Готові списки джерел за темами / History Study and teaching (Secondary) Australia Case studies

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Автор: Grafiati

Опубліковано: 10 грудня 2022

Оновлено: 29 січня 2023

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Статті в журналах з теми "History Study and teaching (Secondary) Australia Case studies"

Li, Xinxin, and Hui Huang. "“No” — A Case Study in Corrective Feedback in a Secondary Chinese Language Classroom in Australia." Journal of Language Teaching and Research 8, no. 6 (November 1, 2017): 1032. http://dx.doi.org/10.17507/jltr.0806.02.

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Corrective feedback has been studied for decades in classrooms both for children and adults. Among different subjects, language learning, especially second language (L2) learning is one of the significant targets of corrective feedback studies. Compared to English and other European languages, however, Chinese as L2 classroom has get little attention. This paper investigates what types of corrective feedback (CF) a teacher of Chinese working at a secondary school in Melbourne provided to what kinds of errors made by students, and the effectiveness of each CF type. The data was obtained from 2 random lessons and the parts involving CF were transcribed to further analyze. The results suggest that Chinese beginners made more mistakes in pronunciation and vocabulary than in grammar, however, the teacher provided feedback to all of the lexical and grammatical errors, ignoring nearly half of the phonological mistakes. In addition, the overall effectiveness of CF was not satisfactory, especially for elicitations and recasts, which were used the most commonly by the teacher. Some pedagogical implications for Chinese teaching and Chinese teacher training are also provided.

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Hanh, Nguyen Duc, Pham Van Thuan, and Vu Quynh Loan. "Analysis of Impact Factors of the Quality Accreditation on Design and Improvement Curriculum in the University." Review of European Studies 13, no. 4 (September 16, 2021): 1. http://dx.doi.org/10.5539/res.v13n4p1.

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Studies here are the to determine effects of the quality accreditation to a training program on aim, teaching method, test and assessment methods and content, outcomes to students. Consider the fields and the professions, skills and attitudes that the curriculum must address to support graduate outcomes for students. Analyze the challenges for higher education leaders to appropriate industry requirements and the effects on faculty perceptions and capacity to design a transformative educational program for students. Comparing the difference between a curriculum only has concentrated on meeting requirements and follows quality accreditation standards with a curriculum focus to experiment for students. A case study for universities in Australia and Vietnam have been considered, compared and recommended.

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Johanson, Lisbeth Bergum. "The Norwegian curriculum in history and historical thinking: a case study of three lower secondary schools." Acta Didactica Norge 9, no. 1 (March 3, 2015): 5. http://dx.doi.org/10.5617/adno.1301.

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AbstractThe didactics of history and the content of the curriculum and syllabi have changed over the years in order to make history more relevant for the students of today. It is important to provide students with “knowing what” knowledge in addition to “knowing how” knowledge in order to support and develop critical thinking and historical understanding. One way of promoting historical understanding is through introducing the concepts of historical thinking. However, studies show that history classes often promote teaching that is still quite traditional, using history books uncritically and without problematizing their truthfulness, which do not make students see how history is formed, nor how it can be important for the present and the future. The present article explores whether the concepts of historical thinking are encouraged and used in three different lower secondary schools in Norway today. The main sources of data are current history textbooks, teaching plans, tests and assignments. The findings of the study show that the concepts of historical thinking are not made clear and explicit enough in neither history books, plans nor tests. Furthermore, it seems like reproduction rather than reflection is focused on in many classrooms, making it difficult to develop a historical understanding. It is therefore suggested that both teachers and students learn and work thoroughly with the concepts of historical thinking.schools in Norway today. History books in use, plans, tests and assignments were considered important empirical information for the research question. The findings of the study show that the concepts of historical thinking are not clear enough neither in history books, plans nor tests. Furthermore, it seems like reproduction rather than reflections are practiced in many classrooms, making it difficult to get a historical understanding. To accomplish historical understanding it is suggested that both teachers and students learn and work thoroughly with the concepts of historical thinking.Sammendrag I tråd med samfunnsendringer og endringer i skolen har historiedidaktikken og læreplanene i historie blitt endret for å gjøre historiefaget mer relevant for elevene i dag. For å utvikle elevenes kritiske tenkning og historieforståelse bør elevene tilegne seg både ”vite at- kunnskap” og ”vite hvordan - kunnskap”. En måte å fremme historieforståelse på, er gjennom introduksjon av historisk tenkning. Studier utført i klasserommet viser imidlertid at historieundervisningen fortsatt er forholdsvis tradisjonell i den forstand at lærebøker i historie anvendes ukritisk, uten å problematisere hvordan historie konstrueres eller hvorfor historie er viktig både i dag og for fremtida. Denne artikkelen ser på hvorvidt og hvordan historisk tenkning fremmes og anvendes i tre ulike skoler på ungdomstrinnet. Lærebøker i historie, ukeplaner, halvårsplaner, prøver og oppgaver danner hovedgrunnlaget for empirien i denne undersøkelsen. Funnene i undersøkelsen viser at historisk tenkning er lite tydelig i lærebøker, planer eller i prøver og oppgaver. Samtidig ser det ut til at det fokuseres mer på reproduksjon enn refleksjon i klasserommet, noe som vanskeliggjør historisk forståelse. Det foreslås derfor at både lærere og studenter arbeider mer grundig med historisk tenkning. Nøkkelord: Historiedidaktikk, historieforståelse, historisk tenkning, læreplaner

