Artykuły w czasopismach: „Victorian secondary schools”

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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of Education Annual Reports and Ministerial Statements and Reviews, Teacher Union Archives, Parliamentary Debates and unpublished theses and published works.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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Bryant, Catherine, i Bruno Mascitelli. "The “special experiment” in languages". History of Education Review 47, nr 1 (4.06.2018): 54–66. http://dx.doi.org/10.1108/her-01-2017-0002.

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Purpose The Victorian School of Languages began on the margins of the Victorian education system in 1935 as a “special experiment” supported by the Chief Inspector of Secondary Schools, J.A Seitz. The purpose of this paper is to present a historical analysis of the first 15 years of the “special experiment” and it reports on the school’s fragile beginnings. Design/methodology/approach The historical analysis draws on archival materials, oral sources and other primary documents from the first 15 years of the Saturday language classes, to explore its fragile role and status within the Victorian education system. Findings The Saturday language classes were experimental in nature and were initially intended to pilot niche subjects in the languages curriculum. Despite support from influential stakeholders, widespread interest and a promising response from teachers and students, the student enrolments dwindled, especially in the war years. As fate would have it, the two languages initially established (Japanese and Italian) faced a hostile war environment and only just survived. Questions about the continuing viability of the classes were raised, but they were championed by Seitz. Originality/value To date, this is one of few scholarly explorations of the origins of the Victorian School of Languages, a school which became a model for Australia’s other State Specialist Language Schools. This paper contributes to the literature about the VSL, a school that existed on the margins but played a pioneering role in the expansion of the language curriculum in Victoria.

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F. Preston, Lesley. "“How do we learn about sex?”". History of Education Review 43, nr 1 (27.05.2014): 19–30. http://dx.doi.org/10.1108/her-11-2012-0037.

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Purpose – Using sex education at Shepparton South Technical School (South Tech) as a prism, the purpose of this paper is to analyse the Victorian Technical Schools Division policies and practices during the 1970-1980s. Design/methodology/approach – The paper draws on a documented history of South Tech by using a blended methodology consisting of interviews, media-centred debates and a range of documentary sources. Findings – The Technical Director, Edward “Ted” Jackson's 1970 policy empowered principals as educational leaders, in partnership with their community, to develop courses responding to student needs. This paper analyses a controversy concerning sex education in 1980 that brought such courses under the scrutiny of the Victorian public. Social implications – Identifying the policies and practices of a sex education course that proved successful in the past enhances the development of contemporary courses. Originality/value – Victoria's former secondary technical schools provide an important insight into current social and vocational problems.

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Burke, Harry. "Marching backwards into the future: the introduction of the English creative music movement in state secondary schools in Victoria, Australia". British Journal of Music Education 31, nr 1 (2.09.2013): 41–54. http://dx.doi.org/10.1017/s0265051713000235.

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In 1910, Victoria established an elite form of state secondary education that remained essentially unchanged until the introduction of a progressive curriculum during the late 1960s. This radical and voluntary curriculum introduced child-centred learning and personal development skills to state secondary schools. Many state secondary music teachers took advantage of the reform and introduced the English creative music movement (Rainbow, 1989). As music teachers were unfamiliar with progressive education they would require extensive retraining. Continual disruption to state secondary education during the 1970s, together with the lack of expertise in progressive music education in the Victorian Education Department led to music teachers being given little assistance in developing strategies for teaching creative music. No rationale was developed for creative music education until the late 1980s. As research in music education was in its infancy in Australia during the late 1960s, teachers had little understanding of the difficulties faced by many creative music teachers in England in regard to students developing traditional skills, for example music notation and performance-based skills. Dissatisfaction with progressive education led to the introduction of standards-based education in 1995. Progressive educational theories were no longer considered an important goal. Similar to the late 1960s Victorian education reforms, music teachers received little assistance from the Victorian Education Department. The introduction of standards-based Arts education has seriously reduced the teaching of classroom music throughout the state, leaving many classroom music programmes in a perilous position that is analogous to state music education before the introduction of progressive education in the late 1960s.

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Vaughan, Clare, Annamari Kilkkinen, Sami Heistaro, Tiina Laatikainen i James Dunbar. "The Dietary, Physical Activity and Sedentary Behaviours of Victorian Regional Secondary School Students". Australian Journal of Primary Health 13, nr 1 (2007): 81. http://dx.doi.org/10.1071/py07011.

