Готові списки джерел за темами / Curriculum planning Oceania Case studies

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Автор: Grafiati

Опубліковано: 10 грудня 2022

Оновлено: 28 січня 2023

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Статті в журналах з теми "Curriculum planning Oceania Case studies"

Cumming, Alister. "Teachers' Curriculum Planning and Accommodations of Innovation: Three Case Studies of Adult ESL Instruction." TESL Canada Journal 11, no. 1 (October 26, 1993): 30. http://dx.doi.org/10.18806/tesl.v11i1.624.

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How do experienced ESL instructors plan and organize their teaching practices to make curriculum innovations? The present research sought answers to this question in three different educational contexts, attempting to document the curriculum concepts, pedagogical knowledge, and processes of instructional planning that eight teachers used to create novel courses for adult ESL learners. Findings describe (1) four modes of planning and twelve cycles of information-gathering in the ESL curriculum planning of one teacher, (2) verification of this framework among four additional teachers, as well as (3) an additional framework for documenting teachers' orientations to curriculum content in second language writing instruction, accounting for three teachers' processes of accommodating an instructional innovation into their usual teaching practices.

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Sullo, Elaine. "Academic Librarians at Institutions with LIS Programs Assert that Project Management Training is Valuable." Evidence Based Library and Information Practice 12, no. 3 (September 18, 2017): 180. http://dx.doi.org/10.18438/b8tm1s.

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A Review of: Serrano, S. C. & Avilés, R. A. (2016). Academic librarians and project management: An international study. portal: Libraries and the Academy, 16(3), 465-475. http://dx.doi.org/10.1353/pla.2016.0038 Abstract Objective – To investigate academic librarians’ project management education and training, project management skills and experiences, and perceptions of project management courses within the library and information science (LIS) curriculum. Design – Online questionnaire. Setting – 70 universities worldwide with LIS programs and at least one project management course. Subjects – 4,979 academic librarians were invited to complete the online questionnaire; 649 librarians participated. Methods – From the identified institutions, the authors invited academic librarians to participate in a 17-question survey via e-mail. The survey was available in both English and Spanish and was validated via a pilot trial. A total of 649 individuals participated, for a response rate of 13%. The survey included questions related to geographic region and institution affiliation, university education and librarian training associated with project management, project participation and use of project management software or methods, and project management courses in LIS curriculums, and a final open-ended comment section. Main Results – Of the 649 librarians who participated in the survey, 372 were from North and South America (58%). The next highest number of responses came from Europe (38%), followed by low response rates from Africa, Asia, and Oceania. Respondents reported working in a variety of library departments and identified themselves as being one of a director or manager, assistant librarian, or library page. Of the 436 respondents who reported having a university degree, 215 attended an LIS Master’s level program, and 12 studied at the doctoral level. The majority of respondents indicated they have had training in project management, participating in formal coursework, conferences, webinars, or other self-directed learning methods. Of the 459 academic library staff responding to the question, 40% considered project management courses of “high importance in the university curriculum” and 26 % responded that project management courses were “extremely important in their field of expertise and working environment” (p. 472). The consensus among participants was that project management courses should be included in both undergraduate and graduate level LIS curricula. Conclusion – The high participation of librarians in project management, compared to the limited formal education received, suggests that courses in project management, including software and methodology, are needed in LIS university curricula. Additionally, less than 40% of academic librarian survey respondents were trained in LIS; other professions are working as librarians and therefore may have insufficient knowledge and skills to manage the projects they direct. The research results confirm the relationship between strategic planning and project management skills. The authors conclude that universities should revise their LIS curricula to include and require additional project management courses.

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Weiss, Marie, and Matthias Barth. "Global research landscape of sustainability curricula implementation in higher education." International Journal of Sustainability in Higher Education 20, no. 4 (May 7, 2019): 570–89. http://dx.doi.org/10.1108/ijshe-10-2018-0190.

