Relevant bibliographies by topics / History teachers Australia Attitudes

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'History teachers Australia Attitudes'

Author: Grafiati
Published: 10 December 2022
Last updated: 31 July 2025

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Journal articles on the topic "History teachers Australia Attitudes"

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

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Purpose The purpose of this paper is to highlight the contributions of women teachers to the war effort at home in Australia and New Zealand and in Egypt and Europe between 1914 and 1918. Design/methodology/approach Framed as a feminist transnational history, this research paper drew upon extensive primary and secondary source material in order to identify the women teachers. It provides comparative analyses using a thematic approach providing examples of women teachers war work at home and abroad. Findings Insights are offered into the opportunities provided by the First World War for channel
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Kass, Dorothy. "Clarice Irwin’s visions for education in Australia in the 1920s and 1930s: “what might be”." History of Education Review 48, no. 2 (2019): 198–213. http://dx.doi.org/10.1108/her-02-2019-0003.

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Purpose The paper is a study of Clarice McNamara, née Irwin (1901–1990), an educator who advocated for reform in the interwar period in Australia. Clarice is known for her role within the New Education Fellowship in Australia, 1940s–1960s; however, the purpose of this paper is to investigate her activism in an earlier period, including contributions made to the journal Education from 1925 to 1938 to ask how she addressed conditions of schooling, curriculum reform, and a range of other educational, social, political and economic issues, and to what effect. Design/methodology/approach Primary so
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Raicevic Bajic, Dragana, Gordana Nikolic, Mihailo Gordic, Kimberley Mouvet, and Mieke Van Herreweghe. "Serbian Sign Language: officially recognised, yet not used in deaf education." DiGeSt - Journal of Diversity and Gender Studies 8, no. 1 (2021): 75–90. http://dx.doi.org/10.21825/digest.v8i1.15646.

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The No Child Left Behind Act in the US (2001), the programme “Write it Right” in Australia (1994) and the Council of Europe’s project Languages of Schooling (2006) point towards a growing awareness of unequal access to education. All over the world legislative initiatives have been taken to ensure that all students have access, both in terms of social cost and linguistic barriers (Reffell & McKee, 2009). However, in some countries, the deaf community with its often invisible cultural linguistic identity appears not to benefit from the change in ideology towards equal education. In this pap
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Warnich, Pieter, Lukas Meyer, and Elize S. Van Eeden. "‘n Vergelykende internasionale perspektief op die historiese verloop en invloed van Uitkomsgebaseerde Onderwys (UGO) op Geskiedenis as skoolvak in Suid-Afrika (Deel Twee)." New Contree 59 (May 31, 2010): 26. http://dx.doi.org/10.4102/nc.v59i0.378.

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The purpose of this follow-up article is twofold. Firstly, the article attempts to indicate how the teaching and learning of History in South Africa were influenced by the OBE History curriculum frameworks of the USA, Australia, England and New Zealand. Secondly, the article attempts to describe the impact that OBE had on the teaching and learning of History in South Africa, with specific reference to its effect on teachers and learners.Regarding the first objective, it was concluded that the design of the History curriculum frameworks of the mentioned overseas countries fundamentally influenc
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Holieva, Mariia. "PROJECT APPROACH TO LEARNING: EXPERIENCE IN DIFFERENT COUNTRIES." Scientific Journal of Polonia University 53, no. 4 (2022): 26–34. http://dx.doi.org/10.23856/5303.

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Different countries in their educational systems have accumulated extensive experience in using project technology in education. This technology is an alternative to traditional lecture teaching: it helps to connect theoretical material with practice in real life; to change the roles of students and teachers: students have the opportunity to become an active subject in the educational process, and teachers are engaged in organizing, managing and directing this process, and not just broadcasting ready-made information. The purpose of the article is an analytical review of the options for implem
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Sundgren, Marcus, and Jimmy Jaldemark. "Breaking the boundaries of space and time." Proceedings of the International Conference on Networked Learning 10 (May 9, 2016): 332–35. http://dx.doi.org/10.54337/nlc.v10.8887.

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Throughout history, various technologies have been used to bridge the boundaries of time and space, from 19th-century postcard education to present day mobile technology. Previous reviews examining the first decade of the new millennium showed many research projects using institutionally owned equipment, mostly supporting a teacher-centred approach and with a focus on content delivery. With the rapid development of small, portable and smart devices since 2007, devices becoming ubiquitous in the lives of students of today, has the focus of research changed? This paper reviews journal articles p
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Yazici, Fatih. "Preservice History Teachers’ Attitudes towards Identity Differences." Higher Education Studies 7, no. 3 (2017): 11. http://dx.doi.org/10.5539/hes.v7n3p11.