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The aim of this study was to investigate the dietary, physical activity and sedentary behaviours of adolescents from four secondary schools in Warrnambool, regional Victoria. In 2004, a random sample of students (n=712), stratified by school year level, was generated from school enrolment databases and 443 students completed a lifestyle questionnaire. Twenty per cent of students were physically active for 60 minutes or more per day; 28 per cent used electronic media in free time for a maximum of two hours per day. Only seven per cent of students met these two Australian physical activity recommendations. Fruit, vegetables and dairy products were consumed every day by 39 per cent, 40 per cent and 71 per cent of students respectively; three serves per day of each of these foods are recommended for Australian adolescents. Compared with boys, girls were less physically active (p<0.001), consumed more fruit (p=0.011) and vegetables (p<0.001), but fewer dairy products (p<0.024). Seventeen per cent of students were overweight or obese; these students were less physically active than normal weight peers (p<0.018). The dietary, physical and sedentary behaviours of regional Victorian secondary school students in this study were inadequate when compared with Australian recommendations. Dietary and physical activity habits are still evolving in adolescence and unhealthy habits can still be changed.

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Wheeler, Peter, Lee Gordon-Brown, Jim Peterson i Marianne Ward. "Geographical information systems in Victorian secondary schools: current constraints and opportunities". International Research in Geographical and Environmental Education 19, nr 2 (8.06.2010): 155–70. http://dx.doi.org/10.1080/10382046.2010.482229.

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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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Feeney, Carmel, i G. F. Best. "Transition of integrated students and students with special needs from primary to secondary school". Australasian Journal of Special Education 21, nr 1 (styczeń 1997): 36–44. http://dx.doi.org/10.1017/s1030011200023812.

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Literature regarding the transition of students from primary to secondary school indicates that all students face a number of problems centring around the school environment, academic adjustment (teachers and curriculum) and social environment. These problems are likely to be exacerbated for students with disabilities or special needs. There is limited research into the transition of the general student population from primary to secondary school and virtually none regarding the transition of students with disabilities or special needs. This study concentrated on the transition from primary to secondary school of students with disabilities or special needs in Victorian mainstream Catholic schools. One hundred and ten teachers from 109 schools completed questionnaires. Findings suggested a considerable level of concern for the transition of this particular group of students and support for a number of specific activities and procedures to facilitate smooth transition and communication between school levels. Support was found to be greater in theory than practice.

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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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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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Kapoulitsas, Maryanne, i Tim Corcoran. "School Psychologists and Ethical Challenges". Educational and Developmental Psychologist 34, nr 1 (20.03.2017): 48–61. http://dx.doi.org/10.1017/edp.2016.21.

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This research explored how psychologists working in the Victorian secondary state school system construct meaning around ethical practice. The specific aims of the research were to examine psychologists understanding of ethics in practice within schools and to explore challenges they faced regarding professional ethics when working in the education system. A qualitative design was adopted to explore the topic. Five psychologists working in the Victorian state education system were interviewed, and the data were analysed using thematic analysis. Two themes presented from the transcripts: legalities and ethics and varied peer support. The psychologists reported having to confront often and repeated ethical challenges, but despite this, positioned themselves as ethical practitioners. Ethical practice was portrayed as a complex construct that is always socially and politically embedded. Subsequently, discussion on the topic should extend beyond the sole practitioner. The research provides future direction for policy development and workplace procedures, including access to professional supervision.

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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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Temple, Viviene A., i Jeff W. Walkley. "Academic Learning Time—Physical Education (ALT-PE) of Students with Mild Intellectual Disabilities in Regular Victorian Schools". Adapted Physical Activity Quarterly 16, nr 1 (styczeń 1999): 64–74. http://dx.doi.org/10.1123/apaq.16.1.64.

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The purpose was to describe the engagement of students with mild intellectual disabilities (MID) and their nondisabled peers (NDP) in regular physical education lessons and to determine whether this varied with gender, grade, or disability. Participants were 24 students with MID and 48 NDP Data on student behavior were gathered using an Academic Learning Time—Physical Education (ALT-PE) systematic observation instrument. Each lesson, including one student with MID and two same-gender NDP, was observed on five occasions (120 total). Data from primary and secondary levels were pooled. A MANOVA with PE Time, PE Engaged, Motor Engaged (ME), and Motor Appropriate (MA) as dependent measures revealed significant main effects for disability and gender. Follow-up analyses disclosed that the only difference between boys and girls was PE Time and that engagement level showed no difference. Students with MID spent significantly less time (p ≤ .01) than NDPs at each level.

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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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Reid, Sophie C., Obioha C. Ukoumunne, Carolyn Coffey, Maree Teesson, John B. Carlin i George C. Patton. "Problem Alcohol Use in Young Australian Adults". Australian & New Zealand Journal of Psychiatry 41, nr 5 (maj 2007): 436–41. http://dx.doi.org/10.1080/00048670701264784.

