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Готові списки джерел за темами / Motivation in education Victoria / Статті в журналах

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Статті в журналах з теми "Motivation in education Victoria"

Автор: Grafiati

Опубліковано: 10 грудня 2022

Оновлено: 29 січня 2023

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1

Kippen, Sandra, Bernadette Ward, and Lyn Warren. "Enhancing Indigenous Participation in Higher Education Health Courses in Rural Victoria." Australian Journal of Indigenous Education 35 (2006): 1–10. http://dx.doi.org/10.1017/s1326011100004117.

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AbstractThe poor health status of Australia’s Indigenous people is well-documented, as are the links between health and education. Aboriginal communities recognise the utmost importance of improving educational, physical, social and economic well-being in an environment where disproportionate numbers of Aboriginal students fail to complete secondary schooling. The aim of this paper is to highlight the issues of access, participation, retention and outcomes for Indigenous students wishing to study or currently studying health courses at a tertiary level. This project used a qualitative descriptive approach, conducting in-depth interviews with a number of key stakeholders and students in rural Victoria. Sixteen participants were interviewed, 14 of whom were from the Indigenous community.Participants identified key issues that were linked to the university and broader community environment. Factors in the university environment included lack of Indigenous staff within the mainstream university system, limited support and culturally inappropriate teaching that lead to negative learning experiences and poor motivation to continue with education. In the broader community, the isolating experience of leaving close-knit rural communities and the influence of past experiences on students’ aspirations for tertiary education was highlighted. The importance of community support and liaison with the university and marketing of health courses to the Indigenous communities in the region were key issues that participants identified as needing further attention.

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2

Forbes, Catherine, Brett Inder, and Sunitha Raman. "Measuring the cost of leaving care in Victoria." Children Australia 31, no. 3 (2006): 26–33. http://dx.doi.org/10.1017/s1035077200011202.

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On any given night in Victoria, around 4,000 children and young people live under the care and protection of the State. For many young people, this care extends over a long period of time, sometimes until their 18th birthday. It is well documented that young people leaving State care often lack the social and economic resources to assist them in making the transition into independent living. As a consequence, the long-term life outcomes from this group are frequently very poor. A recent report from the Centre for Excellence in Child and Family Welfare in partnership with Monash University estimated that, for a typical cohort of 450 young people who leave care in Victoria each year, the direct cost to the State resulting from these poor outcomes is $332.5 million. The estimated average outcomes of the leaving care population are based on a recent survey involving sixty young people who had spent at least two years in care as teenagers. This paper provides an overview of the economic methodology used to estimate this cost, and provides discussion of the motivation for measuring outcomes in terms of costs to the State.

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3

Reid, C. L., and A. M. Ridley. "Environmental motivation and monitoring by landholders in north-east Victoria: fact, fantasy and future implications for catchment management." Australian Journal of Experimental Agriculture 47, no. 3 (2007): 346. http://dx.doi.org/10.1071/ea06021.

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This paper reports on the social and business profiles of 39 landholders (in three groups) in north-east Victoria, participating in an Environmental Management Systems (EMS) project, and their motivations for participating in EMS. The level and type of record keeping, formal monitoring, use of electronic technology, and interest or capacity to monitor their environmental performance were also assessed because this is a crucial part of the EMS process and one that research has not reported on to date. Landholder participation in EMS was mostly for reasons of wanting to better account for sustainability issues in farm management. Most participants recorded rainfall, soil test results, production measures and chemical use (in total 69–97%); however, 31% kept no chemical records. Few kept records of remnant native vegetation, pasture management, weeds, pest animals or native fauna. Electronic record keeping systems were used by 26% of participants. Almost all owned a computer and over 70% used the internet and email. To assess interest and capacity to monitor environmental performance, participants were introduced to a water balance calculation tool (this being a locally relevant issue) and asked to calculate their own values. Most participants needed two to three visits to gain confidence to perform the calculations and most did not view the tools as being of much relevance. This was in strong contrast to previous work carried out in the southern Riverina of New South Wales. We conclude that environmental monitoring is more important for catchment management authorities (CMAs) and state agencies than for landholders. If CMAs are to assess how on-farm actions lead to improved environmental performance, there is a need to collect information remotely, invest in monitoring or provide incentives for farmers. There appears to be insufficient record keeping and monitoring by landholders to trace chemical residue problems. This, in addition to a lack of environmental monitoring, means that farmers in north-east Victoria cannot substantiate either ‘clean’ or ‘green’ claims. Future work should focus on awareness and education in natural resource management, as well as improved record keeping and monitoring. Some form of recognition will be needed if the majority of farmers are to participate in environmental programs. Introductory EMS training provides a means of improving business outcomes, documentation and improving environmental management.

