Relevant bibliographies by topics / Canberra School of Art

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  2. Dissertations / Theses
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  4. Book chapters
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Academic literature on the topic 'Canberra School of Art'

Author: Grafiati
Published: 4 June 2021
Last updated: 30 January 2023

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Journal articles on the topic "Canberra School of Art"

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Jen, Webb. "Promised the Moon, curated by Ursula K. Frederick, ANU School of Art and Design Gallery, Canberra, 20 June–26 July 2019." Australasian Journal of Popular Culture 9, no. 1 (March 1, 2020): 113–17. http://dx.doi.org/10.1386/ajpc_00021_5.

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Davis, B. K., M. Schmidt, E. O'Keefe, M. J. Currie, A. M. Baynes, T. Bavinton, M. McNiven, and F. J. Bowden. "8. 'STAMP OUT CHLAMYDIA' PROJECT - BRINGING CHLAMYDIA SCREENING TO TERTIARY STUDENTS IN THE AUSTRALIAN CAPITAL TERRITORY." Sexual Health 4, no. 4 (2007): 287. http://dx.doi.org/10.1071/shv4n4ab8.

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Study's objective: Stamp Out Chlamydia (SOC) is a pilot research project funded by the Commonwealth Department of Health & Aging to devise and implement a cost effective program for education and chlamydia screening for ACT tertiary students aged 16-26 years at The Australian National University (ANU), University of Canberra and Canberra Institutes of Technology, that may be suitable for national implementation. Methodology: A collaborative clinical outreach project between Canberra Sexual Health Centre, Sexual Health and Family Planning ACT and ANU Medical School, whereby the SOC team attends student-initiated events on ACT tertiary campuses to educate and test young people, using self-obtained urine specimens. Summary of Results: The majority of these outreach events were attended by two Registered Nurses and the Health Promotion Officer. To date they have attended 19 events including Orientation Week activities, BBQ's, Easter Scavenger Hunt, Gay Pride Week events and sports events. Promoting the SOC project has been through word of mouth, SOC 'Champions', convenience and media advertising and a dedicated web site. By May 2007 the SOC project had: Interfaced with 1512 tertiary students and offered them the opportunity to participate in the research Screened 445 for chlamydia Found a chlamydia prevalence of 1.8% Treated eight cases and their contacts Of those screened: Male 240 Female 205 Target group 412 Conclusion: ACT tertiary students accept this outreach approach. Of students approached, over a quarter agreed to have screening. The high profile of the SOC project is leading to an increased awareness of chlamydia. Many students are unaware of the high incidence and/or the consequences of chlamydia, if left untreated and report that they would not have attended mainstream services for screening. Ongoing data analysis will determine if this project is cost effective and feasible.
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Attiwill, Peter, Marilyn Ball, and Byron Lamont. "Preface introducing the 'Turner Reviews'." Australian Journal of Botany 47, no. 4 (1999): I. http://dx.doi.org/10.1071/btv47n4_pr.

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This issue of Australian Journal of Botany sees the first in a new series of scholarly reviews to be called the .Turner Reviews. in honour of John Stewart Turner, Ph.D. (Cantab.), FAA (1908.1991). John Turner was Professor of Botany and Plant Physiology at The University of Melbourne from 1938 to 1973. He was a foundation member of the Advisory Committee of the Australian Journal of Botany. The present Advisory Committee initiated the Turner Reviews in recognition of Turner.s wide-reaching influences on several generations of botanists and conservationists in Australia (see Rowan and Ashton, this volume). The Turner Reviews aim to provide critical, state-of-the-art evaluations that advance our knowledge in current, key areas of botanical research. The Turner Reviews will be commissioned by invitation, and will be numbered in sequence. A number of free reprints in a distinctive cover will be provided free of charge to authors. A Reviews Subcommittee has been formed to select authors and to oversee the refereeing process. The members are Dr Peter Attiwill, Dr Marilyn Ball and Professor Byron Lamont. We would greatly appreciate advice and suggestions on prospective reviewers for this important new series. Peter Attiwill School of Botany The University of Melbourne Parkville, Vic. 3052 Phone 03 9344 5068 Fax 03 9344 6857 Email p.attiwill@botany.unimelb.edu.au Marilyn Ball Australian National University Research School of Biological Sciences GPO Box 475 Canberra ACT 0200 Phone 02 6249 5057 Fax 02 6249 5095 Email mball@rsbs-central.anu.edu.au Byron Lamont School of Environmental Biology Curtin University of Technology GPO Box U 1987 Perth WA 6001 Phone 08 9266 7784 Fax 08 9266 2495 Email rlamontb@cc.curtin.edu.au
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Crompton, R. W., G. D. Dracoulis, B. R. Lewis, K. G. McCracken, and J. S. Williams. "John Henry Carver 1926 - 2004." Historical Records of Australian Science 22, no. 1 (2011): 53. http://dx.doi.org/10.1071/hr10015.

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John Henry Carver made distinguished contributions to national and international physics, not only through his research in nuclear physics, atomic and molecular physics, and planetary atmospheric physics, but also as a scientific administrator. His years as the Elder Professor of Physics at the University of Adelaide saw him enter the field of rocket-based atmospheric physics by forging strong links with the nearby Weapons Research Establishment through which he had access to rockets to fly equipment developed in his laboratory and, eventually, to launch a small satellite developed and built by his team. This led to his appointment to the Scientific and Technical Subcommittee of the United Nations Committee on the Peaceful Uses of Outer Space, which he chaired for the record term of twenty-five years. As an academic administrator he was equally distinguished, serving on numerous boards and committees of the University of Adelaide before moving to Canberra as Director of the Australian National University's Research School of Physical Sciences, a position he held for fifteen years. In addition, he served with distinction on numerous national and international scientific advisory bodies. He was a passionate advocate for his School and his leadership will be long remembered.
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A'laa Taghi Al-Azawi and Ali A. F. Al Hamadani. "The Effect of Different Absorber Configurations On The Exergy and The Energy of Parabolic Solar Dish." Wasit Journal of Engineering Sciences 7, no. 3 (April 11, 2020): 1–13. http://dx.doi.org/10.31185/ejuow.vol7.iss3.133.