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Purpose This paper aims to outline the global research landscape of sustainability curricula implementation processes in higher education. The focus is twofold and investigates where research that aims at integrating sustainability into the curriculum is happening and how the research area of curriculum change for sustainability is developing. Design/methodology/approach A systematic review of peer-reviewed case studies published in English in selected journals and edited volumes between 1990 and 2017 was carried out. Data (n = 270 publications) were analyzed via descriptive statistics and bibliometric analysis. Findings The study demonstrates that research on sustainability curricula implementation processes in higher education has produced a growing output in a broad range of journals. Nevertheless, the cross-country distribution is imbalanced, with most cases coming from the USA, Europe and Asia, but with the relatively highest density in Oceania. A citation network analysis revealed that the “Western world” is quite well interlinked, whereas other countries are not, indicating that sharing information between and learning from other cases is limited. Research limitations/implications The exclusion of non-English publications likely skewed the global distribution of the research landscape included in this study. Social implications These findings demonstrate the need for more research and funding for case studies in countries that have not yet been adequately examined. Originality/value This study offers the first systematic reflection on the current global research landscape in sustainability curricula implementation and can guide further research endeavors.

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Turkkan, Elif E., Inci Basa, and Meltem O. Gurel. "Interaction Between Design Studio and Curriculum Courses: Bilkent University Case." Open House International 35, no. 3 (September 1, 2010): 66–75. http://dx.doi.org/10.1108/ohi-03-2010-b0008.

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A major aim of the design studio is to educate students to be well-equipped designers. To do so, a student should be able to grasp the divergent information of various courses and integrate that knowledge into their design problems. But are students aware of the emphasis placed on incorporating different curriculum courses into the design studio? Do they find it beneficial while developing a design project? To what extent do they think this integration has an impact on their success in the design studio and in their adaptation to professional practice? This paper seeks to find out whether the integration between the design studio and other curriculum courses is productive from students' perspectives and determine if there is a consensus between students and instructors on the significance of transferring knowledge from curriculum courses to design projects. In addition, the paper examines the position of the design studio as an integrative medium between education and practice in the Turkish context.

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Chiu, Thomas K. F., and Ching-sing Chai. "Sustainable Curriculum Planning for Artificial Intelligence Education: A Self-Determination Theory Perspective." Sustainability 12, no. 14 (July 10, 2020): 5568. http://dx.doi.org/10.3390/su12145568.

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The teaching of artificial intelligence (AI) topics in school curricula is an important global strategic initiative in educating the next generation. As AI technologies are new to K-12 schools, there is a lack of studies that inform schools’ teachers about AI curriculum design. How to prepare and engage teachers, and which approaches are suitable for planning the curriculum for sustainable development, are unclear. Therefore, this case study aimed to explore the views of teachers with and without AI teaching experience on key considerations for the preparation, implementation and continuous refinement of a formal AI curriculum for K-12 schools. It drew on the self-determination theory (SDT) and four basic curriculum planning approaches—content, product, process and praxis—as theoretical frameworks to explain the research problems and findings. We conducted semi-structured interviews with 24 teachers—twelve with and twelve without experience in teaching AI—and used thematic analysis to analyze the interview data. Our findings revealed that genuine curriculum creation should encompass all four forms of curriculum design approach that are coordinated by teachers’ self-determination to be orchestrators of student learning experiences. This study also proposed a curriculum development cycle for teachers and curriculum officers.

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Danos, Xenia, Ronald Barr, Renata Górska, and Eddie Norman. "Curriculum planning for the development of graphicacy capability: three case studies from Europe and the USA." European Journal of Engineering Education 39, no. 6 (March 31, 2014): 666–84. http://dx.doi.org/10.1080/03043797.2014.899324.

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Moy, Ronald L., and Ralph Terregrossa. "Rich Family, Poor Family: Investment Portfolios And Case Studies From USA Today." Journal of Business Case Studies (JBCS) 5, no. 4 (July 1, 2009): 17–26. http://dx.doi.org/10.19030/jbcs.v5i4.4709.