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Ellis, Robert B., and David S. Waller. "Marketing education at the University of Melbourne." History of Education Review 46, no. 1 (June 5, 2017): 95–106. http://dx.doi.org/10.1108/her-12-2015-0030.

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Purpose The purpose of this paper is to analyse the early days of marketing education by observing the first “Marketing” subject in Australia, which was taught at the University of Melbourne, and comparing elements of the early subject to the introductory Marketing subject of today. Design/methodology/approach The information used for this study was obtained from material in the University of Melbourne Archives, including calendar entries, subject descriptions, and university announcements, as well as from interviews and correspondence with various people including those in academic and administrative positions, and former students. Findings The origins of university-level marketing education in Australia can be seen to have been shaped by several influences, including: the external environment of the country at that time; the areas of interest of academic staff; the availability of teaching material – textbooks, academic articles, appropriate case studies, academic research papers, etc.; the academic staff and teaching materials from the USA; and the extent to which the supporting technology of marketing had changed. Practical implications By observing the development in marketing education over the years, from its beginnings in Australia at the University of Melbourne, this paper shows changes in the content which assists in the understanding of what has led to how marketing is taught in Australasian universities and colleges today. Originality/value Marketing education research usually focusses on what is happening at the moment, so the value of this study is that it is one of the few that looks at marketing education from a historical perspective.

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SHARMA, DR MONIKA. "A CASE STUDY ON GLOBAL BUSINESS OF SPORTS LEAGUE." International Journal Of Multidisciplinary Research And Studies 05, no. 04 (April 26, 2022): 01–16. http://dx.doi.org/10.33826/ijmras/v05i04.3.

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Huge investments have been carried out in sports teams and professional sports leagues all over the world. There are different sports that are popular in different parts of the world. In the United States, it's American Football, in Europe and UK it is Football (soccer); in the Indian sub-continent and Australia, it is Cricket that attracts the largest crowd. The research analyses this business of investments in sports leagues around the world. The paper looks at the potential interest in investing in clubs and team franchises of sports leagues. The aim of this paper was to find out the attractiveness and risks, economically and financially, involved in the Global business of sports leagues and the Involvement of business in the field of sports and critically analyze different business models used in the field of sports leagues for conducting business globally. The research utilized the primary data through questionnaires, case studies, and secondary data through government agencies like the census bureau, information compiled for sale by commercial vendors, data published by universities, government, equity research, reports, trade association newsletter, etc. The research concluded sports have always been a unique game of business for players and investing organizations. However, the research recommended the franchise business model used for the business is the appropriate model for conducting business in the field of sports leagues.

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Contois, Emily J. H. "“He just smiled and gave me a Vegemite sandwich”." Journal of Historical Research in Marketing 8, no. 3 (August 15, 2016): 343–57. http://dx.doi.org/10.1108/jhrm-06-2015-0019.