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The ongoing changes in history education in support of diversity have an effect on Turkey even if on a limited scale. Although the current history curriculum in Turkey promotes the identity transmission instead of respecting different identities, it also has some goals such as “teaching the students about basic values including peace, tolerance, mutual understanding, democracy, and human rights, and making them sensitive about maintaining and improving these values”, which is compatible with the contemporary understanding of history education. However, it must be noted that the attitudes and p
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Porsch, Raphaela, and Linda Hobbs. "Principal Attitudes towards Out-of-Field Teaching Assignments and Professional Learning Needs." Education Sciences 14, no. 7 (2024): 783. http://dx.doi.org/10.3390/educsci14070783.

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Research has shown that school leader practices can influence teachers’ lived experiences of teaching out-of-field. Less is understood about principals’ attitudes towards out-of-field teaching and their perceptions of the teachers’ professional development support needs. This qualitative multiple case study investigates principal attitudes and school practices relating to out-of-field teaching in Australia and Germany. The findings show that principals’ attitudes differed in relation to the importance of teachers’ subject background knowledge, what they regarded as quality teaching, and, conse
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Leane, Wendy, and Rosalyn Shute. "Youth Suicide: The Knowledge and Attitudes of Australian Teachers and Clergy." Suicide and Life-Threatening Behavior 28, no. 2 (1998): 165–73. http://dx.doi.org/10.1111/j.1943-278x.1998.tb00636.x.

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This is the first study of the suicide‐related knowledge and attitudes of teachers and clergy in Australia. These professional groups have been identified as “gatekeepers” who might serve as a first line of assistance for distressed young people. Such gatekeepers, along with medical and mental health professionals, have a vital role to play in the prevention of youth suicide, of which Australia has the highest rates in the world. This research confirmed that high numbers of teachers and clergy have been approached by suicidal young persons. However, their gatekeeping role may be compromised by
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James, Colin, Caroline Strevens, Rachael Field, and Clare Wilson. "Student Wellbeing Through Teacher Wellbeing: A Study with Law Teachers in the UK and Australia." Student Success 10, no. 3 (2019): 76–83. http://dx.doi.org/10.5204/ssj.v10i3.1338.

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Research confirms law students and lawyers in the US, Australia and more recently in the UK are prone to symptoms related to stress and anxiety disproportionately to other professions. In response, the legal profession and legal academy in Australia and the UK have created Wellness Networks to encourage and facilitate research and disseminate ideas and strategies that might help law students and lawyers to thrive. This project builds on that research through a series of surveys of law teachers in the UK and Australia on the presumption that law teachers are in a strong position to influence th
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Dissertations / Theses on the topic "History teachers Australia Attitudes"

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

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In contemporary Australian society the term Reconciliation refers to the process by which the Indigenous and wider Australian communities strive to improve relations with each other. It seeks to do this by recognizing past wrongdoings, addressing the disadvantage faced by Indigenous people today, whilst working together as Indigenous and non-Indigenous Australians for a better future (Council for Aboriginal Reconciliation, 1993a,b,g). Education is seen to play an important role in the advancement of this process. This is evident in the policy documents of Australian education departments (Bris
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Richardson, Niall B. "Work intensification and professionalism : A study of teachers' perceptions in the state school system in Western Australia." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2004. https://ro.ecu.edu.au/theses/788.

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The past two decades have witnessed the introduction throughout much of the Western world of what has become known as economic rationalism, and for some commentators, as economic liberalism. Grounded in neoclassical economic theory, and with close kinship to the Taylorist and Fordist principles of the early decades of the twentieth century, the vision of economic rationalism has led to measures which have tended to favour the business sector in Australia. Throughout the 1990s, the focus has been on the notions of competitiveness, competition, productivity, efficiency, and profit, while the not
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Marmion, Sean W. "Students as historians history teachers' attitudes toward using primary and secondary sources /." Online access for everyone, 2005. http://www.dissertations.wsu.edu/Thesis/Fall2005/s%5Fmarmion%5F101805.pdf.

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

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Mercieca, Paul. "Teacher attitudes to approaches to teacher education in adult TESOL." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 1997. https://ro.ecu.edu.au/theses/1732.

