuminate the complexities of these ideas in the contrasting ambitions and design of two signature community schools.

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Keynton, Janice. "Classroom learners of Chinese in senior secondary school". Australian Review of Applied Linguistics 41, nr 3 (31.12.2018): 280–306. http://dx.doi.org/10.1075/aral.17087.key.

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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.

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Thomas, Ian. "Australian Tertiary Environmental Courses: A Status Report". Australian Journal of Environmental Education 9 (1993): 135–45. http://dx.doi.org/10.1017/s0814062600003232.

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During the 1970s and 1980s there has been a growing awareness of the environment. This has been particularly evident in the general community through:• passing of environmental legislation;• growth in status of environment groups;• media coverage of environmental issues.As a result the direction of formal education has been influenced. For example, through the Victorian State Conservation Strategy, the community has indicated the direction for tertiary institutions, where one of the objectives of this strategy is to:promote and strengthen inter-disciplinary environmental education programs in schools and tertiary institutions. (Victorian Government, 1987, p.89)Similarly, the Australian Government's Ecologically Sustainable Development process (ESD) has proposed the incorporation of ESD, in tertiary curricular (Ecologically Sustainable Development Steering Committee, 1992).Linke (1979) has described the development of environmental education curricula during the 1970s whereby consideration of aspects of the environment became more common. Most activity was noted to be in primary and secondary sectors, however, at tertiary level a range of subjects focussing on the environment were apparent, as were several courses which were specifically designed to provide training in environmental understanding.

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Evans, Melissa, Leanne Lester, Richard Midford, Helen Walker Cahill, David Foxcroft, Robyn Waghorne i Lynne Venning. "The impact of gender, socioeconomic status and locality on the development of student patterns of alcohol consumption and harm". Health Education 119, nr 4 (3.06.2019): 309–18. http://dx.doi.org/10.1108/he-08-2018-0037.

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Purpose The consequences of problematic alcohol consumption fall heavily on Australian adolescents, with this population at increased risk of death, serious injury and other harm. Research regarding whether gender, socioeconomic status (SES) or locality play a role in young people’s alcohol consumption and related harm is limited in Australia. The purpose of this paper is to determine whether Victorian students’ patterns of alcohol uptake, consumption and related harm differed between gender, SES and locality. Design/methodology/approach The study involved secondary analysis of student data from the Drug Education in Victorian Schools harm minimisation drug education programme, undertaken in 21 Victorian government schools over three years The initial cohort of 1,752 students was followed during Years 8, 9 and 10, when their average age would have, respectively, been 13, 14 and 15 years. Findings There were no gender differences in drinking uptake, consumption or harm. Students with low SES were more likely to have consumed a full drink of alcohol and also experienced more alcohol-related harm. Students living in a regional/rural area were more likely to have engaged in high alcohol consumption. Originality/value The findings of this study highlighted that different student demographics have an impact on patterns of alcohol consumption, vulnerability and harm. Students with low SES, living in a regional/rural area, are more at risk than students with higher SES living in a fringe metro/major regional or metro area. Future school harm minimisation drug education programmes should consider the needs of students with demographics that make them more susceptible to higher consumption and harm.

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Iacono, Teresa, Carol McKinstry, Elena Wilson, Kerryn Bagley i Amanda Kenny. "Designing and Rating Options for Special School Expertise to Support Mainstream Educational Inclusion". Australasian Journal of Special and Inclusive Education 44, nr 1 (16.12.2019): 15–27. http://dx.doi.org/10.1017/jsi.2019.16.

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AbstractThe Victorian Government, Australia, committed to deliver recommendations from a review of the Program for Students with Disabilities. We report on the implementation of Recommendation 7: to explore options for how special schools could become ‘centres of expertise’ to support inclusion in mainstream schools. Informed by evidence reviews of inclusive education practices and interviews of special and mainstream staff and parents, stakeholders were engaged in a forum to develop a range of options. A larger sample of stakeholders then completed a survey to evaluate them. Forum attendees were parents, education staff, and allied health professionals from special and mainstream schools. They worked in small groups to develop options, which were later grouped into 5 categories. These options were entered into an online survey for distribution to a wider group of stakeholders. Survey respondents were 142 stakeholders from special (71%) and mainstream primary and secondary schools (parents, education staff, and allied health professionals). They rated each option, such that 8 with high ratings for feasibility and acceptability were recommended to support inclusive mainstream education through utilisation of special school expertise. The final list of options focused on collaboration, development, and coordination of networks of special and mainstream schools, and building capacity and leadership to support mainstream schools to meet diverse student need.