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Objective: To examine the extent to which excessive drinking in young adults is associated with alcohol abuse and dependence. Method: Cross-sectional analyses were conducted using data from the eighth wave of the Victorian Adolescent Health Cohort Study, which comprised 1943 Victorians currently aged 24–25 years drawn from 44 secondary schools across the state in 1992. The main outcome measures of interest were short-term risk drinking status (based on daily alcohol consumption) and long-term risk drinking status (based on total weekly alcohol consumption). Results: Two out of 5 participants drank at moderate to high risk levels for short-term harm. Yet, because young people tend to drink on only 1–2 days a week, fewer (22%) were at moderate to high risk for long-term harm. Although 20% of the participants met criteria for a diagnosis of alcohol abuse or dependence, most of those in the moderate- to high-risk drinking categories were not diagnosed with either alcohol disorder. Conclusion: Excessive alcohol use in one or two sessions a week appears to be common in young Australian adults. While short- and long-term risky drinking is more common in those with an alcohol use disorder, the majority of moderate- and high-risk drinking is done by those who do not meet criteria for an alcohol use disorder.

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Mealyea, Robert J. "Not So ‘Significant Others’: Problems with the Field-Based Classroom Supervision of Mature-Age, Technical Trainee Teachers". Australian Journal of Education 36, nr 2 (sierpień 1992): 181–201. http://dx.doi.org/10.1177/000494419203600206.

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This article examines the tension between qualified tradespersons undergoing a mature-age career change into teaching, vis-à-vis their social relationships with their field-based classroom supervisors in Victorian secondary schools. Insights into the various sources of the tension are gained from the points of view of a cohort of 16 mature-age adults, who each entered teaching possessing a healthy prior occupational identity. The data were derived from a two-year participant observation study including in-depth personal interviews. Hitherto unexamined anomalies in the supervision process are discussed, especially with reference to the powerful effect of a tradesperson's prior occupational self-identity on the social dynamics of the classroom supervision process. The article concludes that mature-age adults, when passing through a status passage career transition, find the process far more problematic than expected.

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Murphy, Kylie A. "Skilling Adolescent Girls to Resist Abusive Relationship Dynamics: A Pilot Program Evaluation". Australian Educational and Developmental Psychologist 28, nr 2 (1.12.2011): 116–32. http://dx.doi.org/10.1375/aedp.28.2.116.

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A program to help girls avoid chronic partner abuse was piloted as an elective program in 10 Victorian secondary schools. The program was based on the Dyadic Slippery-Slope model of chronic partner abuse. It aimed to build participants' skills in recognising and responding assertively to early warning-sign behaviours by a partner. Five modules were delivered over one day: Choosing, Noticing, Responding, Ending and Bouncing Back. This paper reports on the results of a noncontrolled pretest to posttest evaluation, with a 3-month follow-up period. Seventy-five girls (M= 14.7 years) contributed preprogram and postprogram data. After the program, they demonstrated heightened awareness of the risks associated with warning-sign behaviours, increased self-confidence, decreased victim blaming, and more assertive intentions. Participants' assertiveness was related to their risk awareness, but only following the program. The program's focus on skill building is believed to have been crucial to its success. Although skills-based empowerment is a promising approach to preventing chronic partner abuse, more rigorous and extensive evaluation of this approach is needed.

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Merkes, Monika. "Examples of Exemplary Practice in Adolescent Primary Health Care". Australian Journal of Primary Health 4, nr 1 (1998): 37. http://dx.doi.org/10.1071/py98004.

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As one of seven projects funded by the Victorian Government Department of Human Services to investigate exemplary practice in adolescent health, a study was undertaken in the Department's office in the Northern Metropolitan Region that examined two existing primary health projects: the Keeping in Touch with Schools (KITS) Project, auspiced by the Eltham Community Health Centre and Diamond Valley Secondary College in the City of Nillumbik, and the Youth Counselling Awareness and Support (YCAS) Project, auspiced by Kildonan Family Services in the City of Whittlesea. Proiect features that were explored included elements and type of service, referral pathways and linkages, consumer satisfaction and other service outcomes, elements critical to success, obstacles, supervision and staff training, standards and guidelines, planning and evaluation, promotion of the service, and organisational structure. The study found that a combination of characteristics contributed to the success of the two projects that were examined. These pertain to skills and expertise of staff, flexibility of the service, cost, the type of service model, co-location with other services, linkages and partnerships, outputs and outcomes, feedback, management structure, standards and guidelines, planning processes, and evaluation.

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Thompson, Emma J., Miriam H. Beauchamp, Simone J. Darling, Stephen J. C. Hearps, Amy Brown, George Charalambous, Louise Crossley i in. "Protocol for a prospective, school-based standardisation study of a digital social skills assessment tool for children: The Paediatric Evaluation of Emotions, Relationships, and Socialisation (PEERS) study". BMJ Open 8, nr 2 (luty 2018): e016633. http://dx.doi.org/10.1136/bmjopen-2017-016633.

