Bibliografias temáticas / Home schooling – Western Australia

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Literatura científica selecionada sobre o tema "Home schooling – Western Australia"

Autor: Grafiati

Publicado: 4 de junho de 2021

Última modificação: 1 de fevereiro de 2022

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Artigos de revistas sobre o assunto "Home schooling – Western Australia"

Wallace, Tom. "Mainstreaming Values in Schooling in Western Australia". Journal of Christian Education os-42, n.º 1 (abril de 1999): 51–58. http://dx.doi.org/10.1177/002196579904200107.

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Saletti, A., S. Stick, D. Doherty e K. Simmer. "Home oxygen therapy after preterm birth in Western Australia". Journal of Paediatrics and Child Health 40, n.º 9-10 (setembro de 2004): 519–23. http://dx.doi.org/10.1111/j.1440-1754.2004.00455.x.

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English, Rebecca. "Getting a risk-free trial during COVID: Accidental and deliberate home educators, responsibilisation and the growing population of children being educated outside of school". Journal of Pedagogy 12, n.º 1 (1 de junho de 2021): 77–98. http://dx.doi.org/10.2478/jped-2021-0004.

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Abstract Numbers coming out of education departments in Australia suggest that, even though most Australian schools are open, and families are able to send their children to them, increasing numbers of parents are deciding to keep their children at home for their education (Queensland Government: Department of Education, 2020). It may be that, as the president of Australia’s home education representative body stated during the pandemic, Covid school closures offered a “risk-free trial” of home education (Lever, 2020) by providing an a-posteriori experience of education outside of schools. Building on the Covid experiences, this paper suggests that ‘accidentally falling into’ home education may be significant in understanding parents’ home education choices. Using numbers of home educators from Australia, and the associated data on their location and ages, this paper argues responsibilisation (see Doherty & Dooley, 2018) provides a suitable lens to examine how parents may decide, after an a-posteriori experience such as Covid school closures and previous, often negative, experiences of schooling, to home educate in the medium to long term. This paper proposes that increasing numbers of home educators will be seen in various jurisdictions where families perceive themselves responsibilised to home educate due to Covid as an a-posteriori experiences of home education. The paper proposes these families are ‘accidental’ home educators (English, 2021). By contrast, much more stable is the ‘deliberate’ home education population, those whose choices are based in a-priori beliefs about schooling. The paper proposes that the accidental home education category may be better able to explain the growing numbers of home educators in Australia and across the world, providing a means for governments to respond to the needs of this cohort, and the policies required to manage this population.

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INGLIS, T. J. J., S. C. GARROW, C. ADAMS, M. HENDERSON, M. MAYO e B. J. CURRIE. "Acute melioidosis outbreak in Western Australia". Epidemiology and Infection 123, n.º 3 (dezembro de 1999): 437–43. http://dx.doi.org/10.1017/s0950268899002964.

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A cluster of acute melioidosis cases occurred in a remote, coastal community in tropical Western Australia. Molecular typing of Burkholderia pseudomallei isolates from culture-confirmed cases and suspected environmental sources by pulsed-field gel electrophoresis (PFGE) of XbaI chromosomal DNA digests showed that a single PFGE type was responsible for five cases of acute infection in a community of around 300 during a 5 week period. This temporal and geographical clustering of acute melioidosis cases provided a unique opportunity to investigate the environmental factors contributing to this disease. B. pseudomallei isolated from a domestic tap at the home of an asymptomatic seroconverter was indistinguishable by PFGE. Possible contributing environmental factors included an unusually acid communal water supply, unrecordable chlorine levels during the probable exposure period, a nearby earth tremor, and gusting winds during the installation of new water and electricity supplies. The possible role of the potable water supply as a source of B. pseudomallei was investigated further.

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Holmes, Catherine Claire. "Childhood, Play and School: A Literature Review in Australia". Magis, Revista Internacional de Investigación en Educación 13 (10 de dezembro de 2019): 1–25. http://dx.doi.org/10.11144/javeriana.m13.cpsl.

