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Статті в журналах з теми "Teaching Victoria Melbourne Evaluation"
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Kolnhofer-Derecskei, Anita. "How did the COVID-19 restrictions impact higher education in Victoria?" Multidiszciplináris kihívások, sokszínű válaszok, no. 1 (August 31, 2022): 50–72. http://dx.doi.org/10.33565/mksv.2022.01.03.
Повний текст джерелаАнотація:
This paper aims to observe how the Australian COVID-19 restrictions influenced higher education, teachers’ and students’ lives. Before the pandemic, the higher education sector was the largest serviced based sector in Australia and overly depended on international students’ fee income. The academic year of 2020 started as usual with 141703 higher education enrolments of overseas students, mainly students from Asia. However, they did not arrive due to the strict border closure. Travel restrictions were put in place from China from 1 February 2020, later from other countries worldwide. That significantly affected international students' travel from Asia directly before the start of the new academic year. Consequently, many institutions have transitioned from campus-based courses to online delivery. Besides, numerous academic lecturers and professional staff have been invited to the expression of interest in a voluntary and, of course, involuntary redundancy program. Most vacant positions have been frozen, and various saving programs have been implied. Owing to the toughest rules and strictest restrictions, Australian borders remained closed for over 600 days. Melbourne was under six lockdowns totalling 265 days since March 2020, which resulted in the author’s experience of three semester-long remote teaching at one of the biggest and most prominent universities in Melbourne without any personal contact with international students. The author lived and worked in Melbourne during the COVID-19 era, so this study is based on her perspectives and experiences extended with a wide empirical evaluation of secondary data about the Australian academic sector between 2020 and 2021.
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Tangalakis, Kathy, Kate Kelly, Natalie KonYu, and Dianne Hall. "The impact of teaching from home during the covid-19 pandemic on the student evaluations of female academics." Journal of University Teaching and Learning Practice 19, no. 1 (March 8, 2022): 160–75. http://dx.doi.org/10.53761/1.19.1.10.
Повний текст джерелаАнотація:
Student Evaluation of Teaching (SET) results play an important role in academic staff performance evaluation, but also in promotion processes. However, there is much evidence to suggest that the SET used in most universities across the Anglosphere has traditionally penalised female academics. As universities manage the recovery phase of the COVID-19 pandemic, they will also need to take into account the effect of remote teaching on the validity of student evaluation data. Given SET are critical to promotion success, it is important to then understand the gendered effect of remote teaching on student evaluations. We aimed to evaluate how intrusions of family life, academics’ home environment and competence with remote teaching technology of female academics were viewed by students and if there were noticeable differences in SET data. We analysed 22,485 SET data over 2019 (pre-COVID, face-to-face teaching) and 2020 (COVID-lockdowns, remote teaching) for female and male academics, matched with student gender, in the multidisciplinary First Year College at Victoria University, Melbourne Australia. Our results showed that there were no differences in the score ratings for teacher gender. However, the qualitative data showed that whilst overall there were overwhelmingly positive comments for both male and female teachers, there was an increase in the negative comments on teaching style by male students toward their female teachers during remote teaching and overall more comments relating to attitude. We speculate that this would have a negative impact on the confidence of teaching-intensive female academics hindering their leadership aspirations and career progression in academia.
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Angus, Jocelyn. "Leadership: a central tenet for postgraduate dementia services curricula development in Australia." International Psychogeriatrics 21, S1 (April 2009): S16—S24. http://dx.doi.org/10.1017/s1041610209008825.
Повний текст джерелаАнотація:
ABSTRACTBackground: In the next decades of the twenty-first century, the global aging of populations will challenge every nation's ability to provide leadership by qualified health professionals to reshape and improve health care delivery systems. The challenge for educators is to design and deliver courses that will give students the knowledge and skills they need to fill that leadership role confidently in dementia care services. This paper explores the ways in which a curriculum can develop graduates who are ready to become leaders in shaping their industry.Method: The Master of Health Science – Aged Services (MHSAS) program at Victoria University, Melbourne, Australia is applied as a case study to describe the process by which the concept of leadership is applied as the key driver in curriculum development, teaching practices and learning outcomes.Results: Evaluation instruments employed in a variety of purposes including teaching, curriculum planning and unit appraisal are discussed. Challenges for the future are proposed including the need for postgraduate programs in dementia to seek stronger national and international benchmarks and associations with other educational institutions to promote leadership and a vision of what is possible and desirable in dementia care provision.Conclusions: In the twenty-first century, effective service provision in the aged health care sector will require postgraduate curricula that equip students for dementia care leadership. The MHSAS program provides an established template for such curricula.