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BackgroundHumans are by nature a social species, with much of human experience spent in social interaction. Unsurprisingly, social functioning is crucial to well-being and quality of life across the lifespan. While early intervention for social problems appears promising, our ability to identify the specific impairments underlying their social problems (eg, social communication) is restricted by a dearth of accurate, ecologically valid and comprehensive child-direct assessment tools. Current tools are largely limited to parent and teacher ratings scales, which may identify social dysfunction, but not its underlying cause, or adult-based experimental tools, which lack age-appropriate norms. The present study describes the development and standardisation of Paediatric Evaluation of Emotions, Relationships, and Socialisation(PEERS®), an iPad-based social skills assessment tool.MethodsThe PEERS project is a cross-sectional study involving two groups: (1) a normative group, recruited from early childhood, primary and secondary schools across metropolitan and regional Victoria, Australia; and (2) a clinical group, ascertained from outpatient services at The Royal Children’s Hospital Melbourne (RCH). The project aims to establish normative data for PEERS®, a novel and comprehensive app-delivered child-direct measure of social skills for children and youth. The project involves recruiting and assessing 1000 children aged 4.0–17.11 years. Assessments consist of an intellectual screen, PEERS® subtests, and PEERS-Q, a self-report questionnaire of social skills. Parents and teachers also complete questionnaires relating to participants’ social skills. Main analyses will comprise regression-based continuous norming, factor analysis and psychometric analysis of PEERS® and PEERS-Q.Ethics and disseminationEthics approval has been obtained through the RCH Human Research Ethics Committee (34046), the Victorian Government Department of Education and Early Childhood Development (002318), and Catholic Education Melbourne (2166). Findings will be disseminated through international conferences and peer-reviewed journals. Following standardisation of PEERS®, the tool will be made commercially available.

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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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Elsworth, Gerald R. "School Size and Diversity in the Senior Secondary Curriculum: A Generalisable Relationship?" Australian Journal of Education 42, nr 2 (sierpień 1998): 183–203. http://dx.doi.org/10.1177/000494419804200205.

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UNDERPINNING the debate on the desirable size of secondary schools is the assumption that larger schools are able to offer a more diverse curriculum and thereby provide greater equality of educational opportunity and outcomes. A detailed study of curriculum provision at Year 12 in Victoria showed that the positive relationship between school size and the number of distinct subjects offered was generalisable across ‘mainstream’ schools and all curriculum fields. But many small schools were able to offer a broad range of subjects, and the increase in diversity with school size was uneven across fields. Furthermore, evidence that students actually enrolled in the additional subjects offered in the larger schools was equivocal. It remains problematic whether the apparent diversity in Year 12 subject offerings achieved in the new, larger, secondary colleges in Victoria has led to a more equitable curriculum.

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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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Allen, Kelly-Ann, Margaret L. Kern, Dianne Vella-Brodrick i Lea Waters. "School Values: A Comparison of Academic Motivation, Mental Health Promotion, and School Belonging With Student Achievement". Educational and Developmental Psychologist 34, nr 1 (13.06.2017): 31–47. http://dx.doi.org/10.1017/edp.2017.5.

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School vision and mission statements are an explicit indication of a school's priorities. Research has found academic motivation, mental health promotion, and school belonging to be the most frequently cited themes in these statements. The present study sought to examine whether these themes relate to student academic achievement, as indicated by National Assessment Program — Literacy and Numeracy (NAPLAN) scores. A stratified sample of 287 secondary schools in Victoria, Australia was analysed using two language analytic approaches: qualitative emergent coding and supervised lexical analysis. The highest academic scores occurred when mental health promotion was included, though results depended to some extent on the analytic approach and the level of aggregation. Results do suggest that explicitly prioritising both academic performance and mental health is beneficial. Further, the study provides an approach for using language analysis to investigate multilevel constructs in schools.

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Lye, Jenny, i Joe Hirschberg. "Secondary school fee inflation: an analysis of private high schools in Victoria, Australia". Education Economics 25, nr 5 (12.03.2017): 482–500. http://dx.doi.org/10.1080/09645292.2017.1295024.

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Bouterakos, M., A. Booth, D. Khokhar, M. West, C. Margerison, K. J. Campbell, C. A. Nowson i C. A. Grimes. "A qualitative investigation of school age children, their parents and school staff on their participation in the Digital Education to LImit Salt in the Home (DELISH) program". Health Education Research 35, nr 4 (6.07.2020): 283–96. http://dx.doi.org/10.1093/her/cyaa015.

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Abstract This study explored the views of participants who completed a 5-week, online, interactive, family-based, salt reduction education program (Digital Education to LImit Salt in the Home). A secondary aim was to explore the views of school staff on the delivery of food and nutrition education in schools. Children aged 7–10 years, their parents and principals/teachers from participating schools located in Victoria, Australia, completed a semi-structured evaluation interview. Audio-recordings of interviews were transcribed verbatim and analysed using NVivo. Twenty-eight interviews (13 children; 11 parents; 4 school staff) were included. Thematic analysis revealed that the program was well received by all groups. Children reported that the interactivity of the education sessions helped them to learn. Parents thought the program was interesting and important, and reported learning skills to reduce salt in the family diet. School staff supported the delivery of nutrition education in schools but indicated difficulties in sourcing well-packed nutrition resources aligned with the curriculum. It appears that there is support from parents and teachers in the delivery of innovative, engaging, nutrition education in schools, however such programs need to be of high quality, aligned with the school curriculum and readily available for incorporation within the school’s teaching program.