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Purpose Through a case study of J. Walter Thompson and Kraft’s efforts to market Vegemite in the USA in the late 1960s, this paper aims to explore transnational systems of cultural production and consumption, the US’s changing perception of Australia and the influence of culture on whether advertising fails or succeeds. Design/methodology/approach This paper draws from archival primary sources, including advertisements and newspapers, as well as secondary literatures from the fields of advertising history, food studies and transnational studies of popular culture. Findings Although J. Walter Thompson’s advertising contributed to Vegemite’s icon status in Australia, it failed to capture the American market in the late 1960s. In the 1980s, however, Vegemite did capture American interest when it was central to a wave of Australian popular culture that included films, sport and music, particularly Men at Work’s hit song, “Down Under”, whose lyrics mentioned Vegemite. As such, Vegemite’s moment of success stateside occurred without a national advertising campaign. Even when popular, however, Americans failed to like Vegemite’s taste, confirming it as a uniquely culturally specific product. Originality/value This paper analyzes a little-studied advertising campaign. The case study’s interdisciplinary findings will be of interest to scholars of advertising history, twentieth century USA and Australian history and food studies.

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McLay, Katherine Frances, and Vicente Chua Reyes Jr. "Problematising technology and teaching reforms: Australian and Singapore perspectives." International Journal of Comparative Education and Development 21, no. 4 (October 31, 2019): 277–94. http://dx.doi.org/10.1108/ijced-10-2018-0045.

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Purpose The purpose of this paper is to compare and problematise technology and teaching reform initiatives in Australia and Singapore, demonstrating the importance of adopting a critical stance towards technology-rich education reform. In the Australian context, the tensions and challenges of the Digital Education Revolution and the Teaching Teachers for the Future programme are illustrated. In the Singapore context, the implications of the ways in which teachers exercise their agency over technological imperatives are examined. Design/methodology/approach The first section of the paper draws on interview and observational data generated during a microethnographic investigation into secondary school students’ use of iPads as a learning tool in an independent school in South-East Queensland. Data “snapshots” illustrate the lingering challenges of reform designed to achieve technology-rich learning environments. The second section of the paper draws on a retrospective study of current ICT initiatives in Singapore through case studies of two schools that are heavily involved in ongoing ICT integration programmes. Findings While reforms are usually borne out of careful studies among policy makers and politicians to develop solutions to problems, the final version often reflects compromise between various stakeholders championing their respective agendas. As such, problematisation is imperative to develop critical and nuanced understandings. In both Australia and Singapore, it is suggested that failing to account for such ontological matters as teacher and learner identity and agency prevents meaningful change. Originality/value Global reform to achieve technology-rich teaching and learning environments reflects the ubiquity of such initiatives across geographical and cultural boundaries. Such reforms have been driven and supported by a substantial body of research, much of which has uncritically accepted the view that technology-rich reform is inherently “good” or necessary. Learning technology research has thus tended to focus on epistemological matters such as learning design at the expense of ontology. This paper engages with emerging research into technology as an identity issue for learners and teachers to explore the implications of technology-driven education reform on educational institutions, policies and practices.

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Martínez-Ramón, Juan Pedro, Inmaculada Méndez, and Cecilia Ruiz Esteban. "Educational Response to a Student with Psychosis at the Secondary Level: A Non-Experimental Single-Case Study." European Journal of Investigation in Health, Psychology and Education 10, no. 4 (November 24, 2020): 1080–94. http://dx.doi.org/10.3390/ejihpe10040076.

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Students with psychosis in school within the ordinary education system are a reality in the classroom. To study their correct adaptation at school, it is necessary to consider numerous factors such as the personal characteristics of the student, environmental variables, educational measures put in place as well as emotional and cognitive aspects. The aim of this research was to monitor the teaching–learning process of a student diagnosed with psychosis and enrolled in a public school at the secondary level in the ordinary modality with support during an academic year, with the usual resources provided by a guidance department to assess the impact of the educational measures and plans on his emotional and academic fields. This was a single case study in which both qualitative and quantitative information was collected (N = 1). The participant was a student with special needs at the secondary level. An analysis of the results of psychometric tests, plan for diversity, observational analysis, academic file, scholastic history, and multiple interviews were carried out. The findings show how the educational curriculum can be adapted to improve the competences of a student with psychosis by encouraging an increase in social abilities and potential cognitive abilities through the counseling department. The conclusions of this research can provide a guideline for comparison of different educational systems, paying greater attention to the development of emotional aspects, and opting for inclusive measures. In this line, this study shows that students with psychosis can share classrooms and studies with their peers, thus fulfilling the principle of educational inclusion.