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Abstract— The solar energy is the most important type of energy. The parabolic dish solar collector (PDSC) is the best type among other solar collectors because it is always tracking the sun movement. The exergy and the energy performances of a PDS were analyzed experimentally and numerically. The effect of different coil geometries and different mass flow rates of heat transfer fluid (HTF) were investigated. The PDS has parabolic dish and receiver with diameter (1.5) m and (0.2) m respectively. Concentration ratio is 56.25. The parabolic polar dish was supported by a tracking system with two axes. The types of the copper absorber were used which are: (spiral –helical) coil (SHC) and spiral-conical coil (SCC). The results showed that the useful energy and thermal efficiency are varying with solar radiation variation. The useful energy varying between (480-765) W for (SHC), the thermal efficiency varying between (35.2-39.8) % for (SHC). Exergy efficiency varying between (6.9 –8.6) %. It was shown that the higher values of useful energy for (spiral – helical) absorber was 0.1L/min flow rate. REFERENCES 1. T. Taumoefolau , K. Lovegrove ," An Experimental Study of Natural Convection Heat Loss from a Solar Concentrator Cavity Receiver at Varying Orientation. ", Australian National University,, Canberra ACT 0200 AUSTRALIA.2002 2. S. PAITOONSURIKARN and K. LOVEGROVE," On the Study of Convection Loss from Open Cavity Receivers in Solar Paraboloidal Dish Applications ", Australian National University Canberra ACT 0200, AUSTRALIA, pp 154,155,2003 3. Soteris A. Kalogirou*,"Solar thermal collectors and applications", Higher Technical Institute, Progress in Energy and Combustion Science 30 (2004) 231–295, pp237, 240, 241, 2004 4. M. Prakash, S.B. Kedare, J.K. Nayak," Investigations on heat losses from a solar cavity receiver", Department of Energy Science and Engineering, Indian Institute of Technology Bombay, Mumbai 400076, India,2008. 5. Shiva Gorjian1, Barat Ghobadian1, Teymour Tavakkoli Hashjin1, and Ahmad Banak ,"Thermal performance of a Point-focus Solar Steam Generating System ", 21st Annual International Conference on Mechanical Engineering-ISME201 7-9 May, 2013, School of Mechanical Eng., K.N.Toosi University, Tehran, Iran ,1ISME2013-1195,2013 6. Kailash Karunakaran1 Hyacinth J Kennady2 ,"Thermal Analysis of Parabolic Dish Snow Melting Device " ,International Journal for Research in Technological Studies| Vol. 1, Issue 3, February 2014 | ISSN (online): 2348-1439,2014 7. Charles-Alexis Asselineau, Ehsan Abbasi, John Pye "Open cavity receiver geometry influence on radiative losses" Australian National University (ANU), Canberra, ACT 0200 Australia. Solar2014: The 52nd Annual Conference of the Australian Solar Council 2014 8. Vahid Madadi, Touraj Tavakoli and Amir Rahimi First and second thermodynamic law analyses applied to a solar dish collector" DOI 10.1515/jnet-2014-0023 | J. Non-Equilib. Thermodyn. 2014; 39 (4):183–197 9. Yaseen. H. Mahmood , Mayadah K h. Ghaffar " Design of Solar dish concentration by using MATLAB program and Calculation of geometrical concentration parameters and heat transfer" , University of Tikrit , Tikrit , Iraq, Tikrit Journal of Pure Science 20 (4) ISSN: 1813 – 1662, 2015. 10. Vanita Thakkar, Ankush Doshi, Akshaykumar Rana "Performance Analysis Methodology for Parabolic Dish Solar Concentrators for Process Heating Using Thermic Fluid IOSR", Journal of Mechanical and Civil Engineering (IOSR-JMCE) eISSN: 2278-1684,p-ISSN: 2320-334X, Volume 12, Issue 1 Ver. II (Jan- Feb. 2015), PP 101-114 11. Saša R. pavlovi, Evangelos A. bellos, Velimir P. Stefanovi, Christos Tzivanidis and Zoran M. Stamenkovi "Design, Simulation ,and Optimiztion Of A Solar Dish Collector with spiral coil absorber ", , Nis, Serbia, thermal SCIENCE, Vol. 20, No. 4, pp. 1387-1397 1387,2016 12. Flávia V. Barbosa, João L. Afonso, Filipe B. Rodrigues, and José C. F. Teixeir," Development of a solar concentrator with tracking system", University of Minho,Guimarães, 4800-058, Portugal2016 13. O. López, A. Arenas, and A. Baños"Convective Heat Loss Analysis of a Cavity Receiver for a Solar Concentrator" International Conference on Renewable Energies and Power Quality (ICREPQ’17)Malaga (Spain), 4th to 6th April, 2017 ,ISSN 2172-038 X, No.15 April 2017 RE&PQJ, Vol.1, No.15, April 2017 14. D.R.Rajendran,E.GanapathySundaram,P.Jawahar "Experimental Studies on the Thermal Performance of a Parabolic Dish Solar Receiver with the Heat Transfer Fluids Sic water Nano Fluid and Water", Journal of Thermal Science Vol.26, 15. Muhammad Shoaib, Muhammad , Jameel Kabbir Ali ,Muhammad Usman1, Abdul Hannan " Analysis of thermal performance of parabolic dish collectors having different reflective" ,NFC institute of engineering &fertilizer research ,2018 . 16. Sasa PAVLOVIC, Evangelos BELLOS, Velimir STEFANOVIC ,Christos TZIVANIDIS " EXPERIMENTAL AND NUMERICAL INVESTIGATION OF A SOLAR DISH COLLECTOR WITH SPIRAL ABSORBER" A CTA TECHNICA CORVINIENSIS – Bulletin of Engineering Tome XI [2018] .
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Tyquiengco, Marina. "Defying Empire: The Third National Indigenous Art Triennial: National Gallery of Australia, May 26 – September 10, 2017." Contemporaneity: Historical Presence in Visual Culture 6 (November 30, 2017): 113–19. http://dx.doi.org/10.5195/contemp.2017.232.

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Exhibition ReviewExhibition catalog: Tina Baum, Defying Empire: 3rd National Indigenous Art Triennial. Canberra: National Gallery of Art, 2017. 160 pp. $39.95 (9780642334688) Exhibition schedule: National Gallery of Australia, Canberra, ACT, May 26, 2017 – September 10, 2017
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KITLV, Redactie. "Book Reviews." Bijdragen tot de taal-, land- en volkenkunde / Journal of the Humanities and Social Sciences of Southeast Asia 157, no. 4 (2001): 903–59. http://dx.doi.org/10.1163/22134379-90003797.