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Case studies have become an integral part of the business education curriculum. However, opportunities to use this approach in financial planning are limited because of the lack of cases about individual investors. Although parents could share their finances with their children, a brief survey we conducted indicates that our students are not getting the opportunity to examine the personal financial information of their family members or friends either. This void is leaving students unprepared to enter into careers in financial planning and brokerage. This paper discusses the use of a long-running monthly column from USA Today entitled Your Portfolio, which provides cases on individual investing. The articles can be used to provide students with the opportunity to view the real-world financial circumstances of a range of individuals and to analyze and recommend the best course of action.

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Pendleton, Brian, Suzanne Wilson Barnett, and Van Jay Symons. "Asia in the Undergraduate Curriculum: A Case for Asian Studies in Liberal Arts Education." Pacific Affairs 74, no. 2 (2001): 247. http://dx.doi.org/10.2307/2672082.

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Delpy, Fabian, Maibritt Pedersen Zari, Bethanna Jackson, Rubianca Benavidez, and Thomas Westend. "Ecosystem Services Assessment Tools for Regenerative Urban Design in Oceania." Sustainability 13, no. 5 (March 5, 2021): 2825. http://dx.doi.org/10.3390/su13052825.

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Tools that spatially model ecosystem services offer opportunities to integrate ecology into regenerative urban design. However, few of these tools are designed for assessing ecosystem services in cities, meaning their application by designers is potentially limited. This research reviews and compares a range of ecosystem services assessment tools to find those that are most suited for the urban context of Oceania. The tool classification includes considerations of type of input and output data, time commitment, and necessary skills required. The strengths and limitations of the most relevant tools are further discussed alongside illustrative case studies, some collected from literature and one conducted as part of this research in Wellington, Aotearoa using the Land Utilisation and Capability Indicator (LUCI) tool. A major finding of the research is that from the 95 tools reviewed, only four are judged to be potentially relevant for urban design projects. These are modelling tools that allow spatially explicit visualisation of biophysical quantification of ecosystem services. The ecosystem services assessed vary among tools and the outputs’ reliability is often highly influenced by the user’s technical expertise. The provided recommendations support urban designers and architects to choose the tool that best suits their regenerative design project requirements.

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Wittmer, Heiko U., Victor Anton, Monica A. M. Gruber, Luke Ireland, Wayne Linklater, James C. Russell, and Danielle F. Shanahan. "Conservation and restoration in peopled landscapes in Oceania: opportunities and challenges." Pacific Conservation Biology 24, no. 4 (2018): 409. http://dx.doi.org/10.1071/pc18072.

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While the role of humans in causing high rates of species extinctions worldwide is well established, philosophies and opinions as to how to mitigate the current biodiversity loss are once again hotly debated topics. At the centre of the debate are differences in opinions regarding the value and the best methods of conserving and restoring biodiversity in peopled landscapes. Here we synthesise information from different case studies from Oceania that demonstrate how biodiversity conservation in peopled landscapes will require different, and often novel, socio-ecological approaches. We draw special attention to the importance of prioritising human dimensions in the conservation of different ecosystems, ranging from highly modified urban areas to largely intact wilderness areas. Particularly, we explore the importance of understanding motivations to conserve biodiversity, implementing well designed conservation actions, both socially and ecologically, and involving different stakeholders in the design and implementation of conservation projects. On the basis of our synthesis, we suggest that conservation in peopled landscapes in Oceania offers great opportunities for community involvement, including traditional landowners, in all aspects of conservation planning and implementation. Where uncertainties regarding the suitability of established management strategies exist, novel guidelines should be based on the best available ecological and social evidence to avoid potential negative outcomes.

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Дисертації з теми "Curriculum planning Oceania Case studies"

Rafea, Ahmed Mohammed. "Power, curriculum making and actor-network theory : the case of physics, technology and society curriculum in Bahrain." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape7/PQDD_0016/NQ46407.pdf.

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Cheng, Sze-chiu, and 鄭士超. "The school-based curriculum tailoring scheme: a case study of curriculum formation and transformation." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1999. http://hub.hku.hk/bib/B31960728.

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Li, Fuxin 1963. "Decentralisation of educational management and curriculum development : a case study of curriculum reform in Shanghai and Victorian schools (1985-1995)." Monash University, Faculty of Education, 2001. http://arrow.monash.edu.au/hdl/1959.1/9140.