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Around age three, First Nations children in remote communities in Australia undertake a major transition from the home to formal schooling. This very important period of child development is typically monitored by non-First Nations educators. Yet these educators typically know little about First Nations child development of children aged birth to seven. The purpose of this review is to demonstrate the importance of describing the process of acquiring social and cultural practices that enable a child to become a dynamic, knowledgeable participant in a First Nations context from a strengths perspective.

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King, D. "Home Ranges of Feral Goats in a Pastoral Area in Western Australia." Wildlife Research 19, n.º 6 (1992): 643. http://dx.doi.org/10.1071/wr9920643.

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Home ranges of feral goats studied by radio-telemetry in a pastoral area in Western Australia were much larger than those found in most other studies. Home ranges of males were larger (ranging from 139.2 to 587.7km*2) than those of females, which ranged from 15.0 to 190.2km*2. Excursions outside the normal (90 percentile) home ranges were common. The home ranges of females were smaller during summer than during winter. Male home ranges were of similar size in both seasons. Group structure and composition was highly variable. Implications of goat movements on management and control programmes are discussed.

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McGregor, Hugh W., Sarah Legge, Joanne Potts, Menna E. Jones e Christopher N. Johnson. "Density and home range of feral cats in north-western Australia". Wildlife Research 42, n.º 3 (2015): 223. http://dx.doi.org/10.1071/wr14180.

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Context Feral cats (Felis catus) pose a significant threat to biodiversity in Australia, and are implicated in current declines of small mammals in the savannas of northern Australia. Basic information on population density and ranging behaviour is essential to understand and manage threats from feral cats. Aims In this study, we provide robust estimates of density and home range of feral cats in the central Kimberley region of north-western Australia, and we test whether population density is affected by livestock grazing, small mammal abundance and other environmental factors. Methods Densities were measured at six transects sampled between 2011 and 2013 using arrays of infrared cameras. Cats were individually identified, and densities estimated using spatially explicit capture–recapture analysis. Home range was measured from GPS tracking of 32 cats. Key results Densities were similar across all transects and deployments, with a mean of 0.18 cats km–2 (range = 0.09–0.34 km–2). We found no evidence that population density was related to livestock grazing or abundance of small mammals. Home ranges of males were, on average, 855 ha (±156 ha (95% CI), n = 25), and those of females were half the size at 397 ha (±275 ha (95% CI), n = 7). There was little overlap in ranges of cats of the same sex. Conclusions Compared with elsewhere in Australia outside of semiarid regions, feral cats occur at low density and have large home ranges in the central Kimberley. However, other evidence shows that despite this low density, cats are contributing to declines of small mammal populations across northern Australia. Implications It will be very difficult to reduce these already-sparse populations by direct control. Instead, land-management practices that reduce the impacts of cats on prey should be investigated.

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Fozdar, Farida, e Lisa Hartley. "Housing and the Creation of Home for Refugees in Western Australia". Housing, Theory and Society 31, n.º 2 (17 de setembro de 2013): 148–73. http://dx.doi.org/10.1080/14036096.2013.830985.

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SILVA, D. T., R. HAGAN e P. D. SLY. "Home oxygen management of neonatal chronic lung disease in Western Australia". Journal of Paediatrics and Child Health 31, n.º 3 (junho de 1995): 185–88. http://dx.doi.org/10.1111/j.1440-1754.1995.tb00782.x.

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Czarniak, Petra, Laetitia Hattingh, Tin Fei Sim, Richard Parsons, Bronwen Wright e Bruce Sunderland. "Home medicines reviews and residential medication management reviews in Western Australia". International Journal of Clinical Pharmacy 42, n.º 2 (12 de março de 2020): 567–78. http://dx.doi.org/10.1007/s11096-020-01001-8.

