Готові списки джерел за темами / History teachers Australia

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  1. Статті в журналах
  2. Дисертації
  3. Книги
  4. Частини книг

Добірка наукової літератури з теми "History teachers Australia"

Автор: Grafiati
Опубліковано: 10 грудня 2022
Оновлено: 29 січня 2023

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Статті в журналах з теми "History teachers Australia"

1

Whitehead, Kay. "Australian women educators’ internal exile and banishment in a centralised patriarchal state school system." Historia y Memoria de la Educación, no. 17 (December 18, 2022): 255–90. http://dx.doi.org/10.5944/hme.17.2023.33121.

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This article explores Australian women teachers’ struggles for equality with men from the late nineteenth to the mid-twentieth century. While Australia purported to be a progressive democratic nation, centralised patriarchal state school systems relied on women teachers to fulfil the requirements of free, compulsory and secular schooling. This study focuses on the state of South Australia where women were enfranchised in 1894, far ahead of European countries. However, women teachers were subjected to internal exile in the state school system, and banished by the marriage bar. The article begins with the construction of the South Australian state school system in the late nineteenth century. The enforcement of the marriage bar created a differentiated profession of many young single women who taught prior to marriage; a few married women who required an income; and a cohort of senior single women who made teaching a life-long career and contested other forms of subordination to which all women teachers were subject. Led by the latter group, South Australian women teachers pursued equality in early twentieth century mixed teachers unions and post-suffrage women’s organisations; and established the Women Teachers Guild in 1937 to secure more equal conditions of employment. The paper concludes with the situation after World War Two when married women were re admitted to the state school system to resolve teacher shortages; and campaigns for equal pay gathered momentum. In South Australia, the marriage bar was eventually removed in 1972.
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2

Morris Matthews, Kay, and Kay Whitehead. "Australian and New Zealand women teachers in the First World War." History of Education Review 48, no. 1 (June 3, 2019): 31–45. http://dx.doi.org/10.1108/her-05-2018-0012.

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Purpose The purpose of this paper is to highlight the contributions of women teachers to the war effort at home in Australia and New Zealand and in Egypt and Europe between 1914 and 1918. Design/methodology/approach Framed as a feminist transnational history, this research paper drew upon extensive primary and secondary source material in order to identify the women teachers. It provides comparative analyses using a thematic approach providing examples of women teachers war work at home and abroad. Findings Insights are offered into the opportunities provided by the First World War for channelling the abilities and leadership skills of women teachers at home and abroad. Canvassed also are the tensions for German heritage teachers; ideological differences concerning patriotism and pacifism and issues arising from government attitudes on both sides of the Tasman towards women’s war service. Originality/value This is likely the only research offering combined Australian–New Zealand analyses of women teacher’s war service, either in support at home in Australia and New Zealand or working as volunteers abroad. To date, the efforts of Australian and New Zealand women teachers have largely gone unrecognised.
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3

Trotman, Janina. "Women Teachers in Western Australian “Bush” Schools, 1900-1939: Passive Victims of Oppressive Structures?" History of Education Quarterly 46, no. 2 (2006): 248–73. http://dx.doi.org/10.1111/j.1748-5959.2006.tb00067.x.

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Demography, distance, and die expansion of settlements created problems for the State Department of Education in Western Australia and other Australian states in the nineteenth and early twentieth centuries. Educational administration in Canada and parts of the United States faced similar issues with regard to the provision of schools. A common response was the establishment of one-teacher rural schools, frequently run by young, and sometimes unclassified, female teachers. In the United States locally elected school boards were the primary source of regulation, but in late nineteenth-century Western Australia such local boards had been stripped of their powers and were answerable to the newly established, highly centralized Education Department. Formal regulated teachers. The masculinized system of the Department and its inspectorate. All the same, however, the local community still exerted informal controls over the lives of teachers working and living in small settlements.
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4

Cutter-Mackenzie, Amy, Barbara Clarke, and Phil Smith. "A Discussion Paper: The Development of Professional Teacher Standards in Environmental Education." Australian Journal of Environmental Education 24 (2008): 3–10. http://dx.doi.org/10.1017/s0814062600000537.