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Rozprawy doktorskie na temat "Victorian government secondary schools"

Ertan, Naciye, i res cand@acu edu au. "Factors Relating to Women Attaining Principal Positions in Victoria's Government Secondary Colleges: a Case study". Australian Catholic University. School of Education, 2004. http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp44.29082005.

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Regardless of the promotion structures employed within the different educational systems of this country, men dominate the position of Principal of secondary schools. Despite legislation seeking to provide equality of opportunity and the apparent breaking down of deeply entrenched societal attitudes of women being the servers or followers, there still exist factors that give rise to the under-representation of women in Principal positions of secondary schools. This thesis was designed to investigate issues associated with the apparent gender imbalance in Principal positions in Victoria's government secondary schools. It will attempt to identify elements that have militated against women gaining such positions. The research methodology employed to investigate the problem is a case study approach. The study centered on a girl's school, Gilmore College for Girls, which has had a succession of female Principals. The research involved inviting women who were Principals of Gilmore College for Girls to participate in an interview. Within that format structured interviews were used to seek the women Principals' perceptions as to factors leading to this under-representation of women as Principals. The findings from this study are then interpreted in the light of factors by which the literature explains the problem. Various reasons emerged to explain the lower number of women Principals. It seemed to stem from perceptions about their roles, which limited the level of their involvement in schools: for instance once women teachers were married with children they were less likely to advance in their careers and to apply for Principal positions. The workload of the Principal was also identified as one of the factors inhibiting women from applying for Principal positions. It was seen to make marriage and child rearing almost impossible. Therefore most women were content to be classroom teachers and only apply for positions that suited their interests and allowed them to meet family, home and social commitments. It is suggested that further related investigations be pursued of women in Principal positions of our secondary schools.

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

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

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Lau, Hon-wah, i 劉漢華. "Factors that motivate teachers in government secondary schools". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1992. http://hub.hku.hk/bib/B31956105.

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Lau, Hon-wah. "Factors that motivate teachers in government secondary schools". Hong Kong : University of Hong Kong, 1992. http://sunzi.lib.hku.hk/hkuto/record.jsp?B13890979.

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Laffan, Carmel Therese, i res cand@acu edu au. "An Ethnographic Study of a Victorian Catholic Secondary School". Australian Catholic University. School of Religious Education, 2004. http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp46.29082005.

