Academic literature on the topic 'Classroom environment – New South Wales – Case studies'

Citizen science is growing rapidly in Australia and globally, and presents valuable opportunities to engage with the community and amplify scientific research. The recent growth in citizen science is largely attributed to technology and has resulted in citizen science now recognised as having the potential to augment and enhance traditional scientific research and monitoring. Citizen science can deliver a level of spatial granularity often not possible with conventional research. This, coupled with its potential to engage the public meaningfully in science, uniquely positions citizen science to monitor and thereby effect genuine scientific outcomes. However, the rapid growth in citizen science has also resulted in some data and information challenges that need to be overcome. Here we present a general overview of citizen science and some of the opportunities and challenges associated with its rapid growth, with a focus on Australia. We use case studies of successful citizen science projects in New South Wales to demonstrate its potential across areas such as cost efficiency and scalability. Overall, these examples show how citizen science has the potential to provide a monumental shift in our ability to monitor the environment while simultaneously increasing understanding and trust in science within the broader community.

Traffic incidents such as crashes, vehicle breakdowns, and hazards impact traffic speeds and induce congestion. Recognizing the factors that influence the frequency of these traffic incidents is helpful in proposing countermeasures. There have been several studies on evaluating crash frequencies. However, research on other incident types is sparse. The main objective of this research is to identify critical variables that affect the number of reported vehicle breakdowns. A traffic incident dataset covering 4.5 years (January 2012 to June 2016) in the Australian state of New South Wales (NSW) was arranged in a panel data format, consisting of monthly reported vehicle breakdowns in 28 SA4s (Statistical Area Level 4) in NSW. The impact of different independent variables on the number of breakdowns reported in each month–SA4 observation is captured using a random-effect negative binomial regression model. The results indicate that increases in population density, the number of registered vehicles, the number of public holidays, average temperature, the percentage of heavy vehicles, and percentage of white-collared jobs in an area increase the number of breakdowns. On the other hand, an increase in the percentage of unrestricted driving licenses and families with children, number of school holidays, and average rainfall decrease the breakdown frequency. The insights offered in this study contribute to a complete picture of the relevant factors that can be used by transport authorities, vehicle manufacturers, sellers, roadside assistance companies, and mechanics to better manage the impact of vehicle breakdowns.

The management of water resources across Australia is undergoing fundamental reform in line with the priorities identified by the Council of Australian Governments (COAG) in 1994. This includes reforms to the specification of property rights, the way the resource is shared between the environment, irrigators and other users, charges for water use and the operational management of the river systems. In New South Wales (NSW), a series of water sharing plans (WSPs) is being developed for each water source in the State including regulated rivers, unregulated rivers and groundwater aquifers. These plans, which are the mechanisms by which COAG reforms are being implemented, are being developed by community-based water management committees (WMCs). The role of the WMCs is to develop a plan that achieves a balance between environmental, economic and social outcomes. NSW Agriculture has assisted a number of WMCs by quantifying the economic impact of proposed WSP options on the irrigation community. This paper outlines the approach taken by NSW Agriculture to quantifying economic impacts on irrigators in regulated catchments and provides results of case studies in the Lachlan River Catchment which is heavily developed for irrigation.

The article examines the local and regional economic impacts of NHS spending. The research is set in the context of tensions between buying economies, process efficiencies and local economic development impacts of public sector procurement, and contributes to the evidence base on supplier proximity and income retention at the local and regional level. The scale, scope and spatial distribution of NHS spending in a South Wales case are analysed using detailed purchasing information provided by a local health board. The article then uses an economic modelling framework to quantify the supply chain impacts of this spending to determine the full regional economic impacts of operational and capital expenditures. The analysis shows that NHS Wales spending supports significant levels of regional economic activity in terms of output, employment and gross value-added. The article also explores scenarios on the potential economic significance of import substitution of selected purchases. The implications of the changing procurement environment, with new EU directives, and a reorganisation of procurement functions within NHS Wales, are explored, and suggestions are made for further research.