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4

Turbitt, Erin, and Gary Lee Freed. "Paediatric emergency department referrals from primary care." Australian Health Review 40, no. 6 (2016): 691. http://dx.doi.org/10.1071/ah15211.

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Background Over the last decade, paediatric referrals from general practitioners (GPs) to the emergency department (ED) have increased by 60% in Australia. Objective To investigate the characteristics of Victorian children referred by GPs to the ED with lower-urgency conditions. Method Data were collected from four hospital EDs in Victoria, May–November 2014. Parents attending the ED with their child triaged as lower urgency were surveyed. Descriptive, frequency, and bivariate analyses were performed. Results Of the 1150 responses, 28% (320) visited their GP before attending ED. Of these 66% (212), were referred by their GP. A greater proportion with injury than illness (84% vs 59%; P < 0.0001) was referred to the ED if they had first visited their GP. Conclusion Motivations of GPs to send lower-urgency injured and ill children to ED are not well understood. The high number of referrals from GPs to the ED for lower urgency conditions suggests attention by policy makers and health professionals must be paid to the current patterns of care of children in general practice. What is known about the topic? Paediatric referrals in Australia from GPs to EDs have increased in the last decade, along with the absolute number of children in Victoria presenting to the ED. What does this paper add? A significant number of children (66%) who attend the GP before visiting the ED are referred to the ED for their lower urgency condition. What are the implications for practitioners? It may be appropriate for GPs to be further supported to manage lower urgency conditions, through better resources or education.

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5

Martínez García, Jose Antonio, and Juan García Papi. "Una segunda oportunidad para ganar (A second chance to win)." Retos, no. 31 (November 11, 2016): 151–56. http://dx.doi.org/10.47197/retos.v0i31.49136.

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Esta investigación analiza en el entorno de una competición deportiva el impulso en la motivación que para los equipos tiene el obtener una segunda oportunidad de alcanzar el objetivo deseado. Para ello, utilizamos la liga profesional de baloncesto estadounidense (NBA), donde dos equipos compiten por la victoria en cada partido. A través del análisis de 390 contiendas que acabaron en empate en su tiempo reglamentario, y por ende dirimieron el resultado final en la prórroga, mostramos que el equipo que consigue empatar el partido en la última jugada del mismo tiene mayor probabilidad de ganar en la prórroga si actúa como visitante pero no si actúa como local. Anotar primero en la prórroga, asimismo, es un factor que incrementa la probabilidad de victoria tanto para el equipo local como para el visitante.Abstract. This research analyzes the boost in motivation that teams experience when getting a second chance to achieve the desired objective within competition settings. To achieve this aim we analyzed the NBA framework, where two teams compete for victory in each game. Through the analysis of 390 matches that ended in a draw, and therefore the final result was reached in the overtime, we show how teams tying a game on the final play of the match are more likely to win in the overtime when playing away, but not at home. Being the first team to score in the overtime increases the probability of winning the game for both home and away situations.

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6

Stadnyk, V., T. Gurtova, V. Osinchuk, and Е. Rozhko. "Formation of motivation for motor activity in students in the process of physical education during quarantine." Scientific Journal of National Pedagogical Dragomanov University. Series 15. Scientific and pedagogical problems of physical culture (physical culture and sports), no. 10(141) (October 25, 2021): 117–20. http://dx.doi.org/10.31392/npu-nc.series15.2021.10(141).25.

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The issue of motor activity of students during the introduction of quarantine restrictions is considering. The development of physical activity of student youth should be one of the priority tasks of physical education in higher education institutions. The purpose of the work is to discover and substantiate the directions of formation of motivation for motor activity in the process of physical education of students during quarantine. Research methods: theoretical analysis, systematization, comparison of different views on the researched problem, generalization of data of scientific-methodical and special literature. Solving problem issues, ensuring the physiologically necessary level of motor activity of students as factors of their prevention, analyzed in terms of the formation of motivations in the process of their physical education. The organization of the initial process of physical education, aimed at encouraging students of higher education institutions to physical education classes and the formation of their belief in the need for regular physical activity. The structural components of this process are singled out, the middle ones of which are: attractive aspects of physical culture and sports, private, active renewal, ideal sports environment, extraordinary sports, desire to help with victories, body beauty, etc. It was found that an important manifestation of interest in the implementation of physical activity is the nature of the use of students in their free time. Complemented ideas on the need and feasibility of using the appropriate set of traditional and innovative forms and methods of physical education of the latest achievements need to encourage students to ensure the required level of their motor activity. For the results of the scientific research, the main theoretical and methodological provisions to engage in physical culture in students in the quarantine of the back support of the formation of their motivation for motor activity.