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This thesis constitutes a study of a Catholic secondary school in the State of Victoria, Australia, in the year 2001. It addresses the issue of the nature and purpose of Catholic schools in situ, the focus of the research being an in-depth analytical description of the participant school. Consequently, the findings are of potential relevance to those interested in the issue of the nature and purpose of the Catholic school in situ from a general and holistic perspective. Specifically, given the concern of the research with the nature and purpose of a Catholic school in situ, two anticipated areas of focus for the study were identified. These were the defining features of the school, in relation to the concern of the study with the nature of the school, and the ends of the school, in relation to the concern of the study with the purpose of the school. The study was thus governed by 2 two-part general research questions. 1. What are the defining features of the school, and how are they maintained? 2. To what ends is the school oriented, and how is this orientation sustained? In the form of an ethnographic study, the research describes and interprets the participant school from the perspective of those who constitute the day-to-day community. The findings of the study are located within a contextual understanding involving historical and prescriptive perspectives for, and literature pertaining to, the contemporary Catholic school. Given the concern of the ethnography with the development, as opposed to the verification, of theory, data gathered from five major sources over the period of a school Section headings for the Introduction through to the References have necessarily been deleted for electronic presentation. Likewise, page numbers have necessarily been deleted for electronic presentation. year were focused and analysed, through the method of grounded theory, to arrive at the findings of the study. These five sources were participant-observation, in-depth interviews conducted with a number of the school personnel, observation of various school meetings, school documents, and a survey of the student body. The findings of the study, in their descriptive and analytical dimensions, are presented in four chapters. Specifically, these are presented in Chapters Five through to Eight, in relation to four main organising principles pertaining (a) to the description of the school, (b) to predominant perspectives on the school from within its day-to-day community, (c) to the prevailing characteristics upon which the perspectives of the day-today community turn, and (d) to the theoretical construct consequent upon the description, the predominant perspectives, and the prevailing characteristics. As with the descriptive aspect, to which the first two organising principles predominantly pertain, the interpretive dimension of the findings is largely undertaken in two chapters. The first of these chapters (i.e., Chapter Seven), pertaining to the delineation of the prevailing features evident within the perspectives of the day-to-day community, provides an interpretation of the descriptive findings in terms of an autocratic hegemony, a managerial administrative focus, and a bureaucratic organisational culture. Thus, this chapter signifies the primary analysis of the findings of the two previous chapters through completion of the descriptive dimension. The second of these chapters (i.e., Chapter Eight) places this preliminary analysis of the descriptive findings within a theoretical construct pertaining to concepts of disparity and congruity, opposition and compliance. The concepts of disparity and congruity relate to the school's adherence to ideological and primitive imperatives respectively. Those of opposition and compliance relate to the degrees of consonance, within the day-to-day community, in terms of assent to the prevailing order within the school. Consequently, it is to be observed that the elements of description and interpretation, essential to the in-depth analytical description demanded of the ethnographic methodological approach, decrease and increase, respectively, across these four chapters. Section headings for the Introduction through to the References have necessarily been deleted for electronic presentation. Likewise, page numbers have necessarily been deleted for electronic presentation. The study concluded that the nature and purpose of the school were consequent upon its prevailing autocratic hegemony, its pre-eminently managerial administrative focus, and its profoundly bureaucratic organisational culture. These interconnected elements of the school's practices, disparate from the ideological imperatives advocated for the Catholic school, were found to effect a latent opposition within the school community, principally in relation to the teaching personnel, masked by the overall compliance of the day-to-day community with the prevailing order.

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Sturmfels, Michael S. "A qualitative study of staff stress, morale and well-being in Victorian government schools /". Connect to thesis, 2009. http://repository.unimelb.edu.au/10187/6668.

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Gaudry, Brendan Paul. ""The efficiency and efectiveness of secondary schools in South Australia : a comparative study of government and non-government schools" /". Title page, contents and introduction only, 1986. http://web4.library.adelaide.edu.au/theses/09EC/09ecg267.pdf.

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Arzu, Hernandez Ethel Mae. "The Leadership Roles of Secondary Schools Department Heads at Two Government Schools in Belize". UNF Digital Commons, 2013. http://digitalcommons.unf.edu/etd/468.

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This study examined the leadership roles of secondary schools department heads at two government schools in Belize. Seven participants participated in the study and data regarding their perceptions of their leadership roles were collected through open-ended semi-structured interviews. Relevant sections from Belizean education documents were purposefully selected based on their relevance to the study. Documents were used to enrich the interview data. Three data analysis strategies—content analysis (Patton, 2002), inductive analysis (Hatch, 2002), and educational criticism (Eisner, 1998)—were used in the study. Discussion of the analysis was based on the following three themes: (a) build instructional capacity, (b) increase learning opportunities for students, and (c) provide technical and vocational teachers access to professional training and development in technical and vocational education. The themes are perspectives from which to view and understand the leadership roles of secondary school department heads at two government schools in Belize. Three major conclusions resulted from this study. One, secondary school department heads at the two government schools in Belize are school leaders whose multifaceted role includes myriad duties, responsibilities, and obligations. Two, department heads are street-level bureaucrats who implement and enforce policies and regulations through their classroom routines and the decisions they make. Three, policymakers, school management, and department heads need to invest in sustained professional training and development activities that are specifically designed for department heads. Implications for policy and practice include the need to establish minimum professional selection criteria for the role of department heads, expand the capacity of teacher training institutions, and foster a culture that supports and nurtures shared instructional leadership and learning among department heads.