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This study looked closely at the attitudes of TESOL teachers to a range of approaches to teacher education, with particular emphasis on the role of classroom observation. The influence of pre- and in-service training and the school environment was probed through semi-structured interviews and confirmatory discussions. Participants for this qualitative study were practising TESOL teachers at the Centre for International English, Curtin University, Western Australia. The approach taken was to allow them, as far as possible, to identify issues in teacher education for themselves. At the same time
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Whitehead, Kay. "Women's 'life-work' : teachers in South Australia, 1836-1906 /." Title page, abstract and contents only, 1996. http://web4.library.adelaide.edu.au/theses/09PH/09phw592.pdf.

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Méndez, Martha E. Fulk Barbara M. "Beliefs and attitudes of preservice secondary history teachers toward inclusion and collaboration." Normal, Ill. Illinois State University, 2003. http://wwwlib.umi.com/cr/ilstu/fullcit?p3087870.

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Thesis (Ed. D.)--Illinois State University, 2003.<br>Title from title page screen, viewed November 1, 2005. Dissertation Committee: Barbara M. Fulk (chair), E. Paula Crowley, Frederick Drake, Kenneth H. Strand. Includes bibliographical references (leaves 125-134) and abstract. Also available in print.
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Harding, James Craig. "Teachers' conceptions of history education, a phenomenographic inquiry." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape8/PQDD_0021/NQ46353.pdf.

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Chen, Hongyu. "Secondary School Teacher Attitudes towards Inclusive Education in Australia and China." Thesis, The University of Sydney, 2022. https://hdl.handle.net/2123/29195.

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Achieving the Sustainable Development Goal 4 (SDG 4) is underpinned by the provision of quality inclusive education for all young persons, including persons with disabilities. Yet developing inclusive education contexts continues to be profoundly challenging across all nations. Teacher attitudes continue to be the most critical construct in efforts to build inclusive educational contexts. Understanding teacher attitudes towards inclusive education using a positive paradigm is urgently needed in developing ways to provide quality inclusive education programs to all students. This study utilised
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Garnons-Williams, Victoria. "Art teacher pre-service education : a survey of the attitudes of Queensland secondary, and tertiary art educators." Thesis, University of British Columbia, 1987. http://hdl.handle.net/2429/26115.

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This study compares the views of three groups of art educators - secondary, tertiary pre-service lecturers, and scholars - about the content and structure considered important in art teacher pre-service education. Items of program content and structure, as well as issues in art-teacher preparation were gleaned from the writings of selected scholars and incorporated into a survey questionnaire. The survey was distributed to secondary art educators throughout Queensland and to art pre-service lecturers throughout Australia. An analysis of the results identifies areas and degrees of agreement an
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Books on the topic "History teachers Australia Attitudes"

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Kevin, Hince, ed. Industrial relations and state education in Australia. AE Press, 1986.

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Middleton, Sue. Teachers talk teaching, 1915-1995: Early childhood, schools, and teachers' colleges. Dunmore Press, 1997.

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

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Govor, Elena. Australia in the Russian mirror: Changing perceptions, 1770-1919. Melbourne University Press, 1997.

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1949-, Nagano Tsuneo, ed. Chinmokusuru kyōshitachi: Gakkō kiki no naka no kyōshizō. Hihyōsha, 2000.

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Jāmiʻat Baghdād. Markaz Iḥyāʼ al-Turāth al-ʻIlmī al-ʻArabī. and Nadwat Makānat al-Ustādh fī al-Turāth al-ʻArabī (1988 : Jāmiʻat Baghdad), eds. Dirāsāt fī makānat al-ustādh fī al-turāth. al-Markaz, 1989.

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Min, Mu-suk. Yŏgyosa ŭi kyodan chinip chŭngga e ttarŭn hakkyo hyŏnjang siltʻae punsŏk. Hanʼguk Yŏsŏng Kaebarwŏn, 2000.

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

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Niiyama, Harunobu. Shikon o tazunete: Bunkō kyōiku ni shōgai o kaketa Miyagi no kyōshitachi. Niiyama Harunobu], 1990.

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

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Book chapters on the topic "History teachers Australia Attitudes"

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

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

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Boyle, Christopher, Kelly-Ann Allen, and Jessica Grembecki. "Teachers’ Attitudes to Inclusive Education in Australia." In Research for Inclusive Quality Education. Springer Nature Singapore, 2022. http://dx.doi.org/10.1007/978-981-16-5908-9_2.

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Zajda, Joseph. "Teachers’ Attitudes Towards History School Textbooks." In Globalisation and National Identity in History Textbooks. Springer Netherlands, 2017. http://dx.doi.org/10.1007/978-94-024-0972-7_6.

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

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Wolf, Christina, Patrick Kunz, and Nicolas Robin. "Research and Documentation of Outdoor-Based Teaching in Teacher Education—The EOT Project." In High-Quality Outdoor Learning. Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-04108-2_14.