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Land, Nicole, Catherine Hamm, Sherri-Lynn Yazbeck, Miriam Brown, Ildikó Danis, and Narda Nelson. "Doing pedagogical intentions with Facetiming Common Worlds (and Donna Haraway)." Global Studies of Childhood 10, no. 2 (January 27, 2020): 131–44. http://dx.doi.org/10.1177/2043610618817318.
Повний текст джерелаАнотація:
Working with stories of children’s relationships with place and technologies from an early childhood education pedagogical inquiry research project in Melbourne, Australia and Victoria, Canada, this article takes up the concept of “pedagogical intentions” to consider how educators and researchers might cultivate intentional teaching practices relevant to the complex worlds we inherit with children. We think with a common worlds pedagogies approach to extend conceptualizations of intentional teaching held in dominant Euro-Western early learning frameworks in Melbourne and Victoria. After situating our understanding of pedagogical intentionality as an ongoing, purposeful, answerable practice of shaping and caring with everyday pedagogical relationships, we share three stories of how we activate our Donna Haraway–inspired intentions with children. By questioning how our pedagogical intentions inform our work, we assert that sharing and putting at risk our intentions is a necessary practice for thinking collectively with children, more-than-human others, and technologies within early childhood education.
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Stevenson, Brian. "Collaborative practice re-energises bioscience teaching in schools." Microbiology Australia 31, no. 1 (2010): 27. http://dx.doi.org/10.1071/ma10027.
Повний текст джерелаАнотація:
This year marks the first decade of operations for the Gene Technology Access Centre (GTAC). The decade has seen a grassroots initiative by a small group of eminent research scientists and dedicated personnel from the University High School in Melbourne grow into a specialist education centre in cell and molecular biology that attracts over 6000 students and their teachers each year. GTAC has not only refocused student and teacher attention on the interdisciplinary nature of contemporary biology, but has also highlighted how a ?centre model for learning?, based upon collaboration and partnerships, can exist within ?the school system? and meet the needs of students and teachers from across Victoria and beyond.
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Rae, Ian D. "David Orme Masson, the Periodic Classification of the Elements and His ‘Flap’ Model of the Periodic Table." Historical Records of Australian Science 24, no. 1 (2013): 40. http://dx.doi.org/10.1071/hr12018.
Повний текст джерелаАнотація:
In the early 1890s, David Orme Masson, Professor of Chemistry at the University of Melbourne, invented a new way to display the periodic table of the elements, in which the transition elements were arranged on a flap that projected from the plane containing the main group elements. He shared the idea with his mentor, Sir William Ramsay, at University College London, who published a similar model in his 1896 book. The ?flap' arrangement was an outcome of Masson's research interest in the periodic classification of the elements, to which he also made contributions in the 1890s about the placement of hydrogen and suggested to Ramsay that a new main group was needed to accommodate the rare gases such as helium and argon then being discovered in London. Although it was not widely adopted elsewhere, Masson's ?flap' model was a research and a teaching tool that was used at the University of Melbourne and in school chemistry teaching in Victoria for over half a century.
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Bennett, A., and G. Coulson. "Evaluation of an exclusion plot design for determining the impacts of native and exotic herbivores on forest understoreys." Australian Mammalogy 30, no. 2 (2008): 83. http://dx.doi.org/10.1071/am08010.
Повний текст джерелаАнотація:
To study the effects of grazing and browsing by Sambar deer (Cervus unicolor), swamp wallaby (Wallabia bicolor) and wombats (Vombatus ursinus) exclosure plots measuring 10 m x 10 m were erected in the Upper Yarra and O'Shannassy water catchments near Melbourne, Victoria. Total exclusion fences and partial exclusion fences were erected. Design details and costs are provided. Operational problems are discussed.
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Jackson, Terri, and Petia Sevil. "Problems in counting and paying for multidisciplinary outpatient clinics." Australian Health Review 20, no. 3 (1997): 38. http://dx.doi.org/10.1071/ah970038.