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7

Chikha, Anis Ben, Aymen Hawani, and Ghazwa Ben Maouia. "Effects of Orienteering Game on Directional Relationships and Inhibitory Control in Children 7-8 Aged." Journal of Sports Research 8, no. 2 (September 8, 2021): 64–74. http://dx.doi.org/10.18488/journal.90.2021.82.64.74.

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The spatial orientation, ability is very important for the child, for the development of its executive functions such as inhibitory control and directional skills. In fact, the role of play as a locomotive for learning and motivation is very imperative in this age group. Our methodological choice consists of offering a teaching program around the orientation game (OG) that takes place in the school playground. The aim of this study was to examine the effect of OG on directional skills and inhibitory control. The assessment was respectively conducted by Topological and Directional Relation (RTD) and Stroop Color-Word Test -Victoria version (SCWT). Primary school students (N = 40; 7.3 years) participated in this study. They were divided into two groups: an experimental group (20 students) and a control group (20 students). The first group followed a 12-week orienteering game (OG) program with 3 sessions of 40 minutes per week and the second a regular physical education program. The results of the experimental group show a clear improvement in most of the study variables.

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8

Lee, Nicholas. "When Zero-Sum Yields No Winners: The Case of Implementing Changes to Bilingual Education Law in Massachusetts." Policy Perspectives 11, no. 1 (May 1, 2004): 21. http://dx.doi.org/10.4079/pp.v11i1.4119.

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Even when clear outcomes arise from a political process, corresponding victories and defeats are not always translated into an implementation reality. The case of implementing recent changes to bilingual education law in Massachusetts serves as an apt example of such a phenomenon. In particular, two crucial educational implementation factors, perceived policy legitimacy and teacher motivation, and their interplay, will be analyzed vis-à-vis the policy approval and implementation processes. The methodology of this presentation will include both a direct analysis of Massachusetts' situation and a comparative one with the more developed implementation process in California. From these analyses, possible implementation outcomes within Massachusetts will be presented along with suitable recommendations for spurring positive movement within the implementation process.

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Martsenyuk, Tamara, and Anna Kvit. "Successes and challenges of ATO/JFO veterans’ involvement in the public and political life of Ukraine." NaUKMA Research Papers. Sociology 5 (November 16, 2022): 50–59. http://dx.doi.org/10.18523/2617-9067.2022.5.50-59.

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This article presents qualitative results of a large sociological study “Involvement of veterans in the public and political life: from military victories to personal engagements” (2019). 22 in-depth interviews with ATO/JFO veterans, 20 expert interviews, and 4 focus groups in Kyiv, Zhytomyr, Chernivtsi, and Kramatorsk were analyzed to explain legal aspects of veterans’ situation, to characterize ATO/JFO veteran organizations and conceptualize motivation of veterans to engage in public and political activity. Possibilities for veterans to return to a peaceful life after the war in Donbas are defined through political, employment, education, and creative opportunities in Ukraine. Internal and external challenges of the veteran movement activities are identified.

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10

Kichenok, N. V. "Psychological Characteristics of 16-18-Year-Old Tennis Players." Ukraïnsʹkij žurnal medicini, bìologìï ta sportu 6, no. 4 (September 20, 2021): 226–30. http://dx.doi.org/10.26693/jmbs06.04.226.

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Physical education contributes to the rational solution of practical problems of general health, educational and upbringing nature, taking into account the analysis of the psychological aspects of physical education. Therefore, it is extremely important to study the psychology of tennis players. The comparative analysis revealed that among the respondents with high indicators of success the motivation to success affects the development of self-control, self-esteem, the level of pretensions. In the sample of unsuccessful athletes the level of attempts influences the development of self-esteem, emotional instability, and motivation to avoid failure. Emotional instability of the athlete reduces the level of self-control and motivation to succeed. Within the framework of the study of personal features of tennis players with the highest and lowest indicators of success, we received data that successful athletes are able to manage their feelings, thoughts, actions in conditions of emotional excitement or depression, growing fatigue, unexpected difficulties, failures and other unfavorable factors. The purpose of the study was to define psychological features of the personality of tennis players. Materials and methods. The sample size was 16 people (Irpin Sports School), 8 of them with high success rates (taking into account the results of competitions, the number of victories, the importance of competitions in which they participate), and 8 with low. The age of the subjects varied from 16 to 18 years, the respondents take part in tennis competitions, according to their age category. The following validated methods were used in the study: 1) "Willingness to take risks"; 2) "Self-actualization test"; 3) Diagnosis of personal attitude "Altruism-egoism". Results and discussion. According to the results of the study by the method of "Risk readiness" by Schubert, it was found that tennis players with high success rates of 62.5% have an average level of risk appetite, and 37.5% – a low level. In contrast, athletes with low success rates have an average level of 37.5%, a low level of 50%, and a high level of 12.5%. According to the results of the test "Altruism-egoism" we can see that tennis players with high success rates have a more pronounced selfish tendency (62.5% of respondents), while athletes with low success rates have a selfish tendency in 50%. Conclusion. As a result of the study, we found that the success and failure of the athlete in sports depends on the peculiarities of the personal characteristics of the athlete. The main characteristics of the psychology of a tennis player were also revealed, which helps to expand the knowledge of sports psychology in the field of tennis. This study can be the basis for further theoretical, empirical research, as well as methodological developments in the psychology of professional tennis