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Imoni, Raphael Isibor. "Leadership distribution in government secondary schools in Nigeria : fact or fiction?" Thesis, University of Nottingham, 2018. http://eprints.nottingham.ac.uk/51759/.

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There are established notions about the importance of distributed leadership in school leadership practice. Theory and research on this currently popular leadership model mostly emanate from western contexts, notably Australia, UK and the USA. It has been portrayed as an emergent model, with professionals choosing to initiate leadership in schools and classrooms. It is closely linked to teacher leadership, because distribution invariably involves teachers. This thesis focuses on leadership practice in selected secondary schools in Nigeria, from a distributed perspective. It is based on research in Edo state, using a multiple case study design. Nigeria has a centralised education system and schools tend to have a typical hierarchical structure. This raises the question about whether and how distributed leadership can operate in such a hierarchical context. The findings show that distribution occurs in the four case study schools but that it is largely allocative, rather than emergent, with school principals allocating tasks and, to a lesser extent, roles, to teachers and leaders. The case studies indicate that hierarchical distribution of school leadership can be accomplished through such allocative distributed leadership, with distribution occurring to those who occupy both formal and informal leadership roles. The research raises questions about the differences between this mode of distribution and established notions of delegation and explores this distinction. The thesis examines a globally significant leadership model and applies it to the under-published context of Nigerian secondary schools. The research is likely to be relevant to other centralised systems considering whether and how to adapt their leadership and management practice.

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Liu, Pak-lin. "An evaluative study of the performance appraisal system in government secondary schools". Hong Kong : University of Hong Kong, 1996. http://sunzi.lib.hku.hk/hkuto/record.jsp?B17596671.

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Książki na temat "Victorian government secondary schools"

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

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Employment and Training. Communications Division for Employee Relations Victoria. Department of Education. Victorian government schools: School staffing handbook. Melbourne: Communications Division for Employee Relations, Dept. of Education, Employment and Training, 2001.

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Employment and Training. Communications Division for Employee Relations Victoria. Department of Education. Victorian government schools: Teacher class handbook. Melbourne: Communications Division for Employee Relations, Dept. of Education, Employment and Training, 2001.

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Education, Employment and Training Communications Division for Employee Relations Victoria Department of. Victorian government schools: Principal class handbook. Melbourne: Communications Division for Employee Relations, Dept. of Education, Employment and Training, 2001.

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Employment and Training. Communications Division for Employee Relations Victoria. Department of Education. Victorian government schools: Agreement 2001, 2001-2003. Melbourne: Communications Division for Employee Relations, Dept. of Education, Employment and Training, 2001.

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Doi, Z. A. Political education for secondary schools. Kampala, Uganda: Nimaro Press, 1990.

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Education, Barbados Ministry of. Government secondary schools of Barbados: A guide. Barbados: Ministry of Education, 1985.

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Sara, Lake, red. U.S. government: A resource book for secondary schools. Santa Barbara, Calif: ABC-CLIO, 1989.

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Government, Imo State (Nigeria) Office of the Secretary to the State. Government white paper on: Government return of secondary schools to missionaries/voluntary agencies. Owerri, Nigeria: Office of the Secretary to the State Government, 2010.

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Machin, Stephen. Resources and standards in urban schools. Bonn, Germany: IZA, 2007.

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Części książek na temat "Victorian government secondary schools"

Bualhamam, Mohamed R. "United Arab Emirates: Building Awareness of GIS in Education Through Government and University Outreach". W International Perspectives on Teaching and Learning with GIS in Secondary Schools, 291–98. Dordrecht: Springer Netherlands, 2011. http://dx.doi.org/10.1007/978-94-007-2120-3_32.

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Fomiškina, Jeļena, Eve Woogen, Ama Peiris, Somaia Abdulrazzak i Emma Cameron. "Nurturing Every Learner’s Potential: Education Reform in Kenya". W Implementing Deeper Learning and 21st Education Reforms, 129–44. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-57039-2_6.