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AbstractProfessional teaching associations in Australia and abroad have been developing teacher and/or teaching standards and associated professional learning and assessment models in the key discipline areas since the 1990s. In Australia, a specific intent of this approach is to capture and recognise the depth and range of accomplished educators' teaching. Despite the increasing work in this area, there has been a dearth of discussion about teacher standards in environmental education and no previous attempt to research and/or develop professional teacher standards for environmental education in Australia. This paper discusses the history of teacher standards in Australia, and considers the implications for the development of teacher standards in environmental education. In doing so, we present a research-practice model that is currently being piloted in Victoria for developing accomplished professional teacher standards and learning in environmental education with and for accomplished Australian primary and secondary teachers.
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5

Pardy, John. "Remembering and forgetting the arts of technical education." History of Education Review 49, no. 2 (November 12, 2020): 181–93. http://dx.doi.org/10.1108/her-02-2020-0009.

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PurposeTechnical education in the twentieth century played an important role in the cultural life of Australia in ways are that routinely overlooked or forgotten. As all education is central to the cultural life of any nation this article traces the relationship between technical education and the national social imaginary. Specifically, the article focuses on the connection between art and technical education and does so by considering changing cultural representations of Australia.Design/methodology/approachDrawing upon materials, that include school archives, an unpublished autobiography monograph, art catalogues and documentary film, the article details the lives and works of two artists, from different eras of twentieth century Australia. Utilising social memory as theorised by Connerton (1989, 2009, 2011), the article reflects on the lives of two Australian artists as examples of, and a way into appreciating, the enduring relationship between technical education and art.FindingsThe two artists, William Wallace Anderson and Carol Jerrems both products of, and teachers in, technical schools produced their own art that offered different insights into changes in Australia's national imaginary. By exploring their lives and work, the connections between technical education and art represent a social memory made material in the works of the artists and their representations of Australia's changing national imaginary.Originality/valueThis article features two artist teachers from technical schools as examples of the centrality of art to technical education. Through the teacher-artists lives and works the article highlights a shift in the Australian cultural imaginary at the same time as remembering the centrality of art to technical education. Through the twentieth century the relationship between art and technical education persisted, revealing the sensibilities of the times.
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6

Leonard, Simon. "Children's History: Implications of Childhood Beliefs for Teachers of Aboroginal Students." Australian Journal of Indigenous Education 30, no. 2 (2002): 20–24. http://dx.doi.org/10.1017/s1326011100001447.

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While conducting research intended to explore the underlying thoughts and assumptions held by non-Indigenous teachers and policy makers involved in Aboriginal education I dug out my first book on Australian history which had been given when I was about seven years old. Titled Australia From the Beginning (Pownall, 1980), the book was written for children and was not a scholarly book. It surprised me, then, to find so many of my own understandings and assumptions about Aboriginal affairs and race relations in this book despite four years of what had seemed quite liberal education in Australian history.
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7

Lummis, Geoffrey William, Julia Elizabeth Morris, and Graeme Lock. "The Western Australian Art and Crafts Superintendents’ advocacy for years k-12 Visual Arts in education." History of Education Review 45, no. 1 (June 6, 2016): 115–30. http://dx.doi.org/10.1108/her-12-2014-0045.

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Purpose – The purpose of this paper is to record Visual Arts education in Western Australia (WA) as it underwent significant change between 1967 and 1987, in administration, policy, curriculum and professional development. Design/methodology/approach – A narrative inquiry approach was utilized to produce a collective recount of primary Visual Arts teacher education, based on 17 interviews with significant advocates and contributors to WA Visual Arts education during the aforementioned period. Findings – This paper underscores the history of the role of Western Australian Superintendents of Art and Crafts and the emergence of Visual Arts specialist teachers in primary schools, from the successful establishment of a specialist secondary Visual Arts program at Applecross Senior High School, to the mentoring of generalist primary teachers into a specialist role, as well as the development and implementation of a new Kindergarten through to Year 7 Art and Crafts Syllabus. It also discusses the disestablishment of the WA Education Department’s Art and Crafts Branch (1987). Originality/value – The history of primary Visual Arts specialists and advocacy for Visual Arts in WA has not been previously recorded. This history demonstrates the high quality of past Visual Arts education in WA, and questions current trends in pre-service teacher education and Visual Arts education in primary schools.
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8

Campbell, Craig. "History of Education Research in Australia." Espacio, Tiempo y Educación 3, no. 2 (July 18, 2016): 3. http://dx.doi.org/10.14516/ete.2016.003.002.000.