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Tyilo, Nomakula. "Implementation of the business studies national curriculum statement: a case study of four high schools in the Fort Beaufort education district." Thesis, University of Fort Hare, 2014. http://hdl.handle.net/10353/5829.

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This study investigated the implementation of the Business Studies National Curriculum Statement in Schools in Fort Beaufort District. The interpretive paradigm was utilized in this study because it focuses on individual perceptions and experiences. In addition a qualitative approach was used for the collection of data so as to gain in-depth information on the implementation of the Business Studies National Curriculum. Semi- structured interviews, focus group interviews and document analysis were used as a form of collecting data. The participants were purposively selected for the sample of this study and comprised of 4 Principals, 3 Subject Advisors, 1 Provincial Subject Planner, 6 Teachers and 36 learners and interviews lasted for about 1 ½ hours. Data analysis was done in line with the research questions, aims and objectives of the study. Through the participants’ answers from schools under study, a transcript was formulated, coded and categorized in view of the implementation of Business Studies National Curriculum Statement in schools. Therefore, it was discovered from the data of the research study that the participants encounter a number of challenges with regard to teaching and implementing Business Studies in their schools. Namely: (1) lack of qualified personnel to teach Business Studies (2) lack of adequate teaching materials (3) lack of Subject Advisors executing their roles in helping teachers to teach Business Studies effectively (4) lack of training programmes and workshops on how to teach Business Studies in the classroom. Thus, there were variances in schools under study especially with relations to funding, availability of teaching material, support offered by School Heads and the Department of Education. As a result, emphasis was that the Department of Education had to come up with ways of continuously training the teachers and offering support in terms of teaching materials. Most of the participants from the school under study did not bother to plan their lessons when they were going to teach this subject. In sum, this study attempted to highlight the challenges that the participants encounter as they try to implement the Business Studies in their schools taking into the considering the educational history of their country. Hence some of the participants expressed why there is a need to create, cultivate and have a conducive and supportive working environment. The study recommends that the Department of Education provide teachers with special training on how to select relevant learning and teaching support material. Moreover, there is a greater need for Business Studies teachers to strike a balance between theory and practice in the deliverance of their lessons in Business Studies. Additionally, the District Officials must organise on-going training in Business Studies as this would help to rectify the problems that are currently being encountered in implementing Business Studies in schools.

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Owolabi, Elizabeth Aina. "Home Economics programs in Oyo state secondary schools." Thesis, University of British Columbia, 1987. http://hdl.handle.net/2429/28194.

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The purpose of this study was to identify the curricula emphases of home economics in Oyo state secondary schools, and to analyze the relationship between subject matter emphasis and selected aspects about teaching and the teacher. Sixty-two home economics teachers in Oyo state, Nigeria, responded to a mailed survey asking them to indicate the degree of emphasis given to 50 topics in five subject matter areas of home economics: Human Development and the Family, Home Management and Family Economics, Foods and Nutrition, Textiles and Clothing, and Housing. The most taught subject matter area was Foods and Nutrition followed by Home Management and Family Economics, Textiles and Clothing, Human Development and the Family, and Housing. A similar rank order was observed for subject matter competence and for preference for teaching subject matter. Scores on the topics within each subject matter area, however, indicated that all of these topics and the subject matter areas were moderately emphasized in the curriculum. The philosophical views of home economics as homemaking education; home economics as household management and home economics as cooking and sewing exist concurrently. Multiple regression analysis was used to examine the relationship between the above five subject matter areas and selected aspects about teaching and the teacher. The results of the multiple regression analysis indicated no significant relationship. Some of the problems facing home economics as a subject in the secondary schools were lack of laboratory space, equipment, finance, and shortage of home economics teachers. Collaborative curriculum development and local co-operative responses may offer the means to overcome the shortage of resources for programs in specific locales. Further research in the form of case studies of successful home economics programs could be informative in understanding better the necessary components which should be fostered in strengthening home economics programs.
Education, Faculty of
Curriculum and Pedagogy (EDCP), Department of
Graduate

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Haindongo, Nyeuvo-Saima. "Environmental education in Namibia : a case study of the biology teachers." Thesis, Stellenbosch : Stellenbosch University, 2013. http://hdl.handle.net/10019.1/80173.