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Teses / dissertações sobre o assunto "Home schooling – Western Australia"

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

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

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Supski, Sian. ""It was another skin" : the kitchen in 1950s Western Australia /". Curtin University of Technology, School of Social Sciences, 2003. http://espace.library.curtin.edu.au:80/R/?func=dbin-jump-full&object_id=14864.

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au, lasko2nd@yahoo com, e Tomaz Lasic. "Experiences of schooling of students with former Yugoslav ethnic background in a Western Australian secondary school". Murdoch University, 2007. http://wwwlib.murdoch.edu.au/adt/browse/view/adt-MU20080812.150558.

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Ethnicity is an important social construct mobilised in the discourses of multicultural education. At present, little research exists on the way ethnicity impacts on the schooling experiences of students with former Yugoslav background (SFYB) in Australia. This qualitative study looks at the daily realities of twelve SFYB at a Western Australian government secondary school. Particular attention is paid to the management of their ethnic identities to achieve their educational, social and other goals. Data gathered from the twelve in-depth, guided interviews with SFYB is analysed through the lens of critical multiculturalism, posited as one of several notions of multiculturalism and one with a specific social justice agenda. Theories of hybridity developed by Homi Bhabha and Stuart Hall are translated into the critical multiculturalist framework and provide a further development of the analysis of the data in which hybridity is seen as both experiences and enactments. The study findings suggest that these SFYB embody the principles of critical multiculturalism as skilful managers of contingencies of ethnic identities, aspirations and challenges they encounter at the school. The study also proposes that the notion of critical, power conscious hybridity could be useful as a conceptual tool in the future work of critical multiculturalists.

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Griffiths, Joanne. "Curriculum contestation : analysis of contemporary curriculum policy and practices in government and non-government education sectors in Western Australia". University of Western Australia. Graduate School of Education, 2008. http://theses.library.uwa.edu.au/adt-WU2008.0178.

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[Truncated abstract] The aim of this study was to analyse the changing dynamics within and between government and non-government education sectors in relation to the Curriculum Framework (CF) policy in Western Australia (WA) from 1995 to 2004. The Curriculum Council was established by an act of State Parliament in 1997 to oversee the development and enactment of the CF, which was released in 1998. A stated aim of the CF policy was to unify the education sectors through a shared curriculum. The WA State government mandated that all schools, both government and non-government, demonstrate compliance by 2004. This was the first time that curriculum was mandated for non-government schools, therefore the dynamics within and between the education sectors were in an accelerated state of transformation in the period of study. The timeframe for the research represented the period from policy inception (1995) to the deadline for policy enactment for Kindergarten to Year 10 (2004). However, given the continually evolving and increasingly politicised nature of curriculum policy processes in WA, this thesis also provides an extended analysis of policy changes to the time of thesis submission in 2007 when the abolition of the Curriculum Council was formally announced - a decade after it was established. ... The research reported in this thesis draws on both critical theory and post-structuralist approaches to policy analysis within a broader framework of policy network theory. Policy network theory is used to bring the macro focus of critical theory and the micro focus of post-structuralism together in order to highlight power issues at all levels of the policy trajectory. Power dynamics within a policy network are fluid and multidimensional, and power struggles are characteristic at all levels. This study revealed significant power differentials between government and non-government education sectors caused by structural and cultural differences. Differences in autonomy between the education sectors meant that those policy actors within the non-government sector were more empowered to navigate the competing and conflicting forms of accountabilities that emerged from the changes to WA curriculum policy. Despite both generalised discourses of blurring public/private boundaries within the context of neoliberal globalisation and specific CF goals of bringing the sectors together, the boundaries continue to exist. Further, there is much strategising about how to remain distinct within the context of increased market choice. This study makes a unique and significant contribution to the understanding of policy processes surrounding the development and enactment of the CF in WA and the implications for the changing dynamics within and between the education sectors. Emergent themes and findings may potentially be used as a basis for contrast and comparison in other contexts. The research contributes to policy theory by arguing for closer attention to be paid to power dynamics between localised agency in particular policy spaces and the state-imposed constraints.