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Abstract In Kenya, a broad education reform was implemented after recognizing that the current system was not aligned with the country’s vision of producing globally competitive learners with competencies for the twenty-first century. The implementation process began with a pilot in 2017 and is planned to continue through 2028. In addition to the introduction of a competency-based curriculum, key components of the reform are a commitment to achieving a 100% transition from primary to secondary school by eliminating exam-based barriers to transition and a provision of a wide range of pathways for students to follow. Under the vision of “Nurturing Every Learner’s Potential”, the reform is grounded in the idea that learning should be active and individualized rather than teacher-centric and that schools – including secondary schools – are a place for developing a wide range of competencies and behaviors in addition to the traditional academic skills. In doing so, the government of Kenya seeks to reframe deeply-held cultural perspectives on education’s purpose and content. Such cultural shifts will require significant outreach and training efforts to achieve the buy-in from both families and teachers, and at this stage, it remains to be seen whether these efforts will succeed.

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Lee, Mark J. W., i Catherine McLoughlin. "Supporting Peer-to-Peer E-Mentoring of Novice Teachers Using Social Software". W Cases on Online Tutoring, Mentoring, and Educational Services, 84–97. IGI Global, 2010. http://dx.doi.org/10.4018/978-1-60566-876-5.ch007.

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The Australian Catholic University (ACU National at www.acu.edu.au) is a public university funded by the Australian Government. There are six campuses across the country, located in Brisbane, Queensland; North Sydney, New South Wales; Strathfield, New South Wales; Canberra, Australian Capital Territory (ACT); Ballarat, Victoria; and Melbourne, Victoria. The university serves a total of approximately 27,000 students, including both full- and part-time students, and those enrolled in undergraduate and postgraduate studies. Through fostering and advancing knowledge in education, health, commerce, the humanities, science and technology, and the creative arts, ACU National seeks to make specific and targeted contributions to its local, national, and international communities. The university explicitly engages the social, ethical, and religious dimensions of the questions it faces in teaching, research, and service. In its endeavors, it is guided by a fundamental concern for social justice, equity, and inclusivity. The university is open to all, irrespective of religious belief or background. ACU National opened its doors in 1991 following the amalgamation of four Catholic tertiary institutions in eastern Australia. The institutions that merged to form the university had their origins in the mid-17th century when religious orders and institutes became involved in the preparation of teachers for Catholic schools and, later, nurses for Catholic hospitals. As a result of a series of amalgamations, relocations, transfers of responsibilities, and diocesan initiatives, more than twenty historical entities have contributed to the creation of ACU National. Today, ACU National operates within a rapidly changing educational and industrial context. Student numbers are increasing, areas of teaching and learning have changed and expanded, e-learning plays an important role, and there is greater emphasis on research. In its 2005–2009 Strategic Plan, the university commits to the adoption of quality teaching, an internationalized curriculum, as well as the cultivation of generic skills in students, to meet the challenges of the dynamic university and information environment (ACU National, 2008). The Graduate Diploma of Education (Secondary) Program at ACU Canberra Situated in Australia’s capital city, the Canberra campus is one of the smallest campuses of ACU National, where there are approximately 800 undergraduate and 200 postgraduate students studying to be primary or secondary school teachers through the School of Education (ACT). Other programs offered at this campus include nursing, theology, social work, arts, and religious education. A new model of pre-service secondary teacher education commenced with the introduction of the Graduate Diploma of Education (Secondary) program at this campus in 2005. It marked an innovative collaboration between the university and a cohort of experienced secondary school teachers in the ACT and its surrounding region. This partnership was forged to allow student teachers undertaking the program to be inducted into the teaching profession with the cooperation of leading practitioners from schools in and around the ACT. In the preparation of novices for the teaching profession, an enduring challenge is to create learning experiences capable of transforming practice, and to instill in the novices an array of professional skills, attributes, and competencies (Putnam & Borko, 2000). Another dimension of the beginning teacher experience is the need to bridge theory and practice, and to apply pedagogical content knowledge in real-life classroom practice. During the one-year Graduate Diploma program, the student teachers undertake two four-week block practicum placements, during which they have the opportunity to observe exemplary lessons, as well as to commence teaching. The goals of the practicum include improving participants’ access to innovative pedagogy and educational theory, helping them situate their own prior knowledge regarding pedagogy, and assisting them in reflecting on and evaluating their own practice. Each student teacher is paired with a more experienced teacher based at the school where he/she is placed, who serves as a supervisor and mentor. In 2007, a new dimension to the teaching practicum was added to facilitate online peer mentoring among the pre-service teachers at the Canberra campus of ACU National, and provide them with opportunities to reflect on teaching prior to entering full-time employment at a school. The creation of an online community to facilitate this mentorship and professional development process forms the context for the present case study. While on their practicum, students used social software in the form of collaborative web logging (blogging) and threaded voice discussion tools that were integrated into the university’s course management system (CMS), to share and reflect on their experiences, identify critical incidents, and invite comment on their responses and reactions from peers.