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Thesis (MEd)--Stellenbosch University, 2013.
Bibliography
ENGLISH ABSTRACT: The focus of this study is on Biology teachers in selected Namibian schools. The researcher seeks to understand how Biology teachers implement Environmental Education (EE) as part of the Biology curriculum as is mandated in the curriculum policy. Literature indicates that the EE curriculum and the science curriculum are underpinned by different philosophical and pedagogical perspectives. This prompts the research questions, and the subsequent research reported on in this thesis. During a case study guided by a qualitative interpretive paradigm, Biology teachers and Biology advisory teachers are interviewed about their experiences and actions and invited to make suggestions. In addition curriculum document analysis and observation are used. The data point to the aspects that can facilitate the implementation of EE in the curriculum, However the implementation of EE is associated with many obstacles and challenges. Teachers struggle to implement EE because of an inadequate understanding of EE and its underlying philosophy. Further enhancement of EE will also require the reduction of tensions between policy and practice, logistic barriers, and the gap between EE and science, while increasing the involvement of teachers in curriculum development, collegiality among teachers and principals, teachers and advisory teachers’ knowledge of EE, teachers and advisory teachers’ curriculum understanding and professional support. Teachers cannot achieve the objectives of EE unaided; therefore the establishment of EE co-coordinators in schools is suggested, since schools have failed to implement EE without such support. In addition, it is suggested that activity systems be studied in totality and that boundaries be crossed to enrich the outcome of EE. . Subject advisors are mandated by the government to support teachers experiencing problems, and it is suggested that ideas linked to the activity systems and activity theory be investigated and implemented to solve the problems. This should improve the implementation of EE as part of science teaching in the schools where the study was conducted and in other schools.
AFRIKAANSE OPSOMMING: Die fokus van hierdie studie was op biologie-onderwysers in geselekteerde Namibiese skole. Die navorser probeer om te verstaan hoe biologie-onderwysers Environmental Education (EE) implementeer as deel van die biologie van die kurrikulum wat in die kurrikulum beleid mandaat. Literatuur dui daarop dat die EE kurrikulum en die wetenskap kurrikulum word ondersteun deur "anders" filosofiese en pedagogiese perspektiewe wat die navorsing vrae gevra, en die daaropvolgende projek berig in hierdie tesis. Het egter Biologie-onderwysers se pre-diens onderwys sluit nie EE. Tydens 'n gevallestudie gelei deur 'n kwalitatiewe interpretatiewe paradigma, is biologie-onderwysers en biologie raadgewende onderwysers ondervra oor hul ervarings, aksies en voorstelle. Kurrikulum dokumente is ontleed en waarnemings van onderwysers in klaskamers in Benewens onderhoude en dokument-analise is gebruik. Data dui daarop dat die implementering word omring deur baie struikelblokke en uitdagings. EE is beperk tot opvoeding oor die omgewing en word gelei deur wetenskapsfilosofie. Dit lyk asof daar 'n gebrek aan begrip van EE en sy onderliggende filosofie deur onderwysers. Die meeste onderwysers noem baie struikelblokke as struikelblokke tot die implementering en dit sluit in logistieke hindernisse, en die gaping tussen EE en wetenskap, 'n gebrek van die betrokkenheid van onderwysers in kurrikulumontwikkeling, 'n gebrek van kollegialiteit onder onderwysers en skoolhoofde, gebrek aan onderwysers en raadgewende onderwysers se kurrikulum begrip en professionele ondersteuning. Terwyl, dokument-analise het gewys op die spanning tussen beleid en praktyk. Verdere data wys na die aspekte wat kan ondersteun as die inlywing van EE in die kurrikulum EE implementering, Biologie word gesien as 'n goeie voertuig vir EE, onderwysers benaderings is kennis van leerder, onderwysers se houding teenoor die implementering is positief. Advisory onderwysers kennis van hul algemene verantwoordelikhede, maar hulle lyk nie te verstaan hoe dit is van toepassing in EE weens gebrek aan EE kennis. Onderwysers kan nie die doel bereik sonder hulp, dus die vestiging van EE mede-koördineerders in skole word voorgestel, aangesien skole het misluk EE te implementeer sonder ondersteuning. Daarbenewens word dit voorgestel dat die aktiwiteit stelsels in totaliteit bestudeer word en dat die grense oorgesteek om die uitkoms te verryk. In hierdie verband, vakadviseurs mandaat deur die regering om onderwysers te ondersteun wat hindernisse ervaar, en daar word voorgestel dat die idees gekoppel aan die aktiwiteit en aktiwiteit-teorie ondersoek word en geïmplementeer word om die hindernisse aan te pak. Dit moet EE implementering te verbeter as deel van die wetenskap-onderrig in die skole waar die studie gedoen is.