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Davis, Jane. "Longing or belonging? : responses to a 'new' land in southern Western Australia 1829-1907". University of Western Australia. History Discipline Group, 2009. http://theses.library.uwa.edu.au/adt-WU2009.0137.

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While it is now well established that many Europeans were delighted with the landscapes they encountered in colonial Australia, the pioneer narrative that portrays colonists as threatened and alienated by a harsh environment and constantly engaged in battles with the land is still powerful in both scholarly and popular writing. This thesis challenges this dominant narrative and demonstrates that in a remarkably short period of time some colonists developed strong connections with, and even affection for, their 'new' place in Western Australia. Using archival materials for twenty-one colonists who settled in five regions across southern Western Australia from the 1830s to the early 1900s, here this complex process of belonging is unravelled and several key questions are posed: what lenses did the colonists utilise to view the land? How did they use and manage the land? How were issues of class, domesticity and gender roles negotiated in their 'new' environment? What connections did they make with the land? And ultimately, to what extent did they feel a sense of belonging in the Colony? I argue that although utilitarian approaches to the land are evident, this was not the only way colonists viewed the land; for example, they often used the picturesque to express delight and charm. Gender roles and ideas of class were modified as men, as well as women, worked in the home and planted flower gardens, and both men and women carried out tasks that in their households in England and Ireland, would have been done by servants. Thus, the demarcation of activities that were traditionally for men, women and servants became less distinct and amplified their connection to place. Boundaries between the colonists' domestic space and the wider environments also became more permeable as women ventured beyond their houses and gardens to explore and journey through the landscapes. The selected colonists had romantic ideas of nature and wilderness, that in the British middle and upper-middle class were associated with being removed from the land, but in colonial Western Australia many of them were intimately engaged with it. Through their interactions with the land and connections they made with their social networks, most of these colonists developed an attachment for their 'new' place and called it home; they belonged there.

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McGowan, Wayne S. "Thinking about the responsible parent : freedom and educating the child in Western Australia". University of Western Australia. Graduate School of Education, 2004. http://theses.library.uwa.edu.au/adt-WU2005.0014.

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This study is concerned with how educational legislation shapes and uses freedom for the purpose of governing the parent. The key question guiding the study was: How does the Act constitute the ‘parent’ as a subject position responsible for schooling the child? Central to the work is an examination of the School Education Act 1999 (the Act) using Foucault’s thinking on governmentality. This is prefaced by historical accounts that bring together freedom and childhood as contrived styles of conduct that provide the governmental logic behind the Act. The study reveals how the Act shapes and uses the truth of freedom/childhood to construct the responsible parent as a style of conduct pegged to a neo-liberal political rationality of government. It is this political rationality that provides the node or point of encounter between the technologies of power and the self within the Act which forms the ‘responsible’ identity of the parent as an active self-governing entrepreneur made more visible by the political construction of ‘others.’ This is a legal-political subjectivity centred on the truth of freedom/childhood and a neo-liberal rationality of government that believes that any change to our current ethical way of being in relation to educating the child would ruin the very freedoms upon which our civilised lifestyle depends. In essence, the Act relies on the production of ‘others’ as the poor, Aboriginal and radical who must be regulated and made autonomous to constitute the ‘parent’ as an active consumer whose autonomous educational choices are an expression of responsibility in relation to schooling the child

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Livros sobre o assunto "Home schooling – Western Australia"

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

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Karmel, Rosemary. Comparing name-based and event-based strategies for data linkage: A study linking hospital and residential aged care data for Western Australia. Canberra: Australian Institute of Health and Welfare, 2007.

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Our island home: The story of the circumstances which led to the Cocos Malays relocating to Western Australia, some via Christmas Island. Sydney, N.S.W: Frontier Services, 2008.