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Анотація:
History of education research has flourished in Australia since the 1960s. However, fewer university appointments in recent years suggest that a decline will soon occur. Nevertheless, research over the previous fifty years has produced much excellent work, following three significant historiographical trends. The first is the dominant Anglo-Empirical Whig tradition, which has concentrated on conflicts between church and state over schooling, and the founders and establishment of schools and public school systems. The second arose from social history, shifting the focus of research onto families, students and teachers. However, the concentration on the social class relations of schooling was eventually overtaken by substantial studies into gender relations. In more recent times, cultural studies and the influence of Foucault have been responsible for new research questions and research, marking a new historiographical trend. A survey of topics for which more research is required concludes the editorial, not least of which is the history of Indigenous education.
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9

Whitehead, Kay. "German Schools and Teachers in Nineteenth‐Century South Australia." Paedagogica Historica 37, no. 1 (January 2001): 55–68. http://dx.doi.org/10.1080/0030923010370104.

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10

Kameniar, Barbara, Sally Windsor, and Sue Sifa. "Teaching Beginning Teachers to ‘Think What We Are Doing’ in Indigenous Education." Australian Journal of Indigenous Education 43, no. 2 (November 10, 2014): 113–20. http://dx.doi.org/10.1017/jie.2014.27.

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Working with beginning teachers to assist them to begin to ‘think what we do’ (Arendt, 1998) in both mainstream and Indigenous education is problematic. This is particularly so because the majority of our teacher candidates, and indeed most of their university lecturers, are positioned close to the racial, social and cultural centre of Australian education. That is, teachers and teacher educators tend to be white, middle class, educationally successful, and accepting of the main premises and assumptions, purposes and values of formal schooling in Australia. This proximity to the centre can lead to an inability to question ideas and practices that, while everyday and seemingly innocuous, are frequently dangerous and destructive for those at the margins. In this article, we illustrate the normative power of hegemonic ideas by using aspects of the teen fiction The Hunger Games as an analogy for ‘thoughtless’ and unquestioning acceptance of authority. We then describe and discuss a pedagogic practice used within the Master of Teaching program at the Melbourne Graduate School of Education. The practice is designed to challenge normative understandings about Australian history, teaching Indigenous Australian students, and to encourage engagement with the German-American Jewish philosopher and political theorist Hannah Arendt's provocative question ‘What are we doing?’ (Arendt, 1998, p. 5). We conclude the article with a challenge to re-think current policies and practices in the education of Indigenous Australians.
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Більше джерел

Дисертації з теми "History teachers Australia"

1

McGuire, Anthony. "Pupil teachers and junior teachers in South Australian schools 1873-1965 : an historical and humanistic sociological analysis /." Title page, contents and abstract only, 1999. http://web4.library.adelaide.edu.au/theses/09PH/09phm148.pdf.

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2

Whitehead, Kay. "Women's 'life-work' : teachers in South Australia, 1836-1906 /." Title page, abstract and contents only, 1996. http://web4.library.adelaide.edu.au/theses/09PH/09phw592.pdf.

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3

Gardiner, Diane. "A historical analysis of the construction of education as an area of study at university-level in Western Australia." University of Western Australia. Graduate School of Education, 2009. http://theses.library.uwa.edu.au/adt-WU2009.0183.