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Fernàndez Gonzàlez, Jorge. "Mujeres pioneras: la catedrática de instituto Rosario Fuentes." Historia y Memoria de la Educación, no. 14 (May 26, 2021): 487. http://dx.doi.org/10.5944/hme.14.2021.27510.

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If higher education was already restricted and off-limits to women until the 20th century, their access to teaching and obtaining academic positions at these levels was even more difficult and complex. The aim of this paper is to describe a paradigmatic case of this problem: the life of Rosario Fuentes, who achieved the highest score in a public exam to become French professor and who became the first secondary school professor at the Zorrilla high school in Valladolid. Fuentes alsohad a relevant career as a translator, with contributions to texts on education, philosophy and psychology. This study highlights her role as a researcher associated with the Junta para la Ampliación de Estudios (Board for Advanced Studies) and as a writer of French textbooks. She also took part in the organization of language teachers as well as teaching in different Teacher Training Schools. Her career suffered as a result of the purging process which Franco’s dictatorship carried out on teachers, a process that was especially arbitrary against women due to the fact that their own actions and thoughts were often considered less relevant than those of their partners or relatives.. This paper, which examines many of these aspects of her life, relies on documentation and unpublished images from different archives such as those of the administration and the family, as well as previous works that analyse the issue of women teachers in Secondary Education.

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Дисертації з теми "History Study and teaching (Secondary) Australia Case studies"

Mazibuko, Edmund Z. "The mediation of teaching through central curriculum controls: Four case studies of history teaching in year 12 in Western Australia." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 1995. https://ro.ecu.edu.au/theses/1573.

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The work of scholars on pedagogical content knowledge has drawn attention to the importance of mastery of subject matter. Good teachers are able to make clever transitions between their knowledge of content and their pedagogy. The examples of these transitions in the literature usually assume that teachers have a large measure of control over the content: lessons are exploratory and concerned with understanding the deeper meanings and fundamental concepts that underpin the discipline base. The reality of most classrooms is otherwise; teachers are guided by syllabus statements, textbooks and end of year examinations. Sequence and pace of instruction are often implicitly or explicitly controlled. Teachers are required to make choices: either teach towards the examination or teach for deeper understanding and jeopardise the completion of the examinable content. The purpose of this study was to examine how experienced Year 12 history teachers in Western Australia managed the tension between content coverage and teaching for deeper understanding of the subject matter. To examine this question, four experienced history teachers in four high schools in Perth, Western Australia took part in the study. These teachers were observed teaching history in Year 12 during the 1994 school year and they were also interviewed on aspects of their teaching, the syllabus and the TEE examination. The students in these classrooms were also interviewed during the data collection period. The stories of these teachers are presented in four case studies. Evidence from this study indicates that the experienced Year 12 teachers have learned to make compromises in the way they teach and manage content coverage in such a way that they are able to achieve high levels of examination performance while maintaining a focus on conceptual learning. The teachers managed this balancing act by (a) representing high examination performance and conceptual understanding of the subject matter as a single objective rather than as two objectives in opposition, (b) ensuring that students had a broad conceptual understanding of the key issues contained in the examination syllabus so that the students could independently construct answers to the kinds of questions contained in examinations and (c) selectively emphasising and teaching in depth some parts of the syllabus though the whole syllabus was covered at least superficially. Though the teachers would have preferred more personal control over the selection of content and assessment procedures, they nevertheless saw the external examination to have merit; however, as this study has demonstrated, the external examination is clearly a fallible means of student evaluation.

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Cheng, Sinn-man, and 鄭倩雯. "An investigation into the declining number of students opting for history at the certificate of education level in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1994. http://hub.hku.hk/bib/B31957079.

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Chu, Lina, and 朱麗娜. "An investigation into the language difficulties encountered by F.2 students in studying history in an Anglo-Chinese secondary school." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1990. http://hub.hku.hk/bib/B38626044.