Повний текст джерелаАнотація:
Policy-makers have always found it problematic to formulate fair and consistentcounting rules for public hospital outpatient activities. In the context of output-based funding, such rules have consequences which can affect patient care. This paper reviews the rationale for organising multidisciplinary clinics and reports on a series of focus groups convened in four Melbourne teaching hospitals to consider funding policy for such clinics. It discusses issues of targeting outpatient services, along with implications for payment policy. It evaluates counting rules in terms of intended andunintended consequences in the context of Victoria?s introduction of output-basedfunding for outpatient services.
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Campbell, Lynda. "The Families First Pilot Program in Victoria: Cuckoo or contribution?" Children Australia 19, no. 2 (1994): 4–10. http://dx.doi.org/10.1017/s1035077200003898.
Повний текст джерелаАнотація:
The Families First Pilot Program in the then Outer East metropolitan region of Melbourne began in mid-1991 as an intensive family preservation and reunification service for children on the verge of state care. The service offered was brief (4-6 week), intensive (up to 20 hours per week), home-based and flexible (24 hour a day, 7 day a week availability) and all members of the household or family were the focus of service even though the goals were clearly grounded in the protection of the child. This paper begins with some of the apprehension expressed both in the field and in Children Australia in 1993, and reports upon the now completed evaluation of the pilot, which covered the first 18 months of operation. The evaluation examined implementation and program development issues and considered the client population of the service against comparative data about those children at risk who were not included. The paper concludes that there is room for Families First in the Victorian system of protective and family services and points to several developmental issues.
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Cohn, Helen M. "Watch Dog over the Herbarium: Alfred Ewart, Victorian Government Botanist 1906 - 1921." Historical Records of Australian Science 16, no. 2 (2005): 139. http://dx.doi.org/10.1071/hr05009.
Повний текст джерелаАнотація:
Alfred Ewart was Government Botanist in the service of the Victorian Government from February 1906 to February 1921. He was concurrently foundation Professor of Botany at the University of Melbourne, both positions being part-time. As Government Botanist he was in charge of the National Herbarium of Victoria, which had fallen into a slump after the death of the first Government Botanist, Ferdinand von Mueller, in 1896. Ewart was determined to restore the Herbarium to its former position as a leading centre of research on the Victorian and indeed the Australian flora. In doing so he enlisted the aid of the many capable botanists who were members of the Field Naturalists' Club of Victoria. The Herbarium being in the Department of Agriculture, Ewart had duties in relation to the business of that Department. These had mainly to do with weeds, impure seeds and providing advice to departmental officers. Of particular importance was his taxonomic work as Government Botanist. He published a series of papers and books on the flora of Victoria and the Northern Territory, and engaged in debates with colleagues both interstate and overseas. Ewart ceased to be Government Botanist when the professorship was made a full-time appointment in response to increased teaching loads.
Дисертації з теми "Teaching Victoria Melbourne Evaluation"
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Campbell, Coral, and mikewood@deakin edu au. "Science education in primary schools in a state of change." Deakin University, 2000. http://tux.lib.deakin.edu.au./adt-VDU/public/adt-VDU20050815.101333.
Повний текст джерелаАнотація:
Through a longitudinal study of one teacher's science teaching practice set in the context of her base school, this thesis records the effects of the structural and policy changes that have occurred in Victorian education over the past 6-7 years - the 'Kennett era'. Initially, the purpose of the study was to investigate the teacher's practice with the view to improving it. For this, an action research approach was adopted. Across the year 1998, the teacher undertook an innovative science program with two grades, documenting the approach and outcomes. Several other teachers were involved in the project and their personal observations and comments were to form part of the data. This research project was set in the context of a single primary school and case study methodology was used to document the broader situational and daily influences which affected the teacher's practice. It was apparent soon after starting the action research that there were factors which did not allow for the development of the project along the intended lines. By the end of the project, the teacher felt that the action research had been distorted - specifically there had been no opportunity for critical reflection. The collaborative nature of the project did not seem to work. The teacher started to wonder just what had gone wrong. It was only after a break from the school environment that the teacher-researcher had the opportunity to really reflect on what had been happening in her teaching practice. This reflection took into account the huge amount of data generated from the context of the school but essentially reflected on the massive number of changes that were occurring in all schools. Several issues began to emerge which directly affected teaching practice and determined whether teachers had the opportunity to be self-reflective. These issues were identified as changes in curriculum and the teaching role, increased workload, changed power relations and changed security/morale on the professional context.