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-Doris Jedamski, René Witte, De Indische radio-omroep; Overheidsbeleid en ontwikkeling, 1923-1942. Hilversum: Verloren, 1998, 202 pp. -Edwin Jurriëns, Philip Kitley, Television, nation, and culture in Indonesia. Athens, Ohio: Ohio University Center for International Studies, 2000, xviii + 411 pp. [Research in International Studies, Southeast Asia Series 104.] -Gerrit Knaap, Scott Merrillees, Batavia in nineteenth century photographs. Richmond, Surrey: Curzon, 2000, 282 pp. -C.C. MacKnight, David Bulbeck ,Land of iron; The historical archaelogy of Luwu and the Cenrana valley; Results of the Origin of Complex Society in South Sulawesi Project (OXIS). Hull and Canberra: Centre for South-East Asian Studies, University of Hull / School of Archaeology and Anthropology, Australian National University, 2000, vi + 141 pp., Ian Caldwell (eds) -Niels Mulder, Toh Goda, Political culture and ethnicity; An anthropological study in Southeast Asia. Quezon City: New Day, 1999, xviii + 182 pp. -Niels Mulder, Norman G. Owen, The Bikol blend; Bikolanos and their history. Quezon City: New Day, 1999, x + 291 pp. -Anton Ploeg, Donald Tuzin, Social complexity in the making; A case study among the Arapesh of New Guinea. London: Routledge, 2001, xii + 159 pp. -Henk Schulte-Nordholt, Maarten Kuitenbrouwer, Tussen oriëntalisme en wetenschap; Het Koninklijk Instituut voor Taal-, Land- en Volkenkunde in historisch verband 1851-2001. Leiden: KITLV Uitgeverij, 2001, ix + 362 pp. -Sri Margana, Peter Carey ,The archive of Yogyakarta, Volume II, Documents relating to economic and agrarian affairs. New York: Oxford University Press, 2000, 566 pp., Mason C. Hoadley (eds) -Eric Venbrux, Wilfried van Damme, Bijdragen over kunst en cultuur in Oceanië/Studies in Oceanic Art and Culture. Gent: Academia Press, 2000, 122 pp. -Edwin Wieringa, Raharjo Suwandi, A quest for justice; The millenary aspirations of a contemporary Javanese wali. Leiden: KITLV Press, 2000, x + 229 pp. [Verhandelingen van het Koninklijk Instituut voor Taal-, Land- en Volkenkunde 182.] -Willem G. Wolters, Benito J. Legarda Jr., After the galleons; Foreign trade, economic change and entrepreneurship in the nineteenth-century Philippines. Quezon City: Ateneo de Manila University Press, 1999, xiv + 401 pp. -Brenda Yeoh, Jürgen Rüland, The dynamics of metropolitan management in Southeast Asia. Singapore: Institute of Southeast Asian Studies, 1996, 230 pp. -David Henley, Albert Schrauwers, Colonial 'reformation' in the highlands of Central Sulawesi, Indonesia, 1892-1995. Toronto: University of Toronto Press, 2000, xiv + 279 pp. -David Henley, Lorraine V. Aragon, Fields of the Lord; Animism, Christian minorities, and state development in Indonesia. Honolulu: University of Hawai'i Press, 2000, xii + 383 pp. -Jennifer W. Nourse, Jennifer W. Nourse, Conceiving spirits; Birth rituals and contested identities among Laujé of Indonesia. Washington, D.C.: Smithsonian Institution Press, 1999, xii + 308 pp.
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Carver, J. H., R. W. Crompton, D. G. Ellyard, L. U. Hibbard, and E. K. Inall. "Marcus Laurence Elwin Oliphant 1901 - 2000." Historical Records of Australian Science 14, no. 3 (2002): 337. http://dx.doi.org/10.1071/hr02012.

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With the death of Professor Sir Mark Oliphant, the first President of the Australian Academy of Science, Australia lost one of its most distinguished scientists. A tall, handsome man with a shock of white hair and a distinctive voice and laugh, he was well informed on a wide range of scientific matters and expressed firm views on their social consequences. He enjoyed wide respect throughout the nation as a great Australian, his influence spreading far beyond the discipline of physics, to which he made seminal contributions both through his own research and his leadership. The Academy will remember and honour him for his leading role in its establishment, and for his continuing association with it until the last years of his long life.Oliphant's outstanding international reputation was based on his pioneering discoveries in nuclear physics in Cambridge in the 1930s and his remarkable contributions to wartime radar research and to the development of the atomic bomb. In 1950, after an absence of 23 years, Oliphant returned to Australia, where he founded the Research School of Physical Sciences at the Australian National University and pioneered the creation in Canberra of a national university dedicated to the conduct of research at the highest international level.To the layman, Mark Oliphant was well known for his often outspoken comments on those matters about which he felt so strongly: social justice, peace, atomic warfare, the environment, academic freedom and autonomy, to name a few. The scientific community will remember him as a physicist for his pioneering experiments with Ernest Rutherford during momentous years that saw the birth of nuclear physics, as a physicist/engineer for his ingenuity and determination as one of the pioneers of high-energy particle accelerators, and as a science administrator and public advocate for science.
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Irwin, Robert P. "MEASUREMENT OF ALCOHOL CONSUMPTION IN CANBERRA SCHOOL STUDENTS." Community Health Studies 2, no. 3 (February 12, 2010): 152. http://dx.doi.org/10.1111/j.1753-6405.1978.tb00693.x.

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Morphy, Howard. "Reviews - Betty Meehan & Rhys Jones (ed.). Archaeology with ethnography: an Australian perspective. xii + 285 pages, 77 illustrations, 44 tables. 1988. Canberra (ACT): Department of Prehistory Research School of Pacific Studies, Australian National University: ISBN 0-7315-0283-3 paperback." Antiquity 63, no. 240 (September 1989): 628–30. http://dx.doi.org/10.1017/s0003598x00076614.

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Dissertations / Theses on the topic "Canberra School of Art"

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

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This study traces many of the highlights which occurred during the first decade of the history of the School Library Association in Canberra and District (SLACAD). The roots of this association lie deep in the history of school libraries and teacherlibrarianship in Australia. Many SLACAD members belonged to other state school library associations and to the Australian School Library Association (ASLA) confederation since the establishment of these associations in the 1960's. These teacher-librarians have been dedicated in their attempts to further the cause of school libraries and their teacher-librarianship profession. The decade covered by this study embraces the greatest period of expansion in the development of school libraries seen in Australian history. During this decade the A.C.T. established an independent education system and it took many years for the A.C.T. Schools Authority administration to finalise its organisation. SLACAD members were anxious that school libraries in the A.C.T. should keep pace with school libraries in other Australian states and this study documents the constant efforts of its members to obtain improvements in school librarianship. Teacher-librarians in the A.C.T. have continued to maintain a close liaison with ASLA and many A.C.T. teacher-librarians have held executive office in ASLA. SLACAD has hosted seminars and conferences and this study documents numerous submissions and reports which were a necessary feature of the expanding A.C.T. school library association milieu.
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Kay, Geoffrey Ernest, and n/a. "Masculinity in a corporate boys' school." University of Canberra. Education, 1994. http://erl.canberra.edu.au./public/adt-AUC20051108.084123.