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[Truncated abstract] This thesis develops an understanding of how, historically, Education as an area of study (Education) has been constructed at each of the five universities in the State of Western Australia. The motivation for the study was the claim made by some academics that historically Education has been marginalised in certain universities in the UK, the USA and Australia, and that this marginalisation was intensified by a negative attitude towards its association with teacher preparation. Very little evidence, however, has been put forward to support this claim, thus highlighting a major neglected area of research. This thesis is a response to such neglect in relation to the situation in one state in Australia. The focus of the thesis is on the 'preactive curriculum' as represented in the plans and syllabi that outline what was included in programs and courses. An 'internal' analysis of relevant documents was conducted along with an 'external' analysis which considered the broader social, economic and political context. It was recognised that a study of the 'interactive curriculum' also needs to be conducted to gain insights into how the 'preactive curriculum' was mediated by lecturers and students. From the outset, however, it was deemed that this would constitute a further major study in itself. ... The most prominent were the 'academic', 'integrated', 'vocational', 'technical', 'pragmatic' and 'professional' orientations. The content of Education at the five universities also varied. Such variation offered breadth of opportunity for students. It also meant that, collectively, the universities served the needs of the State and their students by providing relevant and flexible curricula beyond what would have been possible in a 'one size fits all' model. Furthermore the claim that there was tension regarding the inclusion of 'Education' as an area of study within Australian universities generally, is not upheld for the Western Australian context. While this thesis contributes to an understanding of how, historically, Education as an area of study has been constructed in one State in Australia, much further research remains to be done in this field of curriculum history. In particular, future research could focus on the way in which Education, along with other areas of university study, have been constructed in the other states of Australia and overseas. The identification of areas of contestation and omissions from courses are also worthy of consideration. Finegrained studies of this nature could collectively make an important contribution to the understanding of the history of developments in the university curriculum at a macro level. Such work would, in the fullness of time, contribute to new understandings about institutionalised learning at tertiary level and provide historical insights to inform current practice as universities continue to try to find their way in a global society.
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4

Jarrett, Jennifer Ann. "Catholic bodies a history of the training and daily life of three religious teaching orders in New South Wales, 1860 to 1930 /." Connect to full text, 2003. http://hdl.handle.net/2123/5673.

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5

McClure, Diane. "An exploration of teachers' knowledge about aspects of Australian indigenous history and their attitude to reconciliation." Thesis, Australian Catholic University, 2008. https://acuresearchbank.acu.edu.au/download/a27aca83dcde23eb61707b7f8df6d7e9c6a1ff6752992e3736a6ea213b710e41/977882/64986_downloaded_stream_211.pdf.

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In contemporary Australian society the term Reconciliation refers to the process by which the Indigenous and wider Australian communities strive to improve relations with each other. It seeks to do this by recognizing past wrongdoings, addressing the disadvantage faced by Indigenous people today, whilst working together as Indigenous and non-Indigenous Australians for a better future (Council for Aboriginal Reconciliation, 1993a,b,g). Education is seen to play an important role in the advancement of this process. This is evident in the policy documents of Australian education departments (Brisbane Catholic Education, 2006; Department of Education, science and Training, 1999; Education Queensland, 2000) and the observed level of support for Reconciliation in the educational community (Burridge, 2006). It is apparent that Reconciliation is a key issue for teachers in modern Australia. This is particularly the case for teachers in Catholic schools. Catholic school teachers are required to model gospel values, one of which is the notion of reconciliation, embodied in the sacramental rite bearing the same name. Although the theological and secular meanings of this term have some similarities there are significant tensions between 'Christian' reconciliation and reconciliation in the broader Australian context. The importance of Reconciliation between Indigenous and non-Indigenous Australians to Catholic school teachers is articulated in the National Catholic Education Commission's Statement: Educating for Truth, Justice, and Reconciliation (1998). This document makes a strong commitment to support and encourage educators in the Catholic community to journey with Indigenous Australians and work towards reconciliation through education. Teachers in Catholic primary schools are the interface between Reconciliation, the Catholic ethos, and students.;The attitude of these teachers towards this process will have a significant bearing on how it is addressed in the school setting. The National Catholic Education Commission (1998) regards a positive and productive approach to Reconciliation is dependent on an appreciation of Indigenous Australian history. It is this link between knowledge of Indigenous Australian history and attitude towards Reconciliation that is the principle focus of this study. This investigation tested the hypothesis that teachers' knowledge of Indigenous history impacts positively on their attitude towards Reconciliation. In testing this hypothesis data on these constructs were collected via an attitude inventory and a history test, presented in questionnaire format. These research instruments were developed specifically for this investigation and administered to 100 staff from 11 Brisbane Catholic Education Primary schools. These 11 schools were those that agreed to participate from a sample of 50 schools randomly selected from within the Brisbane Diocese. The participants' scores on each of the instruments were correlated in order to test the research hypothesis and their responses to the attitude survey were subjected to factor analytic techniques to search for underlying patterns in the data. Schools differed significantly in their attitude scores and history test results, however, across the sample it was found that there was a small to moderate positive correlation between a teacher's knowledge of Indigenous history and their attitude towards Reconciliation. Participation in formal training in Indigenous history, Indigenous studies, or cultural awareness was also shown to correlate with a positive attitude towards Reconciliation.;With regards to the factor analysis, it was observed that the response patterns of participants to the Attitude survey could be grouped into five broad themes and that the highest level of agreement was observed on items relating to 'Recognition of ATSI history in Australian Culture'. The latter finding indicates that the teachers sampled considered Indigenous history an important aspect of the Reconciliation process. The correlation between history test results and attitude inventory scores supports the research hypothesis that that teachers' knowledge of Indigenous history impacts positively on their attitude towards Reconciliation. This, coupled with the observation that participation in formal training also impacts favorably on this construct, suggests steps by which teacher attitudes could be improved. These steps could include making in-service training and pre-service units focusing on Indigenous history a compulsory component of teacher education programs.
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6