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Kerrison, Terence Michael. "A study of the effect of criterion-referencing on teaching, learning and assessment in secondary schools." Thesis, Hong Kong : University of Hong Kong, 1996. http://sunzi.lib.hku.hk/hkuto/record.jsp?B18047300.

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Lui, Man-ho Joseph, and 雷文浩. "A study of the implementation of the S.I - S.III local history curriculum in three schools." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1994. http://hub.hku.hk/bib/B3195733X.

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Kao, Lai-kuen, and 高麗娟. "Implementing the new history syllabus in Hong Kong: case studies of project-based learning (PBL) in threesecondary schools." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2001. http://hub.hku.hk/bib/B42575758.

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Leung, Shuk-yi Louise, and 梁淑儀. "Students' approaches to learning and understanding in AS levelhistory." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2000. http://hub.hku.hk/bib/B31961794.

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Tang, Kit-lai Miranda, and 鄧潔麗. "The adoption of Chinese version in the Hong Kong Certificate of Education history examination by two Anglo-Chinese schools." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1994. http://hub.hku.hk/bib/B31957481.

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Scott, Margaret. "Engendering loyalties: the construction of masculinities, feminities and national identities in South Australian secondary schools, 1880-1919." Thesis, 2000. http://hdl.handle.net/2440/19740.

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Bibliography: leaves 369-398.
xiv, 398, [19] leaves : ill., maps, ports ; 30 cm.
A comparative study of a selection of South Australian secondary schools during the period 1880-1919. The ideals of gender and national identity of the various schools are investigated through an analysis of archival records relating to their rhetoric, organisation and curricula.
Thesis (Ph.D.)--University of Adelaide, Dept. of Education, 2000

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Scott, Margaret (Margaret Mary). "Engendering loyalties: the construction of masculinities, feminities and national identities in South Australian secondary schools, 1880-1919 : a thesis submitted in fulfilment of the requirements for the degree of Doctor of Philosophy / Margaret Scott." 2000. http://hdl.handle.net/2440/19740.

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Bibliography: leaves 369-398.
xiv, 398, [19] leaves : ill., maps, ports ; 30 cm.
Title page, contents and abstract only. The complete thesis in print form is available from the University Library.
A comparative study of a selection of South Australian secondary schools during the period 1880-1919. The ideals of gender and national identity of the various schools are investigated through an analysis of archival records relating to their rhetoric, organisation and curricula.
Thesis (Ph.D.)--University of Adelaide, Dept. of Education, 2000

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Книги з теми "History Study and teaching (Secondary) Australia Case studies"

Pangmulgwan esŏ yŏksa suŏp hagi: Teaching History with Museums. Sŏul: Minsogwŏn, 2013.

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History wars and the classroom: Global perspectives. Charlotte, NC: Information Age Pub., 2011.

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G, Grant S., and Gradwell Jill M. 1969-, eds. Teaching history with big ideas: Cases of ambitious teachers. Lanham: Rowman & Littlefield, 2010.

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Taškūnas, Algimantas P. Lithuanian studies in Australia: The case for low-demand language and cultural courses in higher education. Hobart: Tasmania University Union Lithuanian Studies Society, 2005.

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L, Gardner Arlene, and Rutgers University. New Jersey Center for Civic and Law-Related Education, eds. Conflict resolution and United States history. New Brunswick/Piscataway, NJ: New Jersey Center for Civic and Law-Related Education, 2007.

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Marcus, Alan S. Teaching history with museums: Strategies for K-12 social studies. New York: Routledge, 2012.

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Cooper, Hilary. Constructing history 11-19. Los Angeles: SAGE Publications, 2009.

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The challenge of rethinking history education: On practices, theories, and policy. New York: Routledge, 2011.

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Harrison, Simon (Simon P.), 1971- and McFahn Richard, eds. Cross-curricular teaching and learning in the secondary school--- humanities: History, geography, religious studies and citizenship. London: Routledge, 2012.

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To know her own history: Writing at the woman's college, 1943-1963. Pittsburgh: University of Pittsburgh Press, 2012.

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Частини книг з теми "History Study and teaching (Secondary) Australia Case studies"

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

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

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