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Said, Hamis, Majuto Clement Manyilizu i Mustafa Habibu Mohsini. "Developing Dropout Predictive System for Secondary Schools Using Classification Algorithm". W Advances in Electronic Government, Digital Divide, and Regional Development, 411–27. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-6471-4.ch022.

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Recently, there has been an increase of enrollment rate in government schools, as a result of fee free and expansion of compulsory basic education to form four in Tanzania. However, the completion rate of students is highly affected by extreme dropout rate. Researchers in previous studies have explored the causes of school dropout, and they came with general recommendation based on treatment measures. This study, however, deals with predictive measures in which classification algorithm is used in developing dropout predictive system. The targeted population of this study was obtained by employing purposive and non-probability sampling techniques. The study was guided by system theory and conducted in four councils of Tabora region in Tanzania because of high rate school dropout reported in the previous studies. After the analysis, it has been observed that social factors and academic factors have strong impact on the targeted variable dropout time. The study recommends the use of dropout predictive system in secondary schools so as to predict future outcomes of students earlier.

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Adewusi, Adedeji Oluwaseun. "E-Learning Adoption among Selected Secondary Schools of Ogun State, Nigeria". W Advances in Electronic Government, Digital Divide, and Regional Development, 108–24. IGI Global, 2017. http://dx.doi.org/10.4018/978-1-5225-2565-3.ch005.

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This chapter examines E-learning adoption in secondary schools of Ogun state. Constructivism Learning Theory was used to give theoretical explanation to issues of concern. Quantitative data was obtained from respondents who were purposively selected from 5 private and government owned secondary schools each. Results were analysed using both descriptive and inferential statistics. This chapter was revealing as it concluded that despite the roles ICT-driven instructional aids has been playing in education, schools in Ogun state, especially the government-owned ones, are yet to extensively avail and adopt them for teaching and learning processes as a result of certain challenges. Owing to this, E-learning facilities are to be made available and teachers should be exposed to the use of E-learning in teaching and learning through training and continuous training as to keep them abreast of the innovation in education which will also help boost the quality of students being produced.

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Pedersen, Joyce Senders. "The Students II: The Public Schools and Colleges and Public Life". W The Reform of Girls’ Secondary and Higher Education in Victorian England, 342–78. Routledge, 2017. http://dx.doi.org/10.4324/9781351181686-11.

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Mulcahy, Dianne. "Policy matters: de/re/territorialising spaces of learning in Victorian government schools". W Revisiting Actor-Network Theory in Education, 107–23. Routledge, 2019. http://dx.doi.org/10.4324/9781315114521-7.

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Kukali, Anne Nang'unda. "Challenges and Strategies TowardsTeenage Mother Re-Entry Policy Implementation in Secondary Schools". W Advances in Electronic Government, Digital Divide, and Regional Development, 255–80. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-6471-4.ch014.

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This study investigated challenges and strategies towards teenage mother re-entry policy (TMRP) implementation in public secondary schools in Bungoma County. Objectives were to examine extent of TMRP implementation, establish challenges faced, and assess strategies towards implementation. Data collection instruments were interviews, questionnaire, and document analysis. Convenience, snowball, and purposive sampling techniques were used to select 36 parents of TMs, 49 TMs, 19 principals, and sub county director of education, respectively. The study established that extent of implementation was low (AMR=2.40), on overall challenges were high (AMR=3.20) with fear, shame, and stigma (MR=3.73) strategies (AMR=3.40) with parental involvement (MR=4.15). The study concluded that implementation was low due to lack of commitment. Recommended to MOE to conduct seminars for school administrators and parents on TMRP alongside individual and national economic development benefits associated with TM re-entry.