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Brown, Victoria, Joanne Williams, Lisa McGivern, Susan Sawyer, Liliana Orellana, Wei Luo, Kylie D. Hesketh, Denise E. Wilfley i Marj Moodie. "Protocol for economic evaluation alongside the SHINE (Supporting Healthy Image, Nutrition and Exercise) cluster randomised controlled trial". BMJ Open 10, nr 8 (sierpień 2020): e038050. http://dx.doi.org/10.1136/bmjopen-2020-038050.

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IntroductionLimited evidence exists on the cost-effectiveness of interventions to prevent obesity and promote healthy body image in adolescents. The SHINE (Supporting Healthy Image, Nutrition and Exercise) study is a cluster randomised control trial (cRCT) aiming to deliver universal education about healthy nutrition and physical activity to adolescents, as well as targeted advice to young people with body image concerns who are at risk of developing disordered eating behaviours. This paper describes the methods for the economic evaluation of the SHINE cRCT, to determine whether the intervention is cost-effective as an obesity prevention measure.Methods and analysisA public payer perspective will be adopted, with intervention costs collected prospectively. Within-trial cost-effectiveness analysis (CEA) and cost-utility analysis (CUA) will quantify the incremental costs and health gains of the intervention as compared with usual practice (ie, teacher-delivered curriculum). CEA will present results as cost per body mass index unit saved. CUA will present results as cost per quality-adjusted life year gained. A modelled CUA will extend the target population, time horizon and decision context to provide valuable information to policymakers on the potential for incremental cost offsets attributable to disease prevention arising from intervention. Intervention costs and effects will be extrapolated to the population of Australian adolescents in Grade 7 of secondary school (approximate age 13 years) and modelled over the cohort’s lifetime. Modelled CUA results will be presented as health-adjusted life years saved and healthcare cost-savings of diseases averted. Incremental cost-effectiveness ratios will be calculated as the difference in costs between the intervention and comparator divided by the difference in benefit. Semi-structured interviews with key intervention stakeholders will explore the potential impact of scalability on cost-effectiveness. These data will be thematically analysed to inform sensitivity analysis of the base case economic evaluation, such that cost-effectiveness evidence is reflective of the potential for scalability.Ethics and disseminationEthics approval was obtained from the Deakin University Human Research Ethics Committee (#2017–269) and the Victorian Department of Education and Training (#2018_003630). Study findings will be disseminated through peer-reviewed academic papers and participating schools will receive annual reports over the 3 years of data collection.Trial registration numberACTRN 12618000330246; Pre-results.

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Nanayakkara, Janandani, Claire Margerison i Anthony Worsley. "Food professionals’ opinions of the Food Studies curriculum in Australia". British Food Journal 119, nr 12 (4.12.2017): 2945–58. http://dx.doi.org/10.1108/bfj-02-2017-0112.

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Purpose The purpose of this paper is to investigate the food system professionals’ opinions of a new senior secondary school food literacy curriculum named Victorian Certificate of Education Food Studies in Victoria, Australia. Design/methodology/approach A purposive sample of 34 food system professionals from different sub-sectors within the Australian food system was interviewed individually in late 2015 and early 2016. Interviews were analysed using the template analysis technique. Findings Most participants appreciated the extensive coverage of food literacy aspects in this new curriculum. However, many suggested amendments to the curriculum including pay less emphasis on food history-related topics and pay more focus on primary food production, nutrition awareness and promotion, and food security, food sovereignty, social justice, and food politics. Practical implications A well-structured, comprehensive secondary school food literacy curriculum could play a crucial role in providing food literacy education for adolescents. This will help them to establish healthy food patterns and become responsible food citizens. The findings of this study can be used to modify the new curriculum to make it a more comprehensive, logical, and feasible curriculum. Moreover, these findings could be used to inform the design of new secondary school food literacy curricula in Australia and other countries. Originality/value The exploration of perspectives of professionals from a broad range of food- and nutrition-related areas about school food literacy education makes this study unique. This study highlights the importance of food professionals’ opinions in secondary school food-related curricula development.

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Warren, Lisa J. "School-related stress and coping strategies in Victorian Year II students". Australian Educational and Developmental Psychologist 17, nr 2 (2000): 44–57. http://dx.doi.org/10.1017/s0816512200028145.

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AbstractAdolescents who are coping with their final years of secondary schooling may be stressed. The Victorian Certificate of Education (VCE) has been the subject of considerable anecdotal controversy, including concerns over the level of stress that it places upon students and its effect on students’overall well-being. The present study provides some initial empirical data to inform this debate. The Australian Adolescent Problems Inventory, the Adolescent Coping Inventory, and the General Health Questionnaire were used to examine the constructs of school-related stress, coping, and well-being in 118 Year II Victorian secondary school students. Students reported a range of school-related problems. They coped by positive avoidance or problem-focused methods that promoted independence. Students reported feeling high levels of global stress. Anticipation of the final year of schooling placed pressure on young people, but students found several ways to cope with the demands. Therefore, it could not be concluded that the Victorian Certificate of Education was significantly related to unhealthy levels of stress, worry, and poor coping.