This thesis investigates the structural and policy changes occurring in Victorian education by reference to documentation and the lived experiences of teachers. It studies how the emerging issues affect the practices of teachers, particularly the teacher-researcher. The case study has now evolved to take in the broader context of the policy and structural changes whilst the action research has expanded to look at the ability of a teacher to be self-reflective: a meta-action research perspective. In concluding, the teacher-researcher reflects on the significance of the research in light of the recent change in state government and the increased government importance placed on science education in the primary context.
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Hill, Kathleen J. (Kathleen Josephine) 1920. ""This one is best" : a study of children's abilities to evaluate their own writing." Monash University, Faculty of Education, 2001. http://arrow.monash.edu.au/hdl/1959.1/8956.
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Smith, Reid J. "Alignment of intended learning outcomes, curriculum and assessment in a middle school science program." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2012. https://ro.ecu.edu.au/theses/489.
Повний текст джерелаАнотація:
This study focused on the intended learning outcomes, curriculum and assessment in the science curriculum offered at a regional independent Middle School in the state of Victoria, Australia. In-school assessment has indicated that the current science curriculum of this Middle School may not develop students' skills in scientific literacy as effectively as intended. One hypothesis to explain this deficit is that there is a misalignment of intended outcomes, curriculum materials and assessment. This study aimed to determine the extent to which the intended curriculum and assessment in this Victorian middle years' science program is aligned to its stated goals and objectives and to design, implement and evaluate a model for assessing the degree of alignment of intended outcomes, curriculum and assessment.
Participants in the study were asked to analyse curriculum materials and assessment tasks from two different science courses at the case study school. These curriculum materials and assessments were scored against a series of instruments adapted from curriculum evaluation models used in previous research. The reviewers scored the material to determine the degree of alignment between the intended outcomes, curriculum materials and assessment tasks. The data provided an insight into both the degree of alignment of the curriculum as well as the features of strongly aligned curriculum materials. The effectiveness of the evaluation model was determined by analysis of the scoring data and semi-structured interviews with the participants.
The current investigation established that the case study Middle School science program had some degree of alignment, but there were a number of materials and tasks which were not adequately aligned. The features of the curriculum materials and assessment tasks generally matched those identified in the literature, and provided the basis for potential reform to increase the degree of alignment in intended curriculum and assessment in science courses designed to address scientific literacy.
The study also demonstrated that the model of curriculum evaluation was effective in establishing the alignment of curriculum materials and assessment with intended goals, particularly when enacted by teachers and administrators within the school context who had been trained. The curriculum analysis can highlight areas of the science curriculum which are not aligned and hence focus curriculum reform efforts.
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Robertson, Kathryn. ""It really felt real": the introduction of simulated patients to the Communication Skills Course for third year medical students at the University of Melbourne." 1999. http://repository.unimelb.edu.au/10187/2148.
Повний текст джерелаАнотація:
Communication skills are essential to the practice of medicine, and are now included in most medical curricula. Training in communication skills requires an experiential approach to teaching and assessment that focuses on mastery of performance. Simulated patients were introduced to the Communication Skills course for third year medical students at The University of Melbourne in 1995. This thesis describes the evaluation from the first two years of their use, and is set within the body of literature regarding this innovative educational method. The fundamental research question was: Did the introduction of simulated patients represent an improvement and enrichment in the teaching of communication skills to third year medical students? A qualitative evaluation was undertaken by focus groups with students, tutors and simulated patients, and by student questionnaire. (For complete abstract open document)
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Mazumder, Parimal. "Performance appraisal with a view to employee motivation in the Australian public service : a case study of Western Melbourne Institute of TAFE, and Darebin City Council, Melbourne." Thesis, 1997. https://vuir.vu.edu.au/33009/.
Повний текст джерелаАнотація:
The purpose of this research was to investigate the motivation of the employees in the
Austrahan pubhc service with special attention to the Western Melbourne Institute Of
TAFE (TAFE), and Darebin City Council (DCC), located in Melbourne. The
dependent variables considered in this study were: age, education, decision making
process, employee development programs, measurement and feedback of actual
results, opportunities for advancement, group cohesion, and performance based pay
systems.