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This thesis is a report of a study of masculinity at Canberra Grammar School, a corporate boys' school. The data were collected during 1991 and 1992. The thesis questions the conventional wisdom that a school like Canberra Grammar produces a particular hegemonic masculinity. Indeed, it identifies the production of a hierarchy of exalted, multiple masculinities. There were limitations to what could be investigated in this study, as well as to how it could be investigated. However, the ideas and work of several people were blended in order to provide a way into the questions of masculinity in this school. This eclectic approach drew upon the literature of Popkewitz, Lather, and Parlett and Hamilton, who called for narrative descriptions and interpretation, as well as Beare, Caldwell and Millikan, whose framework of school culture, albeit modified, provided very rich information. This method resulted in an emphasis on what was observed and read within the school, rather than on what might have been heard, but, nevertheless, a great deal of relevant and useful data were generated. The data were then interpreted with the help of questions and insights formed by immersion in the literature on masculinity and schools, particularly that of corporate boys' schools. It was possible to identify multiple masculinities in the school, and arrange them into a hierarchy based on the degree to which each of them was exalted. These masculinities were fluid and the hierarchy was dynamic. During the time of the study greatest support was for "the man as scholar", "the sportsman" and "the man as leader", three notions of masculinity traditionally associated with these schools. There was also considerable support for the notion of "the sensitive man", a notion that has been promoted in schools like this for many years, but which draws upon traits and qualities less traditionally associated with these schools. One area of fluidity was an official move by the school's leaders towards the notion of "the person", rather than the man. Contestation was evident as changes occurred within this hierarchy, as well as within the notions themselves. These findings are significant for several reasons. Firstly, they challenge the conventional wisdom about corporate boys' schools. Secondly, for those working in this school and schools like it who are searching for ways to bring about different gender and social relations, the findings offer an encouraging, optimistic picture of what this school is trying to do. The findings also identify those within the school who might support or oppose counterhegemonic practice, as well as areas of the school's culture that should be targeted in the future. Thirdly, for those wanting to find out about notions of maculinity in these schools, they show that the method used here can be very productive, despite its limitations. The first chapter of this thesis explains the reasons for this study in more detail, and the second chapter describes and accounts for the nature of the study. The main body of the thesis is in Chapters Three, Four and Five, where findings about the school's setting, curriculum and rituals are described and interpreted. The thesis concludes with a chapter containing reflections on the reasons for this study, as well as possible ways forward for those wishing to investigate questions of masculinity in corporate boys' schools in the future.
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Overton, Deidre, and n/a. "Understanding teachers' responses to educational change in ACT high schools: developing professional voice and identity." University of Canberra. Education & Community Studies, 2004. http://erl.canberra.edu.au./public/adt-AUC20051205.130321.

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This research identifies those practices and/or conditions that facilitate (or hinder) school and/or system based innovation in ACT high schools. It examines teachers� ways of making meaning of change in their working lives. It draws on narrative inquiry and teacher in-depth interviews. The work story is used to engage teachers� individual agency as a way to conceptualise the requirements of innovation. The data is represented as teachers� narrative categorized as the Red Hots and Unfreezables. The primary themes or motifs emerging in the teachers� talk�teacher agency, resistance and leadership�provide collective insight into teachers� working lives and the capacity of schools to cope with change. Analyses of the �lived experiences� of teachers suggest that innovative practice is linked to teacher agency and the presence of professional learning communities, and that those leading change must focus on the realities of the teachers implementing change. This study also explores the culture of teacher resistance, supporting the research that school cultures are characteristically and strongly resistant to change from within the organization. As a result of this study, we have an improved understanding of the conditions that contribute to effective school change, and the importance for teachers to conduct their own research. This study contains important recommendations for governments and education systems implementing change initiatives.
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Burfitt, Helen, and n/a. "Girls and science : a study of the attitudes to science of high school students." University of Canberra. Education, 1988. http://erl.canberra.edu.au./public/adt-AUC20060619.171839.

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In a case study of over three hundred students in one Canberra high school, the attitudes to science of boys and girls in Years 7-10 were investigated using the Test of Science-Related Attitudes (TOSRA). From this survey population, forty students were selected and interviewed to explore in more detail students' attitudes to science. Parents of the interviewed students were also surveyed to explore possible relationships between students' attitudes and parental expectations and aspirations. For the seven areas of attitudes investigated, students had positive attitudes to science in the areas of social implications of science, normality of scientists, attitudes to scientific enquiry and adoption of scientific attitudes. They displayed neutral to negative attitudes in the areas of enjoyment of science lessons, leisure interest in science and career interest in science. There was a significant difference between boys and girls in two of the seven areas with girls being more negative than boys to a leisure interest in science, and girls more positive than boys towards the normality of scientists. When analysed for year at school and achievement in science, the data indicates that older students and those with higher grades in science generally have a more positive or less negative attitude to science. However, as a group, Year 8 girls were more negative than other groups about the enjoyment of their science lessons, about a leisure interest in science and about a career interest in science. The interviews with students revealed that in general, they liked science and their science teachers but that they would not choose science for leisure activities or for a career. Parents are shown to have high aspirations and somewhat lower expectations for the career prospects of their children. Both parents and students display stereotypical views about certain careers based on gender. Strategies to improve the attitude to science of boys and girls are suggested. These strategies focus on activities for teachers, parents and the students themselves.
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Hanks, Jennifer A., and n/a. "School based management: the Principals' perspective." University of Canberra. Education, 1993. http://erl.canberra.edu.au./public/adt-AUC20060207.133742.