AbstractThis article draws from a wider research project undertaken in 2018 in Armidale, a small regional city in New South Wales (NSW) Australia, to explore the challenges commercial venues face in presenting and maintaining a regular live music programme. An analysis of the main themes suggests that the issues regional venues encounter are often qualitatively and/or quantitatively different from those facing their urban counterparts. This research found that regulatory issues, such as licensing, planning and noise, were not considered major impediments to regularly hosting live music. Rather, finding and accessing affordable quality bands in the numbers and styles needed to keep audiences coming to gigs, and getting audiences to regularly attend and spend money in the numbers needed to sustain the gigs, were identified as ongoing difficulties. Although venues in larger metropolitan cities are often confronted with similar problems, these are not the sort of issues that stand out in the research in this area. Rather the regulatory environment is emphasised. By drawing attention to the non-regulatory challenges regional venues face, important new avenues of research are opened up that will benefit live music scenes across Australia.

A comprehensive sediment sampling program was undertaken in the upper Molonglo catchment in south-eastern New South Wales to determine if mineral magnetics could be used to estimate sidestream contribution at river confluences in this environment. Some 12 confluences were examined over 1400 km 2 in 2 major basins and over 2 contrasting geological types. Sediment samples were divided into 7 size classes and the following magnetic properties measured: magnetic susceptibility at 2 frequencies, isothermal remanent magnetisation at 3 flux densities, and anhysteristic remanent magnetisation. The sidestream inputs were calculated for each particle size class from the range of magnetic parameters. Significant discrepancies and differences appeared in the resultant sidestream inputs, and this paper outlines the conclusions as to the reliability of the different analytical procedures. It is shown that both the concentration and magnetic grain size of ferrimagnetic minerals in the sediments must be taken into account. Where the difference in magnetic grain size between the upstream and sidestream sediments is small, the use of parameter crossplots or bulked magnetic ratios is generally not appropriate. The use of mass (concentration) magnetic values may be better. The difference in the demands of the crossplots and mass values methods is that crossplots require a wide range of mass magnetic concentrations in each branch, with the upstream and sidestream sediments having different magnetic grain sizes, whereas the mass values procedure does best with a very limited (but different) range of concentrations at the upstream and sidestream branches, but similar magnetic grain sizes. This paper provides an extensive discussion of the estimation technique using different parameter combinations, and uses 3 contrasting confluences as case studies.

PurposeThe purpose of this paper is to examine how Catholic district offices support school leaders’ instructional leadership practices at times of major reform.Design/methodology/approachThe paper employs the theory of practice architectures as a lens through which to examine local site-based responses to system-wide reforms in two Australian Catholic secondary schools and their district offices. Data collection for these parallel case studies included semi-structured interviews, focus groups, teaching observations, classroom walkthroughs and coaching conversations.FindingsFindings suggest that in the New South Wales case, arrangements of language and specialist discourses associated with a school improvement agenda were reinforced by district office imperatives. These imperatives made possible new kinds of know-how, ways of working and relating to district office, teachers and students when it came to instructional leading. In the Queensland case, the district office facilitated instructional leadership practices that actively sought and valued practitioners’ input and professional judgment.Research limitations/implicationsThe research focussed on two case studies of district offices supporting school leaders’ instructional leadership practices at times of major reform. The findings are not generalizable.Practical implicationsPractically, the studies suggest that for excellent pedagogical practice to be embedded and sustained over time, district offices need to work with principals to foster communicative spaces that promote explicit dialogue between teachers and leaders’ interpretive categories.Social implicationsThe paper contends that responding to the diversity of secondary school sites requires district office practices that reject a one size fits all formulas. Instead, district offices must foster site-based education development.Originality/valueThe paper adopts a practice theory approach to its study of district support for instructional leader’ practices. A practice approach rejects a one size fits all approach to educational change. Instead, it focusses on understanding how particular practices come to be in specific sites, and what kinds of conditions make their emergence possible. As such, it leads the authors to consider whether and how different practices such as district practices of educational reforming or principals’ instructional leading might be transformed, or conducted otherwise, under other conditions of possibility.