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Waugh, John. "Diploma privilege: legal education at the University of Melbourne 1857-1946." 2009. http://repository.unimelb.edu.au/10187/5710.
Повний текст джерелаАнотація:
When Australian law teaching began in 1857, few lawyers in common-law systems had studied law at university. The University of Melbourne's new course joined the early stages of a dual transformation, of legal training into university study and of contemporary common law into an academic discipline. Victoria's Supreme Court immediately gave the law school what was known in America as 'diploma privilege': its students could enter legal practice without passing a separate admission exam. Soon university study became mandatory for locally trained lawyers, ensuring the law school's survival but placing it at the centre of disputes over the kind of education the profession should receive. Friction between practitioners and academics hinted at the negotiation of new roles as university study shifted legal training further from its apprenticeship origins. The structure of the university (linked to the judiciary through membership of its governing council) and the profession (whose organisations did not control the admission of new practitioners) aided the law school's efforts to defend both its training role and its curriculum against outside attack.Legal academics turned increasingly to the social sciences to maintain law's claim to be not only a professional skill, but an academic discipline. A research-based and reform-oriented theory of law appealed to the nascent academic profession, linking it to legal practice and the development of public policy but at the same time marking out for the law school a domain of its own. American ideas informed thinking about research and, in particular, pedagogy, although the university's slender financial resources, dependent on government grants, limited change until after World War II. In other ways the law school consciously departed from American models. It taught undergraduate, not graduate, students, and its curriculum included history, jurisprudence and non-legal subjects alongside legal doctrine. Its few professors specialised in public law and jurisprudence, leaving private law to a corps of part-time practitioner-teachers. The result was a distinctive model of state-certified compulsory education in both legal doctrine and the history and social meanings of law.
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Richardson, Heather. "Postgraduate course satisfaction and good teaching : do daily hassles and demographics make a difference?" Thesis, 1999. https://vuir.vu.edu.au/33003/.
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Hinwood, Marian. "A study of influences and experiences contributing to the attitudes of a group of vocational students towards science." Thesis, 2013. https://vuir.vu.edu.au/24442/.
Повний текст джерелаАнотація:
This research project examines perceptions and attitudes towards science of a group of Technical and Further Education students studying Beauty Therapy at Victoria University. Many members of this group displayed a high level of science anxiety as described by Mallow, (1978). They lacked confidence in their science ability and were very anxious about passing the science units in their Beauty Therapy courses, despite having successfully passed science subjects at school. Previous observations on Beauty Therapy students showed that most succeeded in their science units but still lacked confidence in their ability to apply their knowledge. The science units in Beauty Therapy are complex and require a detailed knowledge of Human Biology, Anatomy, Physiology, Skin Biology, Cosmetic Chemistry, and Microbiology. The participants in the study were interviewed using a semi-structured interview working together with a questionnaire to establish background information. The probes covered the participants’ experiences in science at school together with their attitudes towards science and influences from other areas. The aim was to identify factors which undermined the confidence of these participants. The interviews were recorded and the transcripts were analysed for themes using a progressive coding process. The themes were grouped into clusters. The study showed clearly that the participants’ confidence in their science ability was undermined by their school experiences in science. It related to attitudes and pedagogies employed by a particular science teacher in their secondary school. Participants described enjoying science previously. Particular aspects identified were an inability to get help when they needed it; the use of sarcasm or derogatory remarks to discourage questions; boring lessons mostly composed of copying notes from the board or textbooks; lack of relevance and a lack of enthusiasm displayed by the teacher. This led to a situation where participants dreaded their science lessons and in some cases truancy.
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Totikidis, Vicky. "Community centred health promotion and prevention in an Australian context." Thesis, 2013. https://vuir.vu.edu.au/24386/.