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This study details the background to the establishment of Parish School Boards in the Archdiocese of Canberra and Goulburn, and reports and analyses the perceptions of all ACT Catholic, systemic, primary school Principals who operated with a Parish School Board in 1993. The movement towards Parish School Boards finds its genesis in the Second Vatican Council where the Church was invited to collaborate in decision-making based on the belief that all the faithful have gifts, knowledge and a share of the wisdom to bring to the building of the Church. The nature and structure of Catholic education was seen as a suitable vehicle for encouraging communities to engage in shared decision-making and in participatory democracy under the Church model of subsidiarity, collegiality and collaboration. The introduction of Parish School Boards into the Archdiocese can be seen as the implementation of a radical change to the educational mission of the Church and the educational leadership of the faith community. Reflecting 'new management theory' in both the secular and Church worlds, a key stakeholder is the school Principal whose role and relationships change as he or she learns to work within a team, sharing leadership. This study examines the responses of nineteen Principals who were interviewed by the researcher in order to determine how they work with a Parish School Board and what effects the board has on their work. Research studies in the area of School-Based Management and Shared Decision-Making have informed the review, and the Principals' responses from this study have been analysed in the light of secular and Church literature on leadership, devolution and change. The respondents of this study, the school Principals, report the benefits of collegiality and collaboration but their unresolved tensions relate to work overload, lack of clarity of the roles and responsibilities of the various local level decision-making groups, increased administrative complexity, community demand for ever widening consultation and the challenge of consensus decision-making. All Principals report an urgent need for professional development for themselves and for the system to provide a more explicit focus on parish and community formation with the commitment of the necessary resources to sustain this radical change.
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Knowles, Christine L. A., and n/a. "Observations of a horseriding programme for primary-aged students with an intellectual disability requiring high support." University of Canberra. Professional & Community Education, 1998. http://erl.canberra.edu.au./public/adt-AUC20060814.095655.

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This study examined the observed effects of horse-riding which took place as an extra-curricula activity within the school day. The three children in the case study were primary aged students from a Canberra primary school who have an intellectual disability requiring high support. The criteria for selection was on the basis of how long they had taken part in the horse-riding programme. The three children were either just about to start or had just started the programme and had no previous experience with horses or horse-riding. The aim of the study was to explore the effects that the horse-riding programme had on the children's behaviour, attitudes and the way they communicated when riding. The children's behaviour was observed in the different settings of the school and the stables environment. Certain individual behaviours were observed and recorded on a weekly basis for an eight week period. Audio-recordings of behaviour took place as well as interviews both before and after the eight week period, from teachers, riding instructors, helpers, and parents. Whilst the case study could not be said to be large enough to be representative of all children with intellectual disabilities attending this horse-riding programme, in general some common themes relating to counselling emerged which corresponded with other studies referred to in the literature. These include positive effects such as a general sense of well-being and a feeling of success whilst being in control of the horse. An emerging empathy and closeness of each child with their particular horse was observed over time, which appeared to lead to increased communication. This took place whilst the children were talking or communicating to the horse or in the presence of the horse.
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West, Susan, and susan west@anu edu au. "A new paradigm in music education : the Music Education Program at The Australian National University." The Australian National University. Centre for Educational Development and Academic Methods, 2007. http://thesis.anu.edu.au./public/adt-ANU20090816.132910.

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This thesis describes a qualitative action research process undertaken ‘in the field’ over approximately eight years of the development of an alternative paradigm for music education. This new paradigm evolved from a simple, practical approach that was not, in the first instance, designed to be transformational, but which quickly showed itself to have potential for providing a different model for conceptualising musical engagement. ¶ It is argued that the standard and widely accepted approach to music education has aspects that does not encourage on-going music making. This study conceptualises that ‘traditional’ Western approach in terms of a ‘virtuosic mountain’ that prioritises and rewards technical achievement. The concept of the virtuosic mountain is developed in terms of three ‘P’s’: Perfection, Practice and Performance. The concept was developed by not just reviewing current literature but also by analysing that literature in light of the developing new paradigm as a means of comparing and contrasting the approaches. ¶ Called ‘The Music Education Program’, this new paradigm is based on a practical approach to the sharing of music making beyond institutional boundaries like the school gate. Children do not ‘perform’ in the community but seek to engage others in making music with them without reference to age, disability or skill level. The focus is on the social outcomes that derive from music making rather than the improvement of skills, which develop as a natural part of community engagement. In this respect, the approach has roots in community enculturation processes that are no longer prominent in Western society. ¶ The new paradigm is presented with a contrasting set of ‘three I’s’: Intent, Identity and Involvement, which are designed to illustrate how the community ‘outreach’ of the Music Education Program provides a model for consciously reconceptualising our approach to music education through re-visiting what might be regarded as ‘old’ practices in a ‘new’ guise. The three ‘I’s’ are illustrated through a series of critical incidents that highlight the necessary change in theoretical underpinnings that the practical application of the Program demands. This includes a particular focus on the Intent behind our music making, rather than the ‘quality’ in terms of technomusical outcomes; stress on the individual and group choices that develop musical Identity; and demonstration of the ways in which this paradigm may contribute to voluntary, rather than enforced, Involvement. ¶ The critical incident data is supplemented by some survey and evaluation data which supports the view that the social component of musical engagement provides an alternate focus to musical development than does an achievement paradigm. The range of data collected shows that classroom teachers can take a significant role in the encouragement of music making in the primary school without relying solely on the expertise of those with specific musical training; and that overcoming negative attitudes and experiences can transform not only the teacher’s relationship with music but produce a positive effect on her students. ¶ The model described here has evolved through a longitudinal process that constantly maintains the centrality of the practical operation of the program. In so doing, it moves away from theoretical constructs that often do not seem to relate directly to practitioners but, at the same time, it avoids prescriptive methodology. Theory is elucidated through practice in a way that encourages teachers to develop their own practices that are consistent with underlying principles. This model is transformative in nature, having first a transformative effect on the principal researcher and thence on those teachers engaging in professional development with the Program. ¶ Since the Music Education Program does not yet have students who have exited the school system, this study does not attempt to claim success in the long-term in terms of promoting ongoing engagement through life. Data suggest, however, that it has had an impact in encouraging teachers to reconnect with music making and enables them to share that music making with their students, thereby helping to develop more school-based musical engagement that is also affecting the broader community in the Australian Capital Territory.
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Rafiq, Mah-i.-Laqa, and n/a. "Middle schooling program in public schools of Canberra Australia (an exploration of practice in the light of theory)." University of Canberra. Education & Community Studies, 2005. http://erl.canberra.edu.au./public/adt-AUC20060808.120614.