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Lo, Tang Yim-man, and 羅鄧艷文. "A study of the dissemination activities used in a centralized education system: the case of the new 1989certificate level geography curriculum." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1988. http://hub.hku.hk/bib/B31955824.

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Brooks, Steven K. "Canadian History 1201, a case study in senior high social studies curriculum development in Newfoundland and Labrador." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp01/MQ34167.pdf.

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Yuen, Suk-kwan, and 袁淑筠. "School-based curriculum development: a case study in Hong Kong secondary school." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2005. http://hub.hku.hk/bib/B35520383.

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Dharsey, Zorina. "Implementing a resource based inset programme : a case study of natural science teachers /." Thesis, Link to the online version, 2007. http://hdl.handle.net/10019/418.

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Книги з теми "Curriculum planning Oceania Case studies"

Henning, Haft, and Hopmann Stefan, eds. Case studies in curriculum administration history. London: Falmer Press, 1990.

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Edwards, Russell. Curriculum in action: Case studies from Wales. (Harlow): Longman for the School Curriculum Development Committee, 1987.

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Lee, Linda E. Curriculum implementation in Manitoba: Case studies. [Winnipeg, Man.]: Manitoba Education, 1985.

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Case studies in language curriculum design. New York, NY: Routledge, 2011.

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S, Martin David, ed. Curriculum leadership: Case studies for program practitioners. Alexandria, Va: Association for Supervision and Curriculum Development, 1989.

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Frey, Nancy. Designing responsive curriculum: Planning lessons that work. Lanham, Md: Rowman & Littlefield Education, 2005.

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1946-, Langford Helen, and Barnett Jennifer A. 1966-, eds. Education methods: A case study approach to professional development. Toronto: Wiley, 2005.

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English, Fenwick W. Curriculum auditing. Lancaster, Pa., U.S.A: Technomic Pub. Co., 1988.

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Kenkyūjo, Nihon Shigaku Kyōiku. Atarashii kyōiku katei no hensei jireishū. Hachiōji-shi: Nihon Shigaku Kyōiku Kenkyūjo, 1994.

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McCutcheon, Gail. Developing the curriculum: Solo and group deliberation. White Plains, N.Y: Longman Publishers USA, 1995.

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Yeravdekar, Vidya, and Nidhi Piplani Kapur. "Coping with Covid-19: Forging Creative Pathways to Support Educational Continuity Amidst the Pandemic." In Knowledge Studies in Higher Education, 111–22. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-82159-3_7.