Haigh, Colleen, and n/a. "A history of the School Library Association in Canberra and District : the first decade 1971-1981." University of Canberra. Communication, 1988. http://erl.canberra.edu.au./public/adt-AUC20060714.120926.

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This study traces many of the highlights which occurred during the first decade of the history of the School Library Association in Canberra and District (SLACAD). The roots of this association lie deep in the history of school libraries and teacherlibrarianship in Australia. Many SLACAD members belonged to other state school library associations and to the Australian School Library Association (ASLA) confederation since the establishment of these associations in the 1960's. These teacher-librarians have been dedicated in their attempts to further the cause of school libraries and their teacher-librarianship profession. The decade covered by this study embraces the greatest period of expansion in the development of school libraries seen in Australian history. During this decade the A.C.T. established an independent education system and it took many years for the A.C.T. Schools Authority administration to finalise its organisation. SLACAD members were anxious that school libraries in the A.C.T. should keep pace with school libraries in other Australian states and this study documents the constant efforts of its members to obtain improvements in school librarianship. Teacher-librarians in the A.C.T. have continued to maintain a close liaison with ASLA and many A.C.T. teacher-librarians have held executive office in ASLA. SLACAD has hosted seminars and conferences and this study documents numerous submissions and reports which were a necessary feature of the expanding A.C.T. school library association milieu.
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7

White, Rochelle. "The banning of E.A.H. Laurie at Melbourne Teachers' College, 1944." Thesis, 1997. https://vuir.vu.edu.au/32972/.

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This thesis examines the banning of a communist speaker. Lieutenant E.A.H. Laurie, at Melbourne Teachers' College in July, 1944 and argues that the decision to ban Laurie was unwarranted and politically motivated. The banning, which was enforced by the Minister for Public Instruction, Thomas Tuke Hollway, appears to have been based on Hollway's firm anti-communist views and political opportunism. A. J. Law, Principal of the Teachers' College, was also responsible for banning Laurie. However, Law's decision to ban Laurie was probably directed by Hollway and supported by J. Seitz, Director of Education.
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8

Crickmore, Barbara Lee. "An Historical Perpsective On the Academic Education Of Deaf Children In New South Wales 1860s-1990s." Thesis, 2000. http://hdl.handle.net/1959.13/24905.

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This is an historical investigation into the provision of education services for deaf children in the State of New South Wales in Australia since 1860. The main focus is those deaf children without additional disabilities who have been placed in mainstream classes, special classes for the deaf and special schools for the deaf. The study places this group at centre stage in order to better understand their educational situation in the late 1990s. The thesis has taken a chronological and thematic approach. The chapters are defined by significant events that impacted on the education of the deaf, such as the establishment of special schools in New South Wales, the rise of the oral movement, and aftermath of the rubella epidemic in Australia during the 1940s. Within each chapter, there is a core of key elements around which the analysis is based. These key elements tend to be based on institutions, players, and specific educational features, such as the mode of instruction or the curriculum. The study found general agreement that language acquisition was a fundamental prerequisite to academic achievement. Yet the available evidence suggests that educational programs for most deaf children in New South Wales have seldom focused on ensuring adequate language acquisition in conjunction with the introduction of academic subjects. As a result, language and literacy competencies of deaf students in general have frequently been acknowledged as being below those of five their hearing counterparts, to the point of presenting a barrier to successful post-secondary study. It is proposed that the reasons for the academic failings of the deaf are inherent in five themes.
PhD Doctorate
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Crickmore, Barbara Lee. "An Historical Perpsective On the Academic Education Of Deaf Children In New South Wales 1860s-1990s." 2000. http://hdl.handle.net/1959.13/24905.