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Middle schooling, although a contested phenomenon, has established its position on the huge landscape of secondary education. The philosophy of middle schooling claims that middle school has the best organisational structure for meeting the (educational, emotional, social and psychological) needs of adolescents1. This study is an attempt to see how successful schools of the Australian Capital Territory (ACT) are in implementing the middle schooling program with respect to the General Design for a Whole School Approach to School Improvement (Hill & Cr�vola, 1997), which is used as theoretical framework for the evaluation. The three schools selected through purposive sampling for this study are considered exemplary for their implementation of programming consistent with the essential elements of middle schooling. The literature has recognised that, during last two decades, policy makers, educators, innovative reformers, and private foundations have manifested enormous commitment and interest in favour of the middle schooling program. The findings of this study indicate that, with certain adaptations, each of the three sample schools are implementing the salient features and characteristics of effective middle schools identified in the General Design and discussed widely in the literature. Each sample school is making its best efforts to improve the teaching and learning environment better to meet the needs of adolescents and is implementing middle school philosophy in accordance with the design. It is unlikely that any school can achieve "perfection" in all of the areas identified in the selected design (Hill & Cr�vola, 1997), and the possibilities for improvement are always there. Certain significant issues related to students� security and connectedness are identified as requiring some attention by the school organisation. The main question of this study�how responsive middle school reforms are in the enrichment of the physical, social and emotional growth of adolescents�has largely been answered positively in this study. Based on the findings of this study it is concluded that the middle schooling program is not a wasted effort on the landscape of secondary education in Australia. The results of this study have certain implications for policy makers, educators and researchers. These include recognition of the need for teacher training programs to provide teacher training with a greater understanding of the teaching and learning needs of adolescents and the need for educators to make extra efforts in making the school environments safe, secure and inviting for adolescents. Longitudinal studies will be required to determine the long-term outcomes of the middle schooling program, as claimed by the proponents of the middle schooling movement.
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Crawford, Jennifer Marie. "Edinburgh Art School." Thesis, Virginia Tech, 2017. http://hdl.handle.net/10919/74870.

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Kissling, Maxine, and n/a. "An evaluation of a programme in which parents assist their chilren to acquire literacy." University of Canberra. Education, 1987. http://erl.canberra.edu.au./public/adt-AUC20060814.144057.

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In 1983 a programme was initiated by the School of Education, Canberra College of Advanced Education (CCAE) and the Australian Schools Commission to enable parents to assist their own children in literacy. The children had previously been identified as experiencing difficulties in acquiring the skills of literacy. The purpose of this study was to evaluate the effects of the parents' intervention on the children's achievements in literacy, and to assess the quality of the programme by examining particular subskills taught in the course. The methods of assessment were also evaluated for their appropriateness for the circumstances. The thirty nine children in the study were the sample of fifty two children for whom there was complete information. Parents of these children began the programme in July 1985 or in March 1986. They attended a course of ten sessions over thirteen weeks in a semester. The following semester they were allocated to a teacher who was a post graduate or fourth year degree student in education, and given individual assistance from six to ten sessions, and longer if necessary. Aspects of oral reading, comprehension, writing and spelling were tested at the beginning of the programme and again in November 1986, and the results compared. Observational records were also kept and changes evaluated. In addition, oral reading was measured at the end of the parents' course, and before individual assistance commenced. Case studies were built up for every child, and the findings grouped to observe the effect of the intervention on the population. The results showed that the programme achieved its aim of giving parents the skills to assist; their own children in the acquisition of literacy. The content of the course and the subskills taught were also justified by the outcomes. Furthermore, the method of evaluation revealed specific and succinct information on which to base the intervention and to monitor progress. The research took place over 18 months, during which time teaching and progress were continual. A longitudinal study over several years would confirm the results of the research.
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Books on the topic "Canberra School of Art"

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J, Gardner Henry, and Savage Craig M, eds. Computational physics: Proceedings of the Ninth Physics Summer School : the Australian National University, Canberra, ACT 0200, Australia, 8-25 January 1996. Singapore: World Scientific, 1997.

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Churcher, Betty. Treasures of Canberra. Braddon, Australian Capital Territory: Halstead Press, 2013.

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Colin, Saxton, ed. Art school. London: Quantum, 2003.

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Manning, Mick. Art school. London: Kingfisher, 1997.

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Mort, Eirene. Old Canberra: A sketchbook of the 1920s. Canberra: National Library of Australia, 1987.

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Deem, George. Art school: Paintings. London: Thames and Hudson, 1993.

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Day, Harold A. E. Norwich School & Suffolk School Art. [Sandy Bay, Hobart, Australia: Hobart Press, 2007.

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Ranald, Lawrence. The Victorian Art School. Abingdon, Oxon; New York, NY: Routledge, 2021.: Routledge, 2020. http://dx.doi.org/10.4324/9781003020288.

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Douglas, Coupland, ed. School spirit. Paris: Dis voir, 2003.

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Chelsea College of Art and Design. BA Honours Fine Art 1994: School of Art. London: London Institute, 1994.

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Book chapters on the topic "Canberra School of Art"

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Feehily, Fergus. "Art School." In Rethinking the crit, 33–37. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003289432-3.

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Siegel, Craig A. "School Art Therapy." In The Wiley Handbook of Art Therapy, 435–42. Chichester, UK: John Wiley & Sons, Ltd, 2015. http://dx.doi.org/10.1002/9781118306543.ch41.

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Brown, Philippa. "Art therapy in an art school." In Contemporary Practice in Studio Art Therapy, 74–82. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003095606-8.

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Kittleson, Michelle. "Medical School." In Mastering the Art of Patient Care, 3–10. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-20920-8_1.

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Szekely, George. "Separating Art from School." In Teaching to Support Children's Artistic Independence, 126–37. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003007340-14.

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Berberian, Marygrace. "School-Based Art Therapy." In Art Therapy Practices for Resilient Youth, 425–46. New York, NY : Routledge, 2020.: Routledge, 2019. http://dx.doi.org/10.4324/9781315229379-22.

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Edwards, Jean, Helen Caldwell, and Rebecca Heaton. "Making digital art." In Art in the Primary School, 287–312. 2nd ed. New York, NY: Routledge, 2021. |: Routledge, 2021. http://dx.doi.org/10.4324/9780429296208-12.

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Glikson, Michal. "Pakistan and Australia: The First Scroll: Canberra and Other Ideas." In Peripatetic Painting: Pathways in Social, Immersive, and Empathic Art Practice, 15–63. Singapore: Springer Nature Singapore, 2022. http://dx.doi.org/10.1007/978-981-16-4005-6_2.

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Ranald, Lawrence. "Introduction." In The Victorian Art School, 1–27. Abingdon, Oxon; New York, NY: Routledge, 2021.: Routledge, 2020. http://dx.doi.org/10.4324/9781003020288-1.

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Ranald, Lawrence. "‘By the Gains of Industry we Promote Art’." In The Victorian Art School, 28–53. Abingdon, Oxon; New York, NY: Routledge, 2021.: Routledge, 2020. http://dx.doi.org/10.4324/9781003020288-2.