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AbstractThe pandemic has forced all educational institutions to grapple with challenges. Throughout this time Symbiosis International University (SIU) in India has been proactive in leading change not only at the university but also in K-12 schools. While the university transitioned to virtual teaching and learning, a methodical approach was laid out in assisting its eight elementary and senior secondary schools in both urban and rural areas, through the Symbiosis Schools Central Directorate (SSCD), to adapt to the needs of a public health crisis. While connectivity challenges continue to haunt schools, especially in rural areas, training and capacity building of K-12 teachers and administrators by university professors and experts has been a saving grace in navigating the pandemic.The focus of this case is understanding the parallels and the partnership between SIU and its K-12 schools. It reflects a bottom-up approach in dealing with the pandemic where Symbiosis Society, the non-profit organization that has established the schools as well as the University, invested in teacher capacity building at its elementary and secondary schools through its Symbiosis Schools Central Directorate (SSCD) in both rural and urban areas to ensure continuity of teaching and learning while adapting to this new normal. The investment in teacher capacity building has enabled the leadership to address the emerging circumstances, stimulate momentum to create or demand needed change at their institutions, inspire peer learning, and foster innovation in strategy and practice for the greater benefit of its stakeholders including students and parents.This case study reflects on SIU experiences in dealing with the dynamic circumstances such as training and capacity building with respect to supporting teachers in developing skills to adapt their content to virtual mode, blended learning, and integrating Collaborative Online International Learning (COIL) into the curriculum. In addition, SIU had to counsel students and parents to adapt to this new way of learning. SIU’s experience encompasses a coordinated approach of working with internal and external stakeholders to develop a response to the crisis, short-to-medium-term strategic planning in the face of uncertainty, exploring technology solutions, partnership management, and effective communication processes with its stakeholders. Special emphasis has been put on ensuring the mental and physical wellbeing of the learner, constant communication and guidance to parents, and virtual activities to promote community engagement to mitigate the loss of physical social interactions at this crucial time.

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McLean, Emina. "Docklands Primary School, Melbourne, Australia." In Systematic synthetic phonics: case studies from Sounds-Write practitioners, 43–53. Research-publishing.net, 2022. http://dx.doi.org/10.14705/rpnet.2022.55.1358.

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Our brand-new school, Docklands Primary School, opened in January 2021. Located in the heart of Melbourne, Australia, we are a state school for students in Foundation through to Year 6. At the time of this case study first being written, we had 255 students enrolled, but numbers continue to grow. We have a vibrant and diverse student community, with over 60% of our students speaking English as an additional language. Our students were born in 21 different countries, and there are at least thirteen different languages spoken at home. As the English and Literacy Leader, I oversee curriculum, assessment, instruction, intervention, and professional learning in those domains. Part of that foundational work has involved ensuring staff are formally trained in Sounds-Write, and that the programme is implemented with consistency and fidelity across classrooms. We teach Sounds-Write in the first three years of school (Foundation-Year 2). Students receive 30 minutes of instruction daily and planning and delivery is consistent across year level classrooms. In 2021, there were six Foundation classes, two Year 1 classes, and one Year 2 class. We are not considered a particularly advantaged or disadvantaged school, with an Index of Community Socio-Educational Advantage value close to the average of 1,000 (range of 800-1,200).

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Rush, Laurie W. "Training for Cultural Property Protection." In The Preservation of Art and Culture in Times of War, 275—C10.N1. Oxford University PressNew York, 2022. http://dx.doi.org/10.1093/oso/9780197610565.003.0011.

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Abstract When sacred places, agricultural infrastructure, traditional gathering spaces, and other elements of cultural life are spared during conflict, a community in trouble has a greater chance for peace in the future. Since damage by US and Polish Forces at Babylon was reported in 2003, academic and military partners have been working to institutionalize a cultural property protection program within the US Department of Defense and NATO. Archaeologists and other heritage professionals provided subject matter expertise and combined their knowledge with military advice in order to achieve a goal of “the right information to the right people at the right time.” These efforts have included development of cultural property inventory and geospatial information; awareness training and professional military education curriculum; development of military regulations governing identification and management of cultural property forward; and research into the relationships between damage to cultural property and exacerbation of conflict. Cultural Property Protection can and should be implemented during all phases of military operations from the very earliest planning stages, during conflict, and throughout stabilization and return to civil society. The academic military partnership has provided guidance and advice for how to effectively plan for the presence of cultural property on the battlefield including methods for avoidance and minimization of potential and/or collateral damage. Detailed examples and case studies taken from actual military experiences illustrate the value of military organizations having a comprehensive capability for recognizing and respecting cultural property and the consequences when those capabilities are lacking.

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