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11

Águila, Cornelio, and Lisardo Padilla-Cazorla. "La presión parental durante la infancia en deportistas profesionales: el caso de Andre Agassi (Parental pressure experienced in childhood by professional athletes: the case of Andre Agassi)." Retos 46 (September 14, 2022): 1105–13. http://dx.doi.org/10.47197/retos.v46.94745.

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La presión por la búsqueda del rendimiento óptimo en el deporte está presente desde edades tempranas. Algunas veces dicha presión procede de la familia, particularmente, de los progenitores, y condiciona la experiencia del joven deportista, pudiendo convertirse en una vivencia negativa. El objetivo de esta investigación fue mostrar cómo influyó la presión proveniente de su padre en la experiencia deportiva del ex-tenista profesional Andre Agassi durante su infancia. Para ello, seguimos el método biográfico analizando la autobiografía publicada de Agassi, “Open. Memorias”. Después de una primera fase exploratoria del libro completo nos centramos en la presión parental, de cuyo análisis obtuvimos las siguientes categorías: pasión de su padre por el tenis, estrategias de presión parental, pensamiento de abandonar el tenis, ausencia de alternativas al tenis, victoria como forma para complacer las expectativas de su padre, ansiedad ante la derrota, miedo al rechazo paterno, identidad y discrepancia. Los resultados son discutidos a la luz de diferentes investigaciones y reflexiones teóricas sobre la presión parental en el deporte. Concluimos que la presión parental puede ser un arma de doble filo pues, por un lado, puede favorecer la motivación del individuo o, por el contrario, crear situaciones de angustia y ansiedad que pueden culminar con el abandono deportivo, o en importantes crisis de identidad. Finalmente, resaltamos la importancia de analizar en el seno de la educación física escolar el fenómeno deportivo de una manera crítica, señalando las autobiografías publicadas de deportistas profesionales como un óptimo recurso tanto pedagógico como de investigación. Palabras clave: presión deportiva; infancia; alto rendimiento; celebridad; autobiografía. Abstract: The pressure to seek optimal performance in sport is present from an early age. Sometimes this pressure comes from the family, particularly from the parents, and conditions the experience of the young athlete, which can become a negative experience. The aim of this research was to show how pressure from his father influenced the sporting experience of professional tennis player Andre Agassi during his childhood. To do this, we follow the biographical method by analyzing Agassi's published autobiography, “Open, an autobiography ". After a first exploratory phase of the complete book we focused on parental pressure, from whose analysis we obtained the following categories: his father's passion for tennis, parental pressure strategies, thoughts of giving up tennis, lack of alternatives to tennis, victory as a way to meet his father's expectations, anxiety in the face of defeat, fear to parental rejection, identity and discrepancy. The results are discussed in the light of different investigations and theoretical reflections on parental pressure in sport. We conclude that parental pressure can be a double-edged sword since, on the one hand, it can favor the motivation of the individual or, on the contrary, create situations of anguish and anxiety that can culminate in sports abandonment, or in important identity crises. Finally, we highlight the importance of analyzing the sporting phenomenon in a critical way within school physical education, pointing to the published autobiographies of professional athletes as an excellent pedagogical and research resource. Keywords: sports pressure; chilhood; high performance; celebrity; autobiography.

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12

Hopkins, Christine. "Zoo Education in Victoria, Australia." Journal of Museum Education 16, no. 2 (March 1991): 17–18. http://dx.doi.org/10.1080/10598650.1991.11510173.

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13

Speransky, Andrei V. "SOVIET SPORTS IN THE POST-WAR YEARS: INTEGRATION INTO THE WORLD COMMUNITY." Ural Historical Journal 76, no. 3 (2022): 170–78. http://dx.doi.org/10.30759/1728-9718-2022-3(76)-170-178.