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Byrne, Geraldine. Built on a hilltop: A history of the Sisters of the Good Shepherd in Western Australia, 1902-2002. Leederville, W.A: Sisters of the Good Shepherd, 2002.

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Green, Neville. Far from home: Aboriginal prisoners of Rottnest Island, 1838-1931. Nedlands, W.A: University of Western Australia Press, 1997.

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Australia, Western. Schooling in rural Western Australia: Report. Ministerial Review of Schooling in Rural Western Australia, 1994.

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Gregory, Jenny. On the Home Front: Western Australia and World War II. University of Western Australia Press, 1997.

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Culture and Education: The Social Consequences of Western Schooling in Contemporary Swaziland. University Press of America, 2004.

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Western Australia. Dept. of Consumer and Employment Protection. Consumer Protection Division., ed. Review of the Home Building Contracts Act 1991 : issues paper. Perth, W.A: Dept. of Consumer and Employment Protection, Consumer Protection Division, 2006.

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It Was Another Skin: The Kitchen in 1950s Western Australia (Europäische Hochschulschriften: Series 22, Sociology). Peter Lang Publishing, 2007.

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Capítulos de livros sobre o assunto "Home schooling – Western Australia"

Dinusha Rathnayaka, A. J., Vidyasagar M. Podar e Samitha J. Kuruppu. "Evaluation of Wireless Home Automation Technologies for Smart Mining Camps in Remote Western Australia". In Sustainability in Energy and Buildings, 109–18. Berlin, Heidelberg: Springer Berlin Heidelberg, 2012. http://dx.doi.org/10.1007/978-3-642-27509-8_9.

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"The Efficient Corporate State: Labor Restructuring for Better Schools in Western Australia". In Schooling Reform In Hard Times, 233–70. Routledge, 2003. http://dx.doi.org/10.4324/9780203209837-23.

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Abel, Gillian. "Home consumption and belonging among British migrants in Western Australia". In British Migration, 40–57. Routledge, 2018. http://dx.doi.org/10.4324/9781315537016-3.

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Guilfoyle, David, Ross Anderson, Ron Reynolds e Tom Kimber. "A Community-Based Approach to Documenting and Interpreting the Cultural Seascapes of the Recherche Archipelago, Western Australia". In At Home on the Waves, 201–30. Berghahn Books, 2019. http://dx.doi.org/10.2307/j.ctv12pns49.16.

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English, Rebecca. "Techno Teacher Moms". In Advances in Human and Social Aspects of Technology, 96–111. IGI Global, 2016. http://dx.doi.org/10.4018/978-1-5225-0010-0.ch007.

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Home education is on the rise in Australia. However, unlike parents who choose mainstream schooling, these parents often lack the support of a wider community to help them on their educational and parenting journey. This support is especially lacking as many people in the wider community find the choice to home education confronting. As such, these parents may feel isolated and alienated in the general population as their choice to home educate is questioned at best, and ridiculed at worst. These parents often find sanctuary online in homeschool groups on Facebook. This chapter explores the ways that Facebook Groups are used by marginalized and disenfranchised families who home educate to meet with others who are likeminded and aligned with their beliefs and philosophies. It is through these groups that parents, in relation to schooling it is especially mothers, are able to ask for advice, to vent, to explore options and find connections that may be lacking in the wider community.

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Abolhasan, Mehran, e Paul Boustead. "UHF-Based Community Voice Service in Ngannyatjarra Lands of Australia". In Information Technology and Indigenous People, 295–97. IGI Global, 2007. http://dx.doi.org/10.4018/978-1-59904-298-5.ch038.

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The Ngaanyatjarra land is located in the Gibson Desert in the state of Western Australia, and is the home of 12 major communities primarily made up of indigenous peoples. These communities are spread over a 250,000 square kilometre radius, with the population of each community ranging from 75 to 450. The remote location of these communities, far from major rural centres, has limited the roll-out of advanced communication technologies. One area of concern has been the limited availability of personal communication services to provide communication links within and between these communities.