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AbstractThis chapter presents the five-year national research and development project ‘Enabling outdoor-based teaching’ (EOT), focusing on the actual integration and practice of outdoor teaching in teacher education in Switzerland. Teachers’ own outdoor learning experiences are an essential condition for practicing outdoor teaching, as professional life history is a major factor influencing teachers’ decisions on whether and how to implement outdoor sequences in their teaching. There is a current trend for professional development in outdoor education, yet the majority of teachers, experienced
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Chandler, Philippa, and Sarah Backhouse. "Emotional Labour and Developing Schools as Community Hubs." In Schools as Community Hubs. Springer Nature Singapore, 2023. http://dx.doi.org/10.1007/978-981-19-9972-7_17.

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AbstractThe benefits of schools as community hubs for students, teachers, families, and the wider community have been documented in Australia and internationally. Indeed, connecting with community is now a key performance indicator for many Australian school principals. Nevertheless, planning, designing, and sustaining community-facing schools can be time-consuming and demanding for the professionals tasked with their delivery. Successful hub projects rely on the creation of trusting partnerships and establishing and communicating shared visions, as well as deft management of entrenched attitu
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Beck, Michael, Carola Mantel, and Sonja Bischoff. "Switzerland: Diversity in the Classroom, Uniformity in the Faculty." In To Be a Minority Teacher in a Foreign Culture. Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-25584-7_4.

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AbstractSwitzerland is a country with a long immigration history. Today, 27% of all pupils in compulsory education are foreign nationals (Federal Statistical Office (FSO) Switzerland, Obligatorische Schule: Lernende nach Grossregion, Schulkanton, Bildungstyp und Staatsangehörigkeit (je-d-15.02.01.05). Retrieved from https://www.bfs.admin.ch/bfs/de/home/statistiken/bildung-wissenschaft/personen-ausbildung/obligatorische-schule.assetdetail.11787900.html, 2020). On the other hand, teachers of immigrant background constitute a small minority even though the demand for teachers is high, with secure
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Gurr, David, Daniela Acquaro, and Lawrie Drysdale. "The Australian Context: National, State and School-Level Efforts to Improve Schools in Australia." In Evidence-Based School Development in Changing Demographic Contexts. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-76837-9_10.

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AbstractAustralia, like many countries, has a history of colonisation and extensive controlled and humanitarian immigration, with this shifting from an Anglo-Celtic emphasis to include, in succession, an emphasis on migrants from Europe, Asia and Africa. This chapter provides several perspectives on evidence-based school development in this changing context. The first focus is on national school-wide improvement initiatives: IDEAS (Innovative Designs for Enhancing Achievements in Schools), which utilises professional learning communities to improve student outcomes; and PALL (Principals as Lit
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Moro Abadía, Oscar, Margaret W. Conkey, and Josephine McDonald. "Deep-Time Images and the Challenges of Globalization." In Deep-Time Images in the Age of Globalization. Springer International Publishing, 2024. http://dx.doi.org/10.1007/978-3-031-54638-9_1.

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AbstractIn this collection of papers on globalization and rock art, we begin to examine how rock art research was historically shaped by a deep Eurocentric bias. We use the concept of deep time, following the recent focus of historians and other disciplines, where an appropriate scale of space and time is being explored to understand the human past (following McGrath and Jebb, Long history, deep time. Deepening histories of place. ANU Press, Canberra. https://doi.org/10.26530/OAPEN_578874, 2015; Griffiths, Deep time dreaming: uncovering ancient Australia. Black Inc., Carlton, 2018). A focus on
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Conference papers on the topic "History teachers Australia Attitudes"

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Sims, Craig, Rebecca Walker, and David Treagust. "Differences in the Attitudes of Male and Female, and Urban and Regional Preservice Teachers to Elements of STEM Education in Western Australia." In World Congress on Education. Infonomics Society, 2024. https://doi.org/10.20533/wce.2024.0035.

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Mavuru, Lydia, and Oniccah Koketso Pila. "PRE-SERVICE TEACHERS’ PREPAREDNESS AND CONFIDENCE IN TEACHING LIFE SCIENCES TOPICS: WHAT DO THEY LACK?" In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end023.