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The paper analyses the processes of development of Soviet sports in the post-war years. It shows that despite huge losses, the revival of the sports economy, management structures and the system of competitive events were successfully carried out with the most active support of the Party and state bodies. Based on the given statistical data, it is proved that consequences of the war had been eliminated by the end of 1947. However, the process of strengthening and expanding the material and technical base of Soviet sports continued until the end of the 1950s, ensuring its threefold expansion compared to 1940. The paper demonstrates measures aimed at increasing the number of sports specialists, improving programs for physical education of the population and increasing the popularity of sports. An analysis of the post-war physical culture movement showed that the successes enabled the authorities to set an ambitious task not only to bring Soviet sports to the international arena, but also to train outstanding professional athletes capable of establishing the sports leadership of the USSR. At the same time, the author examines in detail the forms and methods used by the Soviet top leadership both to stimulate victories and to prevent defeats that could have harmed the image of the “first country of socialism”. A conclusion is drawn that successful entry of Soviet athletes into the international arena, despite their political motivation, contributed to strengthening of the USSR in the world and raising the overall level of world sports.

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Kriewaldt, Jeana. "Geography and Geographical Education in Victoria." International Research in Geographical and Environmental Education 15, no. 2 (February 15, 2006): 159–65. http://dx.doi.org/10.2167/irgee192b.0.

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15

Thomas, Roger. "Upper‐secondary Education in Victoria, Australia." Compare: A Journal of Comparative and International Education 16, no. 1 (January 1986): 81–90. http://dx.doi.org/10.1080/0305792860160105.

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Leach, Helen, and Jamie J. Coleman. "Osler Centenary Papers: William Osler in medical education." Postgraduate Medical Journal 95, no. 1130 (November 21, 2019): 642–46. http://dx.doi.org/10.1136/postgradmedj-2018-135890.

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William Osler combined many excellent characteristics of a clinical educator being a scientific scholar, a motivational speaker and writer and a proficient physician. As we celebrate his life a century on, many of his educational ideals are as pertinent today as they were in those Victorian times. Osler’s contributions to modern medicine go beyond his legacy of quotable aphorisms to a doctor, educator and leader whose proponent use of bedside teaching, careful clinical methods, and clinicopathological correlation was a great inspiration for students and junior doctors. He was also a great advocate of patient-centred care—listening to and closely observing his patients, an important message for modern medicine as the reliance on investigations strains modern healthcare systems. This review of Osler’s contribution to medical education summarises his development as an educator and provides reflection on his influences to modern clinical education.

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Turner, Michael J. "Beresford Hope, the Church of England, and the Elementary Education Act of 1870." Journal of Anglican Studies 17, no. 2 (November 2019): 198–217. http://dx.doi.org/10.1017/s1740355319000275.

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AbstractHistorians have used a number of political, social, and other factors to explain the controversy surrounding elementary education in Victorian Britain. This article underscores the importance of religious motivations. The Act of 1870 – a significant extension of state responsibility – did not end debates about the purpose of education and the pros and cons of government involvement and religious instruction. Prominent among voluntaryists and anti-secularists was A. J. Beresford Hope, whose position offers useful insights into the educational agencies of the Church and the manner in which churchmen responded to new circumstances. This article explains Hope’s attitude and uses it to explore some of the causes and consequences of the Act of 1870. What type of schooling best suited the British people? Should it have a basis in something other than religion? How could the Church and its supporters meet the challenges posed by education reform?

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A. S., Dr Laxmisha. "Education and Entrepreneurial Motivation." International Journal for Research in Applied Science and Engineering Technology 10, no. 8 (August 31, 2022): 1987–91. http://dx.doi.org/10.22214/ijraset.2022.46561.

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Abstract: Motivation is the process that motivates a person into action and induces him to continue the courses of action for the achievement of goals. Ambitions or aspiration motivates men, activise them, broaden their vision and make the life meaningful. Various ambitions which motivate a person to become an entrepreneur are need for independence, to make money, previous experience, unemployment, securing social status, availability of industrial shed or plot, fulfillment of father’s ambition etc. The paper focuses on factors motivating the entrepreneurs, the relationship between motivational factors and education qualification. The paper is based on primary sources collected from 60 entrepreneurs running their units in KSSIDC industrial estates of Shivamogga district. The response is collected using structured interview schedule using stratified random sampling technique.

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Lazowski, Rory A., and Chris S. Hulleman. "Motivation Interventions in Education." Review of Educational Research 86, no. 2 (June 2016): 602–40. http://dx.doi.org/10.3102/0034654315617832.