This research investigates the challenges and opportunities of urban estuaries exposed to spatial, urban, and environmental shifts exacerbated by climate change, ecological disturbances, and population growth, taking the cities of Perth, Western Australia and Newcastle, New South Wales, as case studies. Approaching the design of estuary cities in the Climate Century demands a form of estuary urbanism and new paradigms in design, which embrace the constant presence of water. Water becomes the instrument of change to re-think the design of the city and its relationship with the non-built environment since the climate crisis is also a water crisis. Adaptation and mitigation strategies are still emerging fields in design and planning disciplines. Design disciplines can strongly contribute to generating site-specific climate-adaptative responses while re-establishing the connection between built and natural environments, improving ecological balance and spatial quality, and promoting well-being and cultural values. The methodology involves both analytical and projective-explorative methods promoting a site-specific approach, working across scales and disciplines to understand urban estuaries within larger catchments and as complex hydrological and ecological systems. A fundamental goal is the creation of site-specific design strategies to operate in low to medium-density precincts, leveraging water and nature as design tools to improve urban resilience and liveability. There is capacity here to establish design methods and principles that inform future practices through urbanism responding to dynamic ecological and water systems and the unpredictability effects of climate change.

Over recent decades, more and more cities worldwide have created semantic 3D city models of their built environments based on standards across multiple domains. 3D city models, which are often employed for a large range of tasks, go far beyond pure visualization. Due to different spatial scale requirements for planning and managing various built environments, integration of Geographic Information Systems (GIS) and Building Information Modeling (BIM) has emerged in recent years. Focus is now shifting to Precinct Information Modeling (PIM) which is in a more general sense to built-environment modeling. As scales change so do options to perform information modeling for different applications. How to implement data interoperability across these digital representations, therefore, becomes an emerging challenge. Moreover, with the growth of multi-source heterogeneous data consisting of semantic and varying 2D/3D spatial representations, data management becomes feasible for facilitating the development and deployment of PIM applications. How to use heterogeneous data in an integrating manner to further express PIM is an open and comprehensive topic. In this paper, we develop a semantic PIM based on multi-source heterogeneous data. Then, we tackle spatial data management problems in a Spatial Database Management System (SDBMS) solution for our defined unified model. Case studies on the University of New South Wales (UNSW) campus demonstrate the efficiency of our solution.

Rice breeders are involved in developing new varieties for a diverse range of production environments to increase average yields. Interpretation of performance of several varieties evaluated in a broad range of environments is usually affected by variety × environment interactions. Application of multivariate analyses, especially multi-criteria decision making (MCDM) methods in variety × environment interaction studies can benefit interpretation of yield performance and adaptation of varieties in response to different environments. The case study discussed in this paper highlights the significant advantages of using MCDM methods to overcome constraints imposed by having to investigate a large number of variables inherent in such analysis. The grain yield of 13 rice varieties with varying characteristics, grown in 4 different regions in southern New South Wales (NSW), Australia, during the 2000–06 growing seasons was analysed using classification techniques and preference ranking organization method for enrichment evaluation (PROMETHEE) analysis. Significant variety × environment interaction was found to influence the yield performance of individual varieties across a range of environmental conditions. Classification of environments and geometrical analysis for interactive aid (GAIA) plot of PROMETHEE analysis identified the Murrumbidgee Irrigation Area (MIA) and Coleambally Irrigation Area (CIA) as higher yielding regions compared with the Eastern Murray Valley (EMV) and Western Murray Valley (WMV). Turbid water and cold weather conditions are suggested to explain the lower yield obtained in the WMV environment. In terms of varieties, Amaroo and Opus were identified as widely adaptable to most of the environments, while Jarrah was the least adaptable. Illabong can be considered as best adapted to the EMV or WMV regions, while Paragon and Reiziq can be regarded as best adapted to the MIA and CIA regions. Partial and complete ranking showed the interrelationships between the varieties for their yield performance and adaptation across all environments. Amaroo, Illabong, and Opus were ranked as the most preferred varieties, while Koshihikari, Kyeema, and Jarrah were ranked as the least preferred ones. Partial pre-order with 13 classes from PROMETHEE I analysis identified varieties with similar characteristics and aided the selection of suitable alternative varieties. The outcomes from the analyses reported here allow rice varieties or genotypes to be rated for yield stability for a specific or a range of different environments.