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Belvadi, Anilkumar. "Pre-Victorian Colonial Education". W Missionary Calculus, 26–78. Oxford University Press, 2019. http://dx.doi.org/10.1093/oso/9780190052423.003.0002.

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Chapter 2 is a retelling of nearly two hundred years of pre-Victorian Indian colonial education, presented to aid interpretations of American missionary action in the Victorian period. The chapter shows how, despite their “universal” Christian intent, mission schools were closely allied with colonial authority and deeply racialized in their functioning. Extensive archival data (1708–1849) is used to describe the typical composition of the student body, syllabi, classroom techniques, and examination methods in mission-run schools. Missionaries used the very “heathen” curricular material and pedagogical practices they denounced. And they deliberated over the advantages of establishing schools that would further the interests of the East India Company. In the other direction, British parliamentary papers show official colonial thinking on how Western education could serve the colonial cause, and on whether a part of the teaching endeavor could be delegated to Christian missionaries. The chapter summarizes the decline of indigenous education under colonial rule as reported by Company officials just as evangelicals, chiefly, educated and ambitious middle-class people in Britain and America, began to express interest in Indian education. Between 1833 and 1854, mission schools were widely established, filling the void in indigenous education. The chapter considers the problematic of the language of education, recounting the Anglicist/Orientalist debate. It then discusses the “Woods Despatch” of 1854, the new education law, which called for a secular curriculum and for inspections to be instituted in private schools seeking government grants-in-aid. The chapter ends with a discussion of American missionary thought and practice of exploring new ways of attracting student audiences to the evangelical cause.

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Miller, Helena. "Beyond the Community". W Jewish Day Schools, Jewish Communities, 193–206. Liverpool University Press, 2009. http://dx.doi.org/10.3828/liverpool/9781904113744.003.0010.

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This chapter examines Jewish day schools in Britain. While some Jewish schools in Britain are private institutions, funded by trusts and individuals within the Jewish community, most Jewish primary and secondary schools are located within the state sector. Here, the two issues of funding and accountability to the government are the keys to understanding Jewish day school education in Britain today. The chapter examines them as well as the matter of curriculum, which has also been shaped by the relationship between Jewish schools and the government. Clearly, these are not completely separate fields of concern, and throughout the chapter links and connections between them will be made as appropriate.

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Streszczenia konferencji na temat "Victorian government secondary schools"

Hollingsworth, Hilary, Jonathan Heard, Anthony Hockey i Tegan Knuckey. "Reporting student progress: What might it look like?" W Research Conference 2021: Excellent progress for every student. Australian Council for Educational Research, 2021. http://dx.doi.org/10.37517/978-1-74286-638-3_16.

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The Communicating Student Learning Progress review produced by ACER in 2019 set out recommendations for schools and systems to improve the way schools report on student learning, in particular learning progress. Two case study schools from Victoria – a Catholic primary school and government secondary school – discuss changes they’ve made to their student reporting processes, in response to the review’s recommendations. Further research is recommended into how schools are rethinking reporting to engage students and parents in monitoring learning growth.

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Rahman, Ahmad Zufrie Abd, Seng Tong Chong, Zeittey Karmilla Kaman i Carol Elizabeth Leon. "Use of the Resilience Concept in the CEFR-Aligned English for Science and Technology (EST) Classes in Malaysian Secondary Schools through Victorian Literature". W 2020 IEEE International Conference on Teaching, Assessment, and Learning for Engineering (TALE). IEEE, 2020. http://dx.doi.org/10.1109/tale48869.2020.9368314.

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Budhooram, Denny, i Vimala Kamalodeen. "A MIXED METHODS STUDY ON AGRICULTURAL SCIENCE TEACHERS USAGE OF LAPTOPS IN THE CLASSROOM FROM SELECTED GOVERNMENT SECONDARY SCHOOLS IN TRINIDAD AND TOBAGO". W 15th International Technology, Education and Development Conference. IATED, 2021. http://dx.doi.org/10.21125/inted.2021.0795.

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