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Krystoň, Miroslav. "Motivation in Senior Education." Lifelong Learning 2, no. 3 (2012): 64–73. http://dx.doi.org/10.11118/lifele2012020364.

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At present, the issue of senior education quite markedly exceeds the framework of educational sciences and acquires an interdisciplinary character. The paper deals with the analysis of one of the most important aspects of the process of senior education - motivation. The author’s consideration is based on the changing view on the significance of senior education, and he analyses the specific features of motivation in relation to ageing strategies.

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Pelaccia, Thierry, and Rolland Viau. "Motivation in medical education." Medical Teacher 39, no. 2 (November 21, 2016): 136–40. http://dx.doi.org/10.1080/0142159x.2016.1248924.

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Mann, K. V. "Motivation in medical education." Academic Medicine 74, no. 3 (March 1999): 237–9. http://dx.doi.org/10.1097/00001888-199903000-00011.

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Young-Ihm Kwon. "The Childhood Education of Britain’s Queen Victoria." Journal of Educational Idea 25, no. 1 (April 2011): 1–19. http://dx.doi.org/10.17283/jkedi.2011.25.1.1.

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HUGHES, K. L., and I. MILNE. "Early history of veterinary education in Victoria." Australian Veterinary Journal 69, no. 12 (December 1992): 325–36. http://dx.doi.org/10.1111/j.1751-0813.1992.tb09917.x.

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CHAMBERLIN, WE. "Early history of veterinary education in Victoria." Australian Veterinary Journal 70, no. 3 (March 1993): 120. http://dx.doi.org/10.1111/j.1751-0813.1993.tb03298.x.

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Rand, Per, Willy Lens, and Ben Decock. "Negative Motivation is Half the Story: achievement motivation combines positive and negative motivation." Scandinavian Journal of Educational Research 35, no. 1 (January 1991): 13–30. http://dx.doi.org/10.1080/0031383910350102.

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Marsden, Beth. "“The system of compulsory education is failing”." History of Education Review 47, no. 2 (October 1, 2018): 143–54. http://dx.doi.org/10.1108/her-11-2017-0024.

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Purpose The purpose of this paper is to examine the ways in which the mobility of indigenous people in Victoria during the 1960s enabled them to resist the policy of assimilation as evident in the structures of schooling. It argues that the ideology of assimilation was pervasive in the Education Department’s approach to Aboriginal education and inherent in the curriculum it produced for use in state schools. This is central to the construction of the state of Victoria as being devoid of Aboriginal people, which contributes to a particularly Victorian perspective of Australia’s national identity in relation to indigenous people and culture. Design/methodology/approach This paper utilises the state school records of the Victorian Department of Education, as well as the curriculum documentation and resources the department produced. It also examines the records of the Aborigines Welfare Board. Findings The Victorian Education Department’s curriculum constructed a narrative of learning and schools which denied the presence of Aboriginal children in classrooms, and in the state of Victoria itself. These representations reflect the Department and the Victorian Government’s determination to deny the presence of Aboriginal children, a view more salient in Victoria than elsewhere in the nation due to the particularities of how Aboriginality was understood. Yet the mobility of Aboriginal students – illustrated in this paper through a case study – challenged both the representations of Aboriginal Victorians, and the school system itself. Originality/value This paper is inspired by the growing scholarship on Indigenous mobility in settler-colonial studies and offers a new perspective on assimilation in Victoria. It interrogates how curriculum intersected with the position of Aboriginal students in Victorian state schools, and how their position – which was often highly mobile – was influenced by the practices of assimilation, and by Aboriginal resistance and responses to assimilationist practices in their lives. This paper contributes to histories of assimilation, Aboriginal history and education in Victoria.

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Lens, Willy, and Marleen Decruyenaere. "Motivation and de-motivation in secondary education: Student characteristics." Learning and Instruction 1, no. 2 (January 1991): 145–59. http://dx.doi.org/10.1016/0959-4752(91)90024-3.

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Happell, B. "Comprehensive nursing education in Victoria: rhetoric or reality?" Journal of Psychiatric and Mental Health Nursing 8, no. 6 (December 2001): 507–16. http://dx.doi.org/10.1046/j.1365-2850.2001.00418.x.

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30

Thomas, Tony. "The Impending Special Education Qualifications Crisis in Victoria." Australasian Journal of Special Education 31, no. 2 (September 2007): 139–45. http://dx.doi.org/10.1017/s1030011200025677.