Thesis (PhD)--Macquarie University, Australian Centre for Educational Studies, School of Education, 2008.
Bibliography: p. 159-177.
This thesis examines student identity construction and teacher identity construction in the context of secondary English Years 7-10 classrooms in a comprehensive high school in Western Sydney, New South Wales, Australia. The research journey chronicles the teaching and learning experiences of a small group of students and teachers at Heartbreak High. The narrative provides insights into the factors responsible for creating teacher identity(s) and the identities of both engaged and disengaged students. -- Previous studies have tended to focus on the construction of disaffected student identities. In contrast, this case study tells the stories of both engaged and disengaged students and of their teachers utilising a unique framework that adapts and combines a range of theoretical perspectives. These include ethnography as a narrative journey (Atkinson, 1990), Fourth Generation Evaluation (Guba & Lincoln, 1990; Lincoln & Guba, 1989), reflexivity (Jordan & Yeomans, 1995), Grounded Theory (Strauss & Corbin, 1990; Sugrue, 1974) and multiple realities (Stake, 1984). -- The classical notion of the student-teacher dynamic is questioned in this inquiry. Students did not present powerless, passive, able-to-be motivated identities; they displayed significant agency in (re) creating 'self(s)' at Heartbreak High based largely on 'desires'. Engaged student identities reflected a teacher's culture and generally exhibited a "desire to know." In contrast, disaffected students exhibited a "desire for ignorance," rejecting the teacher's culture in order to fulfil their desire to belong to peer subculture(s). The capacity for critical reflection and empathy were also key factors in the process of their identity constructions. Disengaged students displayed limited capacity to empathise with, or to critically reflect about, those whom they perceived as "different". In contrast, engaged students exhibited a significant capacity to empathise with others and a desire to critically reflect on their own behaviour, abilities and learning. -- This ethnographic narrative offers an alternate lens with which to view pedagogy from the perspectives that currently dominate educational debate. The findings of this study support a multifaceted model of teacher identity construction that integrates the personal 'self(s)' and the professional 'self(s)' that are underpinned by 'desires'. Current tensions inherent in the composition of teacher identities are portrayed in this thesis and it reveals the teacher self(s) as possessing concepts that are desirous of being efficacious, autonomous and valued but are diminished by disempowerment and fear.
Mode of access: World Wide Web.
266 p. ill

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.

Allambie Heights Public School is located on the Northern Beaches of Sydney, New South Wales, Australia. It is a Kindergarten to Year 6 school for students aged five to twelve years. The school is “committed to the pursuit of high academic achievement in a safe, secure, and caring learning environment. The programs offered are diverse, and challenge and inspire our students. Students, parents and staff work in partnership to create a vibrant learning community. Literacy, numeracy and technology are emphasized within learning programs”. The school motto, ‘Ever Aim High’, “underpins the school’s strong belief that each child needs to be recognized for their own achievements, celebrating success [both at] a school and personal level”. As a Positive Behavior for Learning school, the school values of respect, responsibility, and resilience are key to the success of our school community. We currently have 514 students and 51 staff in our school. Four students identify as Aboriginal and Torres Strait Islander and 14% of students come from a language background other than English. The school is in a high socio-economic area with a Family Occupation and Education Index (FOEI) of 17. The school Index of Community and Socio-Educational Advantage is 1,112.