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Анотація:
This is an historical investigation into the provision of education services for deaf children in the State of New South Wales in Australia since 1860. The main focus is those deaf children without additional disabilities who have been placed in mainstream classes, special classes for the deaf and special schools for the deaf. The study places this group at centre stage in order to better understand their educational situation in the late 1990s. The thesis has taken a chronological and thematic approach. The chapters are defined by significant events that impacted on the education of the deaf, such as the establishment of special schools in New South Wales, the rise of the oral movement, and aftermath of the rubella epidemic in Australia during the 1940s. Within each chapter, there is a core of key elements around which the analysis is based. These key elements tend to be based on institutions, players, and specific educational features, such as the mode of instruction or the curriculum. The study found general agreement that language acquisition was a fundamental prerequisite to academic achievement. Yet the available evidence suggests that educational programs for most deaf children in New South Wales have seldom focused on ensuring adequate language acquisition in conjunction with the introduction of academic subjects. As a result, language and literacy competencies of deaf students in general have frequently been acknowledged as being below those of five their hearing counterparts, to the point of presenting a barrier to successful post-secondary study. It is proposed that the reasons for the academic failings of the deaf are inherent in five themes.
PhD Doctorate
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10

Lindell, Carol Marie. "A history of the present: tracing the emergence and permutations of teacher quality in Australian Parliamentary Reports (1998—2007)." Thesis, 2019. http://hdl.handle.net/1959.13/1403704.

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Анотація:
Research Doctorate - Doctor of Philosophy (PhD)
Despite a lack of understanding as to what it means to be an effective teacher, the term teacher quality has become prominent in education policy across all Anglophone countries. This study explores key parliamentary reports to trace the discursive origins and historical manifestations of the concept during the period 1998 – 2007. This study adopts Bacchi’s (2009) What’s the problem represented to be? approach to policy analysis. The analytic framework questions how the problem of quality in education policy has been constructed, and the assumptions and presuppositions which underlie it. Based on the findings, the study considers how the problem could have been thought about differently. The results of the present study reveal multiple discourses of ‘quality’ evident in 1998. Influenced by assumptions, conceptual logics, and discursive practices, by 2000 the discursive frame had narrowed substantially to become ‘teacher centred’, circulating around teacher education, teaching practice, and teacher attributes. Limited by the teacher quality construct, by 2007 discourse was found to be almost exclusively framed within regulatory processes and procedures. This study argues that the concept of teacher quality in education policy has limited and constrained possibilities for thought, and in the process detracted from, and neglected other issues which may have greater or equal merit in providing a quality education system. The rendering of teacher quality has altered the trajectory of the discourse from one which viewed quality as equity, to one which is focused on what teachers do, and who teachers are. This study argues in favour of moving beyond the constraints of the teacher quality construct, to (re)imagine quality in more complex ways; one in which the broadest possible debate can (re)consider the meaning of quality in education.
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Книги з теми "History teachers Australia"

1

Hyams, B. K. From compliance to confrontation: 140 years of teachers' unions in South Australia, 1851-1991. Adelaide: Auslib Press, 1992.

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2

Theobald, Marjorie R. Knowing women: Origins of women's education in nineteenth-century Australia. Cambridge, UK: Cambridge University Press, 1996.

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3

Ryan, Aileen. Twelve came first: The FCJ mission to Australia. Richmond, Vic: Faithful Companions of Jesus, 2010.

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4

Vicary, Adrian. In the interests of education: A history of education unionism in South Australia. St. Leonards, N.S.W: Allen & Unwin, 1997.