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Conference papers on the topic "Canberra School of Art"

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Quintella, Ivvy Pedrosa Cavalcante Pessôa. "A concepção da forma urbana na escola francesa de urbanismo: rupturas e continuidades." In Seminario Internacional de Investigación en Urbanismo. Barcelona: Curso de Arquitetura e Urbanismo. Universidade do Vale do Itajaí, 2016. http://dx.doi.org/10.5821/siiu.6252.

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Até recentemente, a historiografia do urbanismo dedicada ao século XX privilegiou seu enfoque no relato do modernismo funcionalista propagado pelos C.I.A.M. Obscureceu-se a contribuição da “Escola francesa de urbanismo”, malgrado sua posição de destaque na constituição do campo disciplinar. Essa escola irá perpetuar a maior parte dos princípios compositivos da arte urbana, mas diante de novos desafios: conjugálos às demandas da modernidade e à cientificidade disciplinar. Este estudo propõe-se a observar as estratégias de concepção da forma nos planos urbanísticos dessa escola, buscando identificar as rupturas e continuidades com a tradição. Na presente comunicação, buscou-se discutir o salto que marcou a projeção dos atores da Escola Francesa para além da École des Beaux-arts, consolidando-os como urbanistas de renome internacional. Foram apresentados e discutidos os três projetos que inauguraram o sucesso dessa escola em concursos internacionais de urbanismo: Barcelona, por Léon Jaussey; Anvers, por Henri Prost; Camberra, por Alfred Agache. Until recently, the history of urbanism devoted to the nineteenth century focused on functionalist modernism propagated by C.I.A.M. These contributions darkened the "French school of urban planning", despite its prominent position in the constitution of the disciplinary field. This school will perpetuate most of the compositional principles of urban art, but facing new challenges: conjugating them to the demands of modernity and disciplinary scientific. This study aims to observe the design strategies on the urban plans of this school, seeking to identify the ruptures and continuities with the tradition. In this communication, we attempted to discuss the moment that marked the projection of the actors of the French School in addition to the École des Beaux Arts, consolidating them as internationally renowned urban planners. They were presented and discussed three projects that inaugurated the success of this school in international urban planning competitions: Barcelona, by Léon Jaussey; Anvers, by Henri Prost; Canberra by Alfred Agache.
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Enting, I. G. "Inverse Problems and Complexity in Earth System Science." In Proceedings of the 22nd Canberra International Physics Summer School. WORLD SCIENTIFIC, 2010. http://dx.doi.org/10.1142/9789814277327_0005.

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Aste, T., and T. Di Matteo. "Introduction to Complex and Econophysics Systems: A navigation map." In Proceedings of the 22nd Canberra International Physics Summer School. WORLD SCIENTIFIC, 2010. http://dx.doi.org/10.1142/9789814277327_0001.

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Henry, B. I., T. A. M. Langlands, and P. Straka. "An Introduction to Fractional Diffusion." In Proceedings of the 22nd Canberra International Physics Summer School. WORLD SCIENTIFIC, 2010. http://dx.doi.org/10.1142/9789814277327_0002.

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Dendy, R. O. "Space Plasmas and Fusion Plasmas as Complex Systems." In Proceedings of the 22nd Canberra International Physics Summer School. WORLD SCIENTIFIC, 2010. http://dx.doi.org/10.1142/9789814277327_0003.

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Wheatland, Michael S. "Bayesian Data Analysis." In Proceedings of the 22nd Canberra International Physics Summer School. WORLD SCIENTIFIC, 2010. http://dx.doi.org/10.1142/9789814277327_0004.

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Metcalfe, Guy. "Applied Fluid Chaos: Designing Advection with Periodically Reoriented Flows for Micro to Geophysical Mixing and Transport Enhancement." In Proceedings of the 22nd Canberra International Physics Summer School. WORLD SCIENTIFIC, 2010. http://dx.doi.org/10.1142/9789814277327_0006.

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Liley, David T. J., and Federico Frascoli. "Approaches to Modelling the Dynamical Activity of Brain Function Based on the Electroencephalogram." In Proceedings of the 22nd Canberra International Physics Summer School. WORLD SCIENTIFIC, 2010. http://dx.doi.org/10.1142/9789814277327_0007.

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Niven, Robert K., and Bjarne Andresen. "Jaynes' Maximum Entropy Principle, Riemannian Metrics and Generalised Least Action Bound." In Proceedings of the 22nd Canberra International Physics Summer School. WORLD SCIENTIFIC, 2010. http://dx.doi.org/10.1142/9789814277327_0008.

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Williams, Rohan B. H., and Oscar Junhong Luo. "Complexity, Post-genomic Biology and Gene Expression Programs." In Proceedings of the 22nd Canberra International Physics Summer School. WORLD SCIENTIFIC, 2010. http://dx.doi.org/10.1142/9789814277327_0009.

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Reports on the topic "Canberra School of Art"

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Galenson, David. The New York School vs. the School of Paris: Who Really Made the Most Important Art After World War II? Cambridge, MA: National Bureau of Economic Research, September 2002. http://dx.doi.org/10.3386/w9149.

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Gifford, John L. Teaching and Learning the Operational Art of War: An Appraisal of the School of Advanced Military Studies. Fort Belvoir, VA: Defense Technical Information Center, January 2000. http://dx.doi.org/10.21236/ada381852.

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Benski, Alice. A study of the role of acrylic paints in the secondary and junior high school art curriculum. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.623.

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Demartini-Svoboda, Jana. A study of art education in the elementary school curriculum as amplification of other academic subjects and as a promoter of creativity in the learning process. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.3159.

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Soroko, Nataliia V., Lorena A. Mykhailenko, Olena G. Rokoman, and Vladimir I. Zaselskiy. Educational electronic platforms for STEAM-oriented learning environment at general education school. [б. в.], July 2020. http://dx.doi.org/10.31812/123456789/3884.