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Thielking, Monica, i Shane R. Jimerson. "Perspectives Regarding the Role of School Psychologists: Perceptions of Teachers, Principals, and School Psychologists in Victoria, Australia". Australian Journal of Guidance and Counselling 16, nr 2 (1.12.2006): 211–23. http://dx.doi.org/10.1375/ajgc.16.2.211.

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AbstractSchool psychologists have a unique and multifaceted role within schools and must work with a variety of stakeholders. Therefore, it is important to explore and understand the perspectives of other educational professionals regarding the roles of school psychologists. This study examined the perspectives of principals (N = 21), teachers (N = 86), and school psychologists (N = 81) regarding what they believe should be the role of school psychologists. Participants were working in Catholic, Independent, and Government primary and secondary schools across Victoria, Australia. Results revealed both similarities and differences between the three groups regarding perspectives about school psychologists' role. For instance, the three groups shared similar perspectives that school psychologists should: (a) conduct research on issues relevant to the school, (b) be up-to-date on relevant research, (c) conduct psychological assessments, (d) provide counselling to students, (e) organise group programs for students, (f) organise workshops and provide information to teachers on issues of students' welfare and (g) inform primary students' parents of their child's participation in counselling. However, the three groups also differed in their perspectives about some aspects of the school psychologists' role. It was notable that each of the differences in perceptions between the groups had implications for potential ethical dilemmas, for instance: (a) boundaries, (b) dual relationship, (c) confidentiality/who is the client? and (d) informed consent. Implications for practice and scholarship in the field of school psychology are discussed.

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Nanayakkara, Janandani, Claire Margerison i Anthony Worsley. "Teachers’ perspectives of a new food literacy curriculum in Australia". Health Education 118, nr 1 (2.01.2018): 48–61. http://dx.doi.org/10.1108/he-05-2017-0024.

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Purpose Implementation of a new food literacy curriculum provides multiple health and social benefits to school students. The success of any new curriculum execution is partly determined by teachers’ perceptions about the new curriculum contents, and barriers and challenges for its delivery. The purpose of this paper is to explore teachers’ views of a new food literacy curriculum named Victorian Certificate of Education Food Studies for senior secondary school students in Victoria, Australia. Design/methodology/approach A qualitative study design was used in this study. In total, 14 teachers who were planning to teach the new curriculum were individually interviewed in October-December 2016. The interviews were transcribed and analysed using the template analysis technique. Findings The majority of teachers appreciated the inclusion of food literacy and nutrition concepts in the new curriculum. However, half of the teachers had doubts about their readiness to teach it. Most teachers mentioned that they needed more training and resources to increase their confidence in teaching the curriculum. Practical implications These findings reveal that teachers need more awareness, resources, and guidance to increase their confidence in delivering the new curriculum. Provision of more resources and opportunities for training in food literacy concepts and instructional methods could facilitate its implementation. Originality/value These findings serve as an important first step to gain the perspectives of secondary school teachers’ opinions about the new curriculum. Moreover, these opinions and suggestions could inform the future design and implementation of similar food literacy curricula in Australia or elsewhere.

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Murphy, Steve. "The Impact of School Disadvantage on Senior Secondary Science: a Study of Patterns of Participation and Achievement in Government Secondary Schools in Victoria, Australia". Research in Science Education 50, nr 4 (29.06.2018): 1603–18. http://dx.doi.org/10.1007/s11165-018-9745-4.

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Crawford, Renée. "Socially inclusive practices in the music classroom: The impact of music education used as a vehicle to engage refugee background students". Research Studies in Music Education 42, nr 2 (28.06.2019): 248–69. http://dx.doi.org/10.1177/1321103x19843001.

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As schools become increasingly culturally diverse, globalisation and cross-cultural exchange challenge teachers in complex but exciting ways. This article reports on the impact of music education for students in a secondary school in Victoria, Australia. Socially inclusive practices were a focus of the study as the school has a high percentage of young people with a refugee background. A number of school-based musical experiences provided opportunities for cross-cultural exchange and negotiation, and diverse communications are described. Music education was used as a vehicle to engage young refugee background students, which was indicative of three primary themes: personal wellbeing, social inclusion (a sense of belonging), and an enhanced engagement with learning. Key findings from this case study research indicated that a music classroom which fostered socially inclusive practices resulted in a positive transcultural learning space. This research raises important questions about the critical role of music education and the arts in contemporary and culturally diverse school contexts.

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Marks, Gary N., i John Cresswell. "State Differences in Achievement among Secondary School Students in Australia". Australian Journal of Education 49, nr 2 (sierpień 2005): 141–51. http://dx.doi.org/10.1177/000494410504900203.