Повний текст джерелаАнотація:
Chronic diseases have increased dramatically in Australia and around the world over the
past decade, causing pain, suffering, disability, psychosocial problems, early mortality
and economic and public health crisis. However, many chronic diseases and conditions
could be prevented with better evidence based and community based health promotion
strategies. Guided by a philosophy of idealism, the aim of this thesis was to develop a
community centred health promotion strategy to assist the improvement of health and
the prevention of chronic disease in an Australian context. More specifically, the
research was concerned with exploring the potentiality of statistical or epidemiological
evidence and community collaboration as pathways to chronic disease prevention and
improvement of health at an individual, community and system level. The research
utilised a praxis paradigm and action research design over three stages. Stage One
included in depth quantitative analysis of health and epidemiological data and addressed
the question: What is the current evidence/knowledge about health status, determinants
and inequalities in Victorian communities and the broader Victorian and Australian
context? Stage Two involved qualitative participatory action research methods to
engage a small group of community members from the Brimbank region of Melbourne
(Victoria, Australia) in the community governance of health promotion and disease
prevention. The questions addressed were: What are the benefits of community based
health promotion and prevention? What ideas for health promotion action does the
community have to offer? Stage Three involved a minor evaluation of the strategy as a
whole and addressed the question: In what ways, can health evidence and community
involvement in health promotion contribute to better health outcomes? Stage One
identified various determinants that impact on health status and result in inequalities.
Stage Two revealed six major benefits for community based health promotion and
prevention and generated a number of useful ideas for health promotion action in the
community. Stage Three showed positive evaluations by the participants and identified
numerous indicators of success of the health promotion strategy as a whole.
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Hebestreit, Lydia Karola. "An evaluation of the role of the university of the third age in the provision of lifelong learning." Thesis, 2006. http://hdl.handle.net/10500/1498.
Повний текст джерелаАнотація:
During the past thirty years several models for lifelong education after retirement have been developed worldwide, one of them being the University of the Third Age (U3A). This study explored the contributions of the U3A to the educational needs of older adults and evaluated the benefits they perceived from their participation in U3A by means of a literature study and an empirical investigation. The latter used a survey to explore the experiences of U3A members of two U 3As and presidents of 68 U3As in Victoria, Australia by means of two different questionnaires. As only 1.47 percent of the over-55 population of Victoria are U3A members, the survey also investigated barriers to U3A participation in general and with special reference to the male population. The findings indicated that member respondents were very satisfied with their U3A experiences which had made substantial differences in their lives. Both male and female respondents saw personal, mental, social, and physical improvement as a result of U3A participation. The majority indicated that participation had improved their intellectual development. Significant differences in the perceptions of male and female participants emerged: female members outnumbered males by three to one. Both the presidents and the members expressed some programmatic concerns, primarily obtaining tutors and classroom availability. The subject areas covered by courses presented were extensive. There was a difference in the subjects desired by males and female respondents; very few courses are offered in science and economics. Some barriers to participation identified are a lack of awareness of U3A, the stereotypical attitudinal barrier of `I am too old' and negative past educational experiences. Moreover, U3As should increase marketing endeavours. Although most U3As advertise, almost a third of the respondents indicated that they would have joined earlier if aware of U3As. A contributing factor appears to be a virtual lack of research and information provided in educational academic journals and other media about lifelong education after retirement. Based on the findings, recommendations were made for future research and for improved practice in the U3A environment as a means to enhance the quality of life for older adults.Educational Studies
D.Ed. (Comparative Education)
Книги з теми "Teaching Victoria Melbourne Evaluation"
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1948-, Beattie Kate, McNaught Carmel 1950-, and Wills Sandra 1955-, eds. Interactive multimedia in university education: Designing for change in teaching and learning : proceedings of the IFIP TC3/WG3.2 Working Conference on the Design, Implementation, and Evaluation of Interactive Multimedia in University Settings, Melbourne, Victoria, Australia, 6-8 July 1994. Amsterdam: Elsevier, 1994.
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Hennessy, Mark. Process evaluation of the Victorian Drink Driver Program: A report prepared for the Drug Treatment Services Unit, Aged, Community and Mental Health Division, Department of Human Services. Melbourne: Drug Treatment Services Unit, Aged, Community and Mental Health Division, 1998.
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Hennessy, Mark. Process evaluation of the Victorian Drink Driver Program: A report prepared for the Drug Treatment Services Unit, Aged, Community and Mental Health Division, Department of Human Services. Drug Treatment Services Unit, Aged, Community and Mental Health Division, 1999.
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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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Compton, Michael T., and Beth Broussard. "Finding Specialized Programs for Early Psychosis." In The First Episode of Psychosis. Oxford University Press, 2010. http://dx.doi.org/10.1093/oso/9780195372496.003.0024.