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The article is devoted to the problem of the use of educational electronic platform for the organization of a STEAM-oriented environment of the general school. The purpose of the article is to analyze the use of educational electronic platforms for organizing the STEAM-oriented school learning environment and to identify the basic requirements for supporting the implementation and development of STEAM education in Ukraine. One of the main trends of education modernization is the STEAM education, which involves the integration between the natural sciences, the technological sciences, engineering, mathematics and art in the learning process of educational institutions, in particular, general school. The main components of electronic platform for education of the organization STEAM-oriented educational environment should be open e-learning and educational resources that include resources for students and resources for teachers; information and communication technologies that provide communication and collaboration among students; between teachers; between students and teachers; between specialists, employers, students, and teachers; information and communication technologies that promote the development of STEAM education and its implementation in the educational process of the school; online assessment and self-assessment of skills and competences in STEAM education and information and communication technologies fields; STEAM education labs that may include simulators, games, imitation models, etc.; STEAM-oriented educational environment profiles that reflect unconfirmed participants’ data, their contributions to projects and STEAM education, plans, ideas, personal forums, and more. Prospects for further research are the design of an educational electronic platform for the organization of the STEAM-oriented learning environment in accordance with the requirements specified in the paper.
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Moore, Melissa. Phase II - Procurement of State of the Art Research Equipment to Support Faculty Members with the RNA Therapeutics Institute, a component of the Advanced Therapeutics Cluster at the University of Massachusetts Medical School. Office of Scientific and Technical Information (OSTI), October 2011. http://dx.doi.org/10.2172/1037882.

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Morkun, Volodymyr S., Сергій Олексійович Семеріков, Svitlana M. Hryshchenko, and Kateryna I. Slovak. System of competencies for mining engineers. Видавництво “CSITA”, 2016. http://dx.doi.org/10.31812/0564/719.

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Topicality of the material, highlighted in this article is stipulated by the need to ensure effectiveness of educational process while preparing mining engineers. System of competencies for future mining engineers, taken as basis for high school sectoral standard for Mining 6.050301 update is theoretically substantiated and developed. Sources of state-of-the-art foreign educational system and technologies as well as scientific research results of local teachers have been analyzed, enabling development of new sectoral standard. Switching to new high school competencies-based sectoral standards is the necessary step in high education reforming in Ukraine, while the application of competencies-based approach to high school sectoral standards development facilitates tuning of education towards labour market’s requirements and demands, further development of educational techniques and educational system as a whole. Objective of the article: to project system of competencies and to define components of environmental competencies for mining engineers. Methods: – theoretical: analysis, generalization, systematization of legislative framework, educational standards, Internet - sources in order to distinguish theoretical basis of research, develop system of competencies for future mining engineers. – Empirical – improvement of system of competencies for future mining engineers. Scientific novelty is represented with structured system, consisting of 49 competencies, comprising the core of new sectoral standard for mining engineers preparation; Practical importance of the outcomes is related to developments: separate constituents of high school draft sectoral standard for Mining engineers bachelors’ preparation 6.050301 Mining (system of social & personal, general scientific, tool-based, general professional and special professional competencies. Research outcomes can be used while developing educational qualification profile and training program for Mining bachelors 6.050301 education field, in course of geoinformational technologies review by ecology, land survey and geography bachelors.
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Palamar, Svitlana P., Ganna V. Bielienka, Tatyana O. Ponomarenko, Liudmyla V. Kozak, Liudmyla L. Nezhyva, and Andrei V. Voznyak. Formation of readiness of future teachers to use augmented reality in the educational process of preschool and primary education. CEUR Workshop Proceedings, July 2021. http://dx.doi.org/10.31812/123456789/4636.

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The article substantiates the importance of training future teachers to use AR technologies in the educational process of preschool and primary education. Scientific sources on the problem of AR application in education are analyzed. Possibilities of using AR in work with preschoolers and junior schoolchildren are considered. Aspects of research of the problem of introduction of AR in education carried out by modern foreign and domestic scientists are defined, namely: use of AR-applications in education; introduction of 3D technologies, virtual and augmented reality in the educational process of preschool and primary school; 3D, virtual and augmented reality technologies in higher education; increase of the efficiency of learning and motivating students through the use of AR-applications on smartphones; formation of reading culture by means of augmented reality technology; prospects for the use of augmented reality within the linguistic and literary field of preschool and primary education. The authors analyzed the specifics of toys with AR-applications, interactive alphabets, coloring books, encyclopedias and art books of Ukrainian and foreign writers, which should be used in working with children of preschool and primary school age; the possibilities of books for preschool children created with the help of augmented reality technologies are demonstrated. The relevance of the use of AR for the effective education and development of preschoolers and primary school children is determined. Problems in the application of AR in the educational process of modern domestic preschool education institutions are outlined. A method of diagnostic research of the level and features of readiness of future teachers to use AR in the educational process of preschool and primary education has been developed. Criteria, indicators are defined, the levels of development of the main components of the studied readiness (motivational, cognitive, activity) are characterized. The insufficiency of its formation in future teachers in the field of preschool and primary education; inconsistency between the peculiarities of training future teachers to use AR in professional activities and modern requirements for the quality of the educational process; the need to develop and implement a holistic system of formation of the studied readiness of future teachers in the conditions of higher pedagogical education are proved. A model of forming the readiness of future teachers to use AR in the educational process of preschool and primary education has been developed.
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Clement, Timothy, and Brett Vaughan. Evaluation of a mobile learning platform for clinical supervision. University of Melbourne, 2021. http://dx.doi.org/10.46580/124369.

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Context: This report details a formative evaluation of the Clinical Supervision Online (CSO) course, a fee-paying, fully online ‘light touch’ program of study for clinical supervisors offered by the Melbourne Medical School, which was developed in conjunction with the University’s Mobile Learning Unit. The course requires between six to ten hours of self-directed study and is designed for any clinicians who teach. Methods: Evaluation of the course was guided by Rossi, Lipsey and Freeman’s (2004) approach to program evaluation, addressing the need for the course, its design, implementation, impact, and return on investment. Data were collected through interviews with key informants, document analysis, an embedded student survey, learning analytics data, financial data, and an audit against ‘best practice’ standards for online course design. Findings: The findings suggest that course development was driven by both a financial imperative and genuine concern to meet training needs of clinical supervisors. Two hundred and four students enrolled on the course in its first 18 months. This has been enough to cover its developmental costs. In relation to 64 quality standards for online course design, the level of performance was rated as ‘meets’ for 44 items; ‘exceeds’ for one item; ‘developing for 13 items’; and, ‘non-existent’ for six items. An additional 33 items were identified as ‘not applicable’ for the ‘light touch’ course design. Significance: From a learning design perspective there is much to like about the CSO course and the outcome of assessing it against the standards for ‘best practice’ online course design suggests that an evolutionary approach - making incremental changes - could improve the course whilst retaining its existing ‘light touch’ format. The CSO course on its own is unlikely to realise the depth of achievement implied in the course aims and learning outcomes. The CSO course may best be seen as an entrée into the art of clinical supervision.
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