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A number of recent national studies of student achievement in secondary school have reported differences between the Australian states and territories. State differences are often viewed as insubstantial or as simply reflecting sociodemographic factors, or differences between the states in the grades or ages of the students sampled. In this article, we show that state differences are larger than generally assumed and cannot be attributed to socioeconomic and demographic factors. Generally, student achievement in reading, mathematics and science are higher in New South Wales than the other states, once demographic and grade differences are taken into account. Of concern, is the increased likelihood that students from Queensland, Victoria and Tasmania have in only reaching the lowest OECD proficiency level in reading. We conclude that state differences are meaningful and do have policy implications.

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Shah, Chandra. "Recurrent Teacher Cost per Student by Key Learning Area: Upper Secondary Schools, Victoria, Australia". Education Economics 6, nr 2 (sierpień 1998): 121–39. http://dx.doi.org/10.1080/09645299800000011.

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Anglin, Jay Pascal. "David Ian Allsobrook. Schools for the Shires: The Reform of Middle-Class Education in Mid-Victorian England. Wolfeboro, N.H.: Manchester University Press. 1986. Pp. 302. $47.50. - Margaret E. Bryant. The London Experience of Secondary Education. London: The Athlone Press; distributed by Humanities Press, Atlantic Highlands, N.J. 1986. Pp. xiii, 553. $39.95." Albion 19, nr 4 (1987): 643–45. http://dx.doi.org/10.2307/4049506.

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Hemphill, Sheryl A., Michelle A. Tollit, Helena Romaniuk, Joanne Williams, John W. Toumbourou, Lyndal Bond i George C. Patton. "Carrying weapons and intent to harm among Victorian secondary school students in 1999 and 2009". Medical Journal of Australia 199, nr 11 (grudzień 2013): 769–71. http://dx.doi.org/10.5694/mja12.11645.

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Johnson, Nicola F. "Dysfunctional devices in the classroom meet the habitus of the new". E-Learning and Digital Media 16, nr 3 (21.02.2019): 208–20. http://dx.doi.org/10.1177/2042753019831385.

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New media has enabled users to informally learn, consume, create and produce in many different ways and forms at (almost) any time. In 2013, Papacharissi and Easton further theorised Bourdieu’s notion of habitus to embrace new media in the 21st century, coining ‘habitus of the new’ focusing on the novelty and practices surrounding new media. This article explores the digital practices inside of school, and the ways young people use new media on their digital devices (including their smartphones). The article points to some dysfunctional practices that practically occur when endeavouring to incorporate these individual devices for learning purposes. Drawing upon a large study utilising ethnographic studies of three public secondary schools located in the state of Victoria, Australia, I provide four vignettes highlighting how and when students used their digital devices for learning, leisure, and social interaction, performing the habitus of the new, and working around teacher directives.

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Markovics, Gabor. "The Victoria (Australia) Certificate of Education (VCE) in Geology for Senior Secondary-School Students". Journal of Geological Education 38, nr 5 (listopad 1990): 452–56. http://dx.doi.org/10.5408/0022-1368-38.5.452.

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Roache, Joel, i Ramon (Rom) Lewis. "Teachers' Views on the Impact of Classroom Management on Student Responsibility". Australian Journal of Education 55, nr 2 (listopad 2011): 132–46. http://dx.doi.org/10.1177/000494411105500204.

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This article examines teachers' views of their management styles, classified as either ‘coercive’ or ‘relationship’ -based, for 145 primary and 363 secondary school teachers in Victoria, Australia. It finds that management that combines punishment with aggressive and hostile behaviour can exacerbate misbehaviour and increase student distraction. In contrast a combination of rewards and punishments, set in a context of discussion, validation of appropriate behaviour, involvement and trust, will encourage student responsibility and reduce misbehaviour. This study seeks to extend upon a 2001 study that reported generally similar findings from the reports of 3500 students attending the same schools as the teachers whose views are reported in this article. The discussion considers the most effective management strategies for reducing student misbehaviour and distraction, comparing both students' and teachers' views, as well as techniques that increase student responsibility and protection of rights, emphasising techniques and strategies that involve the use of recognition and rewards.

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Clark, Lauren. "Gendering the Victorian Irish child reader as buyer". Journal of Historical Research in Marketing 6, nr 1 (11.02.2014): 8–28. http://dx.doi.org/10.1108/jhrm-07-2013-0036.

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Purpose – The aim of this paper is to examine the role of children in an emergent Irish consumer culture and advertising from 1848-1921. In particular, the significance of children's gender and reading materials in the process of consumption will be evaluated. Design/methodology/approach – An analysis of primary sources, literature and secondary sources substantiates this research. Findings – By evaluating advertisements, magazines, school textbooks and children's literature from the 1848-1921 period, this article argues that Irish children were encouraged to engage with an emergent consumer culture through reading. This article also evaluates the importance of gender in considering children as consumers and it focuses upon a number of critically neglected Victorian, Irish, female authors who discussed the interface between advertising, consumption and the Irish child. Originality/value – This article is an original contribution to new areas of research about Irish consumerism and advertising history. Substantial archival research has been carried out which appraises the historical significance of advertisements, ephemera and critically neglected children's fiction.