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Given concern about the decreasing numbers of staff with qualifications in special education in Victorian government specialist schools (schools for students with special educational needs), a survey was distributed to all 81 of these schools to gather information about teacher qualifications and age. A very high response rate of 94% was obtained. The results showed a very wide range of numbers of staff possessing a special education qualification in different schools. It is of concern that in 15 schools (almost 20% of respondent schools) fewer than half the staff had special education qualifications, while in a further 33 schools (43%) between 50% and 79% of the staff had special education qualifications. To add to this concern, there was a large proportion of older teachers in the schools, with 70% of principals and 40% of teachers likely to retire over the next five years. The implications of this for the staffing of the specialist schools are discussed, leading to suggestions for the future.

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31

Thomas, Tony. "The Impending Special Education Qualifications Crisis in Victoria." Australasian Journal of Special Education 31, no. 2 (September 2007): 139–45. http://dx.doi.org/10.1080/10300110701704937.

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32

GEORGIEVA, MIHAELA. "Rawls, Citizenship, and Education - By M. Victoria Costa." Journal of Applied Philosophy 28, no. 2 (May 2011): 217–19. http://dx.doi.org/10.1111/j.1468-5930.2011.00520.x.

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33

Mulder, Jean. "Establishing Linguistics in Secondary Education in Victoria, Australia." Language and Linguistics Compass 1, no. 3 (April 30, 2007): 133–54. http://dx.doi.org/10.1111/j.1749-818x.2007.00010.x.

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34

Newton, Janice, Glenice Wood, and Lorene Gottschalk. "Motivation & Success: Mixed Motivations for Women in Small Business in Regional Victoria." Rural Society 13, no. 1 (January 2003): 5–21. http://dx.doi.org/10.5172/rsj.351.13.1.5.

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Byung-June Hwang. "Teacher’s Motivation in Christian Education." Journal of Christian Education in Korea ll, no. 22 (November 2009): 17–29. http://dx.doi.org/10.17968/jcek.2009..22.002.

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36

Akbari, Omidullah, and Javed Sahibzada. "Orphans’ Motivation for Higher Education." American International Journal of Humanities, Arts and Social Sciences 1, no. 2 (August 31, 2019): 70–80. http://dx.doi.org/10.46545/aijhass.v1i2.105.

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The purpose of this study was to find the level of orphans’ motivation for higher education and factors contributing their motivation for higher education. Since Kandahar is one of the historically and strategically important provinces of Afghanistan in which four-decade war have adversely affected different aspects of lives of its population. Orphan and education seem two contradictory terms in a country like Afghanistan with four-decade war history. The study is descriptive in nature where a quantitative questionnaire was designed to collect data from randomly selected 112 students studying in 10th, 11th and 12th of Shaikh Zaid orphanage and from 15 graduates through snowball sampling method. The findings revealed that orphans are motivated for higher education transportation, financial problem, daydreaming, distraction during study are the major challenges that prevent orphans from getting higher education. DOI: https://doi.org/10.5281/zenodo.3382821

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37

Asanova, Binnaz, and Petranka Gagova. "MOTIVATION IN THE EDUCATION PROCESS." Knowledge International Journal 34, no. 2 (October 4, 2019): 435–38. http://dx.doi.org/10.35120/kij3402435a.

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The process of education in colleges combines academic management and atmosphere, high motivation and professional skills, habits and other positive personal qualities of the students. Raising the level of motivation for learning has a positive impact on the personal satisfaction of achievement, stimulating the absorption of new knowledge and skills to achieve high academic results. It is extremely important for stimulating motivation to maintain the feedback between teacher and student. The study of the attitudes of students and adapting the methods of motivation, through the application of different and new incentives leads to the development of the learning process and improving the quality of education. The purpose of this report is to explore the usefulness of using new approaches to motivation in the learning process. Examples of good practices in maintaining and developing the motivation of students in the specialties "Medical aesthetic care" and "X-Ray Technician" at the Medical College- Sofia are presented.

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Winterstein, Pedro José. "Motivation, physical education and sport." Revista Paulista de Educação Física 6, no. 1 (June 20, 1992): 53. http://dx.doi.org/10.11606/issn.2594-5904.rpef.1992.138062.

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Um dos mais importantes aspectos na aprendizagem é o motivacional. Neste trabalho o autor procura dar uma visão geral dos processos de motivação com ênfase no Motivo de Realização, responsável pelo desencadeamento de ações com caráter de rendimento. São apresentados os principais componentes do processo: Nível de Aspiração, Atribuição e Norma de Referência. Ao final são sugeridas algumas estratégias para o fomento do Motivo de Realização em aulas de Educação Física

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39

Kuo, Bor-Chen. "Motivation and post-secondary education." Educational Psychology 38, no. 6 (July 3, 2018): 709–10. http://dx.doi.org/10.1080/01443410.2018.1478197.