Повний текст джерелаАнотація:
Most of the time, people of all different ages and with all sorts of mental illnesses go to the same place to see a doctor, get medicines, or participate in counseling. That is, they go to mental health clinics or the office of a mental health professional that provides treatments for a number of different illnesses. Most young people who have psychosis get their medical care and treatment in a hospital, clinic, or doctor’s office. In these places, the doctors and other mental health professionals may have taken special classes about how to help young people with psychosis, but that may not be their only focus. They may see people with other illnesses too. However, in some places around the world, there are special clinics that are for people in the early stages of psychosis. These types of specialized programs have been developed recently, since the 1990s. These programs have a number of different types of mental health professionals, including psychiatrists, psychologists, nurses, social workers, counselors, and others. In some programs, mental health professionals and doctors in training may rotate through the clinic spending several months at a time training in the clinic. Some programs, like the Early Psychosis Prevention and Intervention Centre (EPPIC) in Melbourne, Victoria, Australia, operate within the framework of a youth health service. Such youth services treat all sorts of mental health issues in young people. Other programs are located primarily in adult mental health facilities. Such programs may offer classes or group meetings just for people who recently developed psychosis and other classes or group meetings especially for the families of these young people. Typically, these programs provide someone with 2–3 years of treatment. They usually do a full evaluation of the patient every few months and keep track of how he or she is doing. If the patient needs more care afterwards, they help him or her find another program for longer-term care. In this chapter, we list some of these clinics located in various parts of the world and describe what these specialized early psychosis programs provide.
Тези доповідей конференцій з теми "Teaching Victoria Melbourne Evaluation"
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Tatnall, Arthur, and Stephen Burgess. "Experiences in Building and Using Decision Support Systems in Postgraduate University Courses." In InSITE 2007: Informing Science + IT Education Conference. Informing Science Institute, 2007. http://dx.doi.org/10.28945/3084.
Повний текст джерелаАнотація:
In this paper we will relate some of our experiences in building and using simple Decision Support Systems (DSS) for use in two postgraduate subjects at Victoria University in Melbourne. These subjects are not about Decision Support Systems, but are Information Systems (IS) subjects that introduce, amongst other things, concepts of decision support and DSS. It has been our experience that the complexity, an inability to examine the logic behind decisions that have been recommended, the proprietary nature and the cost of commercial DSS make their use in teaching less than ideal. Our solution was to produce our own simple systems using Excel, Visual Basic and Visual Basic for Applications, and this has proved to be quite successful. The paper reports on building and using Decision Support Systems in this way.
Звіти організацій з теми "Teaching Victoria Melbourne Evaluation"
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Thomson, Sue, Nicole Wernert, Sima Rodrigues, and Elizabeth O'Grady. TIMSS 2019 Australia. Volume I: Student performance. Australian Council for Educational Research, December 2020. http://dx.doi.org/10.37517/978-1-74286-614-7.
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The Trends in International Mathematics and Science Study (TIMSS) is an international comparative study of student achievement directed by the International Association for the Evaluation of Educational Achievement (IEA). TIMSS was first conducted in 1995 and the assessment conducted in 2019 formed the seventh cycle, providing 24 years of trends in mathematics and science achievement at Year 4 and Year 8. In Australia, TIMSS is managed by the Australian Council for Educational Research (ACER) and is jointly funded by the Australian Government and the state and territory governments. The goal of TIMSS is to provide comparative information about educational achievement across countries in order to improve teaching and learning in mathematics and science. TIMSS is based on a research model that uses the curriculum, within context, as its foundation. TIMSS is designed, broadly, to align with the mathematics and science curricula used in the participating education systems and countries, and focuses on assessment at Year 4 and Year 8. TIMSS also provides important data about students’ contexts for learning mathematics and science based on questionnaires completed by students and their parents, teachers and school principals. This report presents the results for Australia as a whole, for the Australian states and territories and for the other participants in TIMSS 2019, so that Australia’s results can be viewed in an international context, and student performance can be monitored over time. The results from TIMSS, as one of the assessments in the National Assessment Program, allow for nationally comparable reports of student outcomes against the Melbourne Declaration on Educational Goals for Young Australians. (Ministerial Council on Education, Employment, Training and Youth Affairs, 2008).