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Loreman, Tim, Joanne Deppeler, David Harvey i Glenn Rowley. "The Implications of Inclusion through Curriculum Modification for Secondary School Teacher Training in Victoria, Australia". International Journal of Diversity in Organizations, Communities, and Nations: Annual Review 4, nr 1 (2006): 0. http://dx.doi.org/10.18848/1447-9532/cgp/v04/38970.

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Bandaranayake, Bandara. "Polarisation of high-performing and low-performing secondary schools in Victoria, Australia: an analysis of causal complexities". Australian Educational Researcher 43, nr 5 (19.08.2016): 587–606. http://dx.doi.org/10.1007/s13384-016-0213-8.

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Gibson, Dianne, Louise Paatsch i Dianne Toe. "An Analysis of the Role of Teachers’ Aides in a State Secondary School: Perceptions of Teaching Staff and Teachers’ Aides". Australasian Journal of Special Education 40, nr 1 (1.09.2015): 1–20. http://dx.doi.org/10.1017/jse.2015.11.

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In Victoria, Australia, one of the major roles of the teachers’ aide (TA) is to assist students with disabilities to access their education. Researchers have identified the inconsistencies in defining the roles of the TA, in a variety of settings, by TAs, teachers, parents, and other research participants. Four main themes that have been frequently reported in educational research related to the role of TAs formed the basis for this study: (a) inclusion in the school community, (b) curriculum, (c) classroom management, and (d) student support.Drawing on the results of a questionnaire administered to teachers and TAs at a government nonselective secondary school in Victoria, Australia, data were collected to explore the differing perspectives on the role of the TAs by the teaching staff and the TAs. In all, 65 individuals participated in this study. The participants formed 3 groups: TAs (n = 10), teachers (n = 49), and T/TAs (n = 6; participants in this group had worked as both a teacher and TA). The results of the study showed a diversity of views across the 4 themes. In 3 of the 4 themes that included inclusion, classroom management, and student support, the 3 groups agreed on the role of the TA. In the remaining theme, curriculum, opinions varied significantly. The results of the study reveal that a concerted effort to clarify the role of TAs would be beneficial to all stakeholders.

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Hemphill, Sheryl A., Michelle Tollit i Aneta Kotevski. "Rates of bullying perpetration and victimisation: a longitudinal study of secondary school students in Victoria, Australia". Pastoral Care in Education 30, nr 2 (21.05.2012): 99–112. http://dx.doi.org/10.1080/02643944.2012.679953.

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NISHIMURA, Yuri, i Isozaki TETSUO. "Feature of Science Education at Lower Secondary School in Victoria, Australia: through analyzing curriculum and classes". Journal of Research in Science Education 52, nr 2 (1.11.2011): 85–93. http://dx.doi.org/10.11639/sjst.52.2.85.

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Jenkinson, Kate, i Amanda Benson. "Physical education, sport education and physical activity policies: Teacher knowledge and implementation in their Victorian state secondary school". European Physical Education Review 15, nr 3 (październik 2009): 365–88. http://dx.doi.org/10.1177/1356336x09364456.

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Clyne, Michael. "Bilingual Education—What can We Learn from the Past?" Australian Journal of Education 32, nr 1 (kwiecień 1988): 95–114. http://dx.doi.org/10.1177/000494418803200106.

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This paper shows that bilingual education has a long tradition in Australia. In the 19th century, primary and secondary schools operating German-English, French-English or Gaelic-English programs, or ones with a Hebrew component, existed in different parts of Australia. The most common bilingual schools were Lutheran rural day schools but there were also many private schools. They believed in the universal value of bilingualism, and some attracted children from English-speaking backgrounds. Bilingual education was for language maintenance, ethno-religious continuity or second language acquisition. The languages were usually divided according to subject and time of day or teacher. The programs were strongest in Melbourne, Adelaide and rural South Australia and Victoria. In Queensland, attitudes and settlement patterns led to the earlier demise of bilingual education. The education acts led to a decline in bilingual education except in elitist girls or rural primary schools and an increase in part-time language programs. Bilingual education was stopped by wartime legislation. It is intended that bilingualism can flourish unless monolingualism is given special preference.

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Lugonzo, Humphrey Musera, Fatuma Chege i Violet Wawire. "Fisheries around Lake Victoria and Attendance of Girls in Secondary Schools of Nyangoma Division in Siaya County, Kenya". Greener Journal of Educational Research 7, nr 4 (30.06.2017): 037–48. http://dx.doi.org/10.15580/gjer.2017.4.061817076.

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