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40

Alderman, Brandon L., Aaron Beighle, and Robert P. Pangrazi. "Enhancing Motivation in Physical Education." Journal of Physical Education, Recreation & Dance 77, no. 2 (February 2006): 41–51. http://dx.doi.org/10.1080/07303084.2006.10597828.

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41

Davies, Benjamin, Nathan Nambiar, Caroline Hemphill, Elizabeth Devietti, Alexandra Massengale, and Patrick McCredie. "Intrinsic Motivation in Physical Education." Journal of Physical Education, Recreation & Dance 86, no. 8 (September 30, 2015): 8–13. http://dx.doi.org/10.1080/07303084.2015.1075922.

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42

Kusurkar, Rashmi A. "Autonomous motivation in medical education." Medical Teacher 41, no. 9 (December 13, 2018): 1083–84. http://dx.doi.org/10.1080/0142159x.2018.1545087.

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43

Kulińska, Anna. "Students’ motivation in distant education." Forum Filologiczne Ateneum, no. 1(8)2020 (November 1, 2020): 325–43. http://dx.doi.org/10.36575/2353-2912/1(8)2020.325.

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Students’ motivation directly influences their involvement in learning and the results they achieve. The teaching-learning process should include activities that address not only extrinsic factors, but also strengthen students’ intrinsic motivation, and reflect the dynamic character of the phenomenon. The research conducted illustrates students’ motivation to learn English in the period of distant education and their perception of learning particular aspect of the language.

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44

Namkung, Dal-Wha. "Moral Motivation and Moral Education." Journal of Moral Education 16, no. 1 (August 31, 2004): 117. http://dx.doi.org/10.17715/jme.2004.08.16.1.117.

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45

Ntoumanis, Nikos, and Martyn Standage. "Motivation in physical education classes." Theory and Research in Education 7, no. 2 (June 25, 2009): 194–202. http://dx.doi.org/10.1177/1477878509104324.

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This article presents a brief overview of empirical studies in school physical education (PE) that have employed self-determination theory (SDT) and, where relevant, proposes ideas for future research in this area. First, we review research on teachers' interpersonal style and its relation to students' motivation. Second, we discuss intervention studies aimed at optimizing teachers' interactions with students. Third, we present an overview of findings suggesting that basic psychological needs and motivational regulations predict various cognitive, affective, and behavioral outcomes in PE. Finally, we provide practical recommendations for PE teachers drawing from initial intervention studies in PE.

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46

Riegler, F. M. "Education in surgery: motivation counts." European Surgery 48, no. 3 (May 11, 2016): 137–38. http://dx.doi.org/10.1007/s10353-016-0429-x.

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47

Hogg, Peter. "Access to Legal Education." Victoria University of Wellington Law Review 31, no. 1 (April 3, 2000): 77. http://dx.doi.org/10.26686/vuwlr.v31i1.5968.

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This article was presented as a lecture on "Capital Law School Day" organised by the Institute of Advanced Legal Studies to mark the occasion of the centenary of the Faculty of Law, Victoria University of Wellington in 1999.

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48

Untari, Novita Putri, Sudarwati Sudarwati, and Ida Aryani Diyah Purnomo Wulan. "ANALISIS ATTITUDE, KNOWLEDGE DAN SKILL TERHADAP KINERJA DI HOTEL ( Studi Tentang Kinerja Alumni Victoria Hotel School )." Jurnal Manajemen dan Keuangan 7, no. 1 (May 30, 2018): 25–31. http://dx.doi.org/10.33059/jmk.v7i1.701.

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This analysis is to know the influence of attitude, knowledge and skill on the performance of Victoria Hotel School alumni at the hotel. The method in this research is quantitative method using multiple linear regression as its analysis tool. a questionnaire was given to several HRD hotels to assess the 80 alumni of Victoria Hotel School who had worked. The result of this research attitude, Knowledge and skill influence simultaneously and partially to the performance at Hotel. for the influence of variable independent attitude, Knowledge and skill have percentage equal to 51,3% while the rest 48,7% influenced by other free variable like motivation, leadership style, work environment and job satisfaction .

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HASTINGS, NIGEL. "Questions of motivation." Support for Learning 7, no. 3 (August 1992): 135–37. http://dx.doi.org/10.1111/j.1467-9604.1992.tb00225.x.

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50

Martin, Andrew J. "Boys and motivation." Australian Educational Researcher 30, no. 3 (December 2003): 43–65. http://dx.doi.org/10.1007/bf03216797.

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