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Baird, Melissa F. "Epilogue". In Critical Theory and the Anthropology of Heritage Landscapes. University Press of Florida, 2017. http://dx.doi.org/10.5744/florida/9780813056562.003.0008.

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I am back in Western Australia. It has been only two years since I visited this home on Crockett Way in Karratha. I park the van in front of what had once been a well-kept home. I’ve come to see if my former informant is still living there; I had lost track of him after he was laid off in 2014. I assume he has moved away and that his home is in foreclosure. I base this solely on anecdotal evidence: a broken window, a yard overgrown with weeds, and a for sale sign that appears to have been there for some time. I hear a dog barking and see someone peek out from the home next door, signs that not all the workers have moved away....

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Phimister, Ian. "Frenzied Finance". In Global History of Gold Rushes, 139–62. University of California Press, 2018. http://dx.doi.org/10.1525/california/9780520294547.003.0006.

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This chapter, by Ian Phimister, examines the global financial dynamics of the southern African and “Westralian” gold-mining share manias of the 1890s. Examination of both mining share markets suggests that, contrary to the conventional portrait painted of gold rushes, the defining picture is less one of prospectors rushing to pan for gold or peg claims than it is one of company promoters scurrying to fleece investors. The most frenzied activity was on the floor of the London Stock Exchange, not on the South African Highveld or the dry, dusty plains of Western Australia. More minted gold was found in London and the Home Counties than mined gold was located in Southern Africa or Western Australia. It is an exercise that once again questions the efficiency of late Victorian capital markets, even as it points to the consequences of the “portal of globalization” opened by finance.

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Quintal, Vanessa Ann, Tekle Shanka e Pattamaporn Chuanuwatanakul. "Mediating Effects of Study Outcomes on Student Experience and Loyalty". In Marketing Strategies for Higher Education Institutions, 61–83. IGI Global, 2013. http://dx.doi.org/10.4018/978-1-4666-4014-6.ch006.

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This paper aims to examine whether expectations of the student experience have an impact on student loyalty that is mediated by expectations of study outcomes at their university. To achieve this, a 15-minute pen and paper survey was self-administered to a convenience sample of students at a major university in Western Australia. The total sample size was 400 students, with 200 students each drawn from the home and international student populations. Findings suggest the university’s image and facilities that prepare students for career, personal and academic development were positively related to home student loyalty, while teaching and support services that prepare students for career development were positively related to both home and international students’ loyalty. Since the global trend is toward a customer-oriented model, universities can remain competitive by providing the ‘gestalt’ student experience that helps students to achieve their study outcomes and develop loyalty toward their university.

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Lane, Belden C. "Deserts". In The Great Conversation, 132–48. Oxford University Press, 2019. http://dx.doi.org/10.1093/oso/9780190842673.003.0009.

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The desert is often defined by what it isn’t—a place where you’re stripped of nonessentials, where language gives out. It’s no accident that the via negativa (apophatic spirituality) took shape in the desert landscape of fourth-century Egypt and Cappadocia. Gregory of Nyssa spoke of his heart’s desire being drawn to what he couldn’t put into words. The author encounters a similar reality in the outback of Western Australia, hiking an Aboriginal songline. Those who haven’t spent time in the desert may dismiss it as a negative landscape, defined by what isn’t there. But people who trust the desert as home delight in its quality of lean simplicity. The desert imagination thrives on the absence of what others consider essential. It revels in negation, attending to what isn’t seen, what can’t be proved, what provides no comforting assurances.

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Trabalhos de conferências sobre o assunto "Home schooling – Western Australia"

de Klerk, Nicholas, e Arthur W. Musk. "Rate Of Malignant Mesothelioma After Home Exposure In Western Australia". In American Thoracic Society 2012 International Conference, May 18-23, 2012 • San Francisco, California. American Thoracic Society, 2012. http://dx.doi.org/10.1164/ajrccm-conference.2012.185.1_meetingabstracts.a4693.

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