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Pre-service teachers’ preparedness and confidence levels to teach is a topical subject in higher education. Previous studies have commented on the role of teacher in-service training in preparing teachers for provision of meaningful classroom experiences to their learners, but many researchers regard pre-service teacher development as the cornerstone. Whilst teacher competence can be measured in terms of different variables e.g. pedagogy, knowledge of the curriculum, technological knowledge etc., the present study focused on teacher competency in terms of Life Sciences subject matter knowledge
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O’Rourke, Timothy, Nicole Sully, and Steve Chaddock. "From Rambling to Elevated Walkways: Piecemeal Planning Histories in National Parks." In The 39th Annual Conference of the Society of Architectural Historians Australia and New Zealand. SAHANZ, 2023. http://dx.doi.org/10.55939/a5034pmvqv.

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From the late nineteenth century, ramblers, trampers and bushwalkers have been instrumental in the creation of national parks. Their advocacy combined interests in nature conservation with recreational pursuits, heralding the two competing and often contradictory purposes of national park estates. In Australia, protected wilderness areas were invariably repositories of sacred sites linked by networks of walking pads across landscapes shaped by millennia of Indigenous occupation. From the mid-twentieth century, new infrastructure was required in national parks to cater for the growth in tourism
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Komušanac, Monika. "GLOBAL MIGRATION PATTERNS AND THE PRESERVATION OF CROATIAN NATIONAL IDENTITY IN EMIGRATION – THE EXAMPLE OF THE CROATIAN EMIGRANT COMMUNITY IN ROME." In EduCon Tokyo –International Conference on Education, 17-18 January 2024. Global Research & Development Services, 2024. http://dx.doi.org/10.20319/ictel.2024.3031.

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According to estimates, the expatriate community of Croats in Italy numbers between 15 and 20 thousand persons with Croatian citizenship, and in the province of Molise, where Croats have minority status, about 2 thousand. Considering the geographical proximity and the dynamics of Croatian-Italian external migration, it was determined that there is a lack of research that would explain the links between globalization and the preservation of national identity. Based on the conducted field research using survey methods and semi-structured interviews, the attitudes of teachers of Croatian remedial
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Érsek, Attila. "Történelmi forrásokhoz kapcsolódó kritikai gondolkodásfejlesztés tapasztalatai." In Agria Média 2020 : „Az oktatás digitális átállása korunk pedagógiai forradalma”. Eszterházy Károly Egyetem Líceum Kiadó, 2021. http://dx.doi.org/10.17048/am.2020.179.

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Az előadás egy átfogó kutatási téma eredményeinek megosztására irányul (Érsek, 2019). Olyan neveléstudományi témában kerestem módszertani megoldást, amely szorosan kapcsolódik a kritikai gondolkodás fejlesztéséhez elektronikus tanulási környezetben. A történelmi tartalomba ágyazott kritikai gondolkodás kognitív elemeinek mérési, fejlesztési területeire koncentráltam. A történelemtanítás kutatásának nemzetközi dimenziójában az egyik megközelítés szerint a kritikai gondolkodás fejlesztésének és a forráselemzésnek kell a történelemtanítás középpontjában állnia (Jancsák, 2019). A feladat és a foga
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Reports on the topic "History teachers Australia Attitudes"

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De Bortoli, Lisa, and Catherine Underwood. PISA 2022. A closer look at mathematics in Australia. Australian Council for Educational Research, 2025. https://doi.org/10.37517/978-1-74286-786-1.

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The Programme for International Student Assessment (PISA) is an international comparative study that assesses how well 15-year-olds, who have nearly completed compulsory schooling in most participating educational systems, can use their knowledge and skills to meet real-world opportunities and challenges. In each cycle of PISA, students are assessed in the domains of reading, mathematics and science. Each cycle has a domain that is the major focus and for which there is a higher proportion of questions than from the others. Mathematics was the major focus in the 2022 cycle. The mathematics ass
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Wernert, Nicole, Marina Schmid, and Sima Rodrigues. TIMSS 2023 Australia. Volume 1: Student performance. Australian Council for Educational Research, 2024. https://doi.org/10.37517/978-1-74286-755-7.

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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 2023 assessment formed the eighth cycle, providing 28 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. TIMSS is a key part of A
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Lyzanchuk, Vasyl. STUDENTS EVALUATE THE TEACHING OF THE ACADEMIC SUBJECT. Ivan Franko National University of Lviv, 2024. http://dx.doi.org/10.30970/vjo.2024.54-55.12159.

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The article reveals and characterizes the methodological features of teaching the discipline «Intellectual and Psychological Foundations of Mass Media Functioning» on the third year of the Faculty of Journalism at Ivan Franko National University of Lviv. The focus is on the principles, functions, and standards of journalistic creativity during the full-scale war of the Russian Federation against Ukraine. As the Russian genocidal, terrorist, and ecocidal war has posed acute challenges to the education and upbringing of student youth. A young person is called not only to acquire knowledge but to
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