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5

Jamieson, Ronda. What harmony is this?: 75 years of the Music Teachers' Association in Western Australia. Western Australia: West Australian Music Teachers' Association, 1986.

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6

Jamieson, Ronda. What harmony is this?: 100 years of the Music Teachers' Association in Western Australia 1910-2010. Victoria Park, WA: West Australian Music Teachers' Association, 2010.

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7

Jamieson, Ronda. What harmony is this?: 100 years of the Music Teachers' Association in Western Australia 1910-2010. Victoria Park, WA: West Australian Music Teachers' Association, 2010.

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8

Blewett, Neal. A cabinet diary: A personal record of the first Keating government. Kent Town, S. Aust: Wakefield Press, 1999.

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9

Jane, Rogers. Promised lands: A novel. Woodstock, N.Y: Overlook Press, 1997.

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Promised lands. London: Faber, 1996.

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Частини книг з теми "History teachers Australia"

1

Burston, W. H., and C. W. Green. "Australia." In Handbook for History Teachers, 977–78. London: Routledge, 2021. http://dx.doi.org/10.4324/9781032163840-166.

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Burston, W. H., and C. W. Green. "Australia." In Handbook for History Teachers, 426–28. London: Routledge, 2021. http://dx.doi.org/10.4324/9781032163840-51.

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3

Rabbitt, Elaine. "Ethical Complexities for History Teachers: Accredited Oral History Training in Australia." In Oral History and Education, 187–206. New York: Palgrave Macmillan US, 2017. http://dx.doi.org/10.1057/978-1-349-95019-5_10.

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4

Gurr, David, Daniela Acquaro, and Lawrie Drysdale. "The Australian Context: National, State and School-Level Efforts to Improve Schools in Australia." In Evidence-Based School Development in Changing Demographic Contexts, 133–57. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-76837-9_10.

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AbstractAustralia, like many countries, has a history of colonisation and extensive controlled and humanitarian immigration, with this shifting from an Anglo-Celtic emphasis to include, in succession, an emphasis on migrants from Europe, Asia and Africa. This chapter provides several perspectives on evidence-based school development in this changing context. The first focus is on national school-wide improvement initiatives: IDEAS (Innovative Designs for Enhancing Achievements in Schools), which utilises professional learning communities to improve student outcomes; and PALL (Principals as Literacy Leaders) which provides principals with literacy and leadership knowledge to support teachers to improve student reading performance. The second perspective explores the state level through considering work at the Melbourne Graduate School of Education in terms of evidence-based teacher training through the development of a clinical teaching model, and evidence-based school improvement through the Science of Learning Schools Partnership. The final perspective is at the school level, where the development of two schools in challenging contexts are described: the first a school formed from the closure of three failing schools; the second a school that was at the point of closure when the current principal was appointed to turn-it-around.
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5

O'Donoghue, Thomas, and Keith Moore. "The Hegemony of the Teachers Colleges: 1945–1972." In Teacher Preparation in Australia: History, Policy and Future Directions, 77–97. Emerald Publishing Limited, 2019. http://dx.doi.org/10.1108/978-1-78743-771-520191006.

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Macintyre, Stuart. "Understanding the Australian Curriculum: History." In Historical Thinking for History Teachers, 18–30. Routledge, 2020. http://dx.doi.org/10.4324/9781003115977-3.

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Taylor, Tony. "Historical consciousness and the Australian Curriculum." In Historical Thinking for History Teachers, 3–17. Routledge, 2020. http://dx.doi.org/10.4324/9781003115977-2.

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Burridge, Nina. "Classroom perspectives on Australia's contact history." In Historical Thinking for History Teachers, 279–98. Routledge, 2020. http://dx.doi.org/10.4324/9781003115977-24.

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Boon, David. "A primary history perspective on the Australian Curriculum." In Historical Thinking for History Teachers, 31–44. Routledge, 2020. http://dx.doi.org/10.4324/9781003115977-4.

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O'Donoghue, Thomas, and Keith Moore. "The Unregulated Phase in Teacher Preparation in Australia: 1788–1850." In Teacher Preparation in Australia: History, Policy and Future Directions, 15–38. Emerald Publishing Limited, 2019. http://dx.doi.org/10.1108/978-1-78743-771-520191003.

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