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Journal articles on the topic 'History teachers Australia Attitudes'

Author: Grafiati

Published: 10 December 2022

Last updated: 31 July 2025

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1

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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MARTIN, ROSS M. "Political Strikes and Public Attitudes in Australia." Australian Journal of Politics & History 31, no. 2 (2008): 269–81. http://dx.doi.org/10.1111/j.1467-8497.1985.tb00332.x.

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Dopplinger, Dr Ursula. "AUSTRALIA AND AUSTRIA: EDUCATION AND VALUES IN PRIMARY SCHOOLS – A COMPARATIVE STUDY TO ENHANCE INTERCULTURAL UNDERSTANDING." EPH - International Journal of Educational Research 1, no. 1 (2017): 14–26. http://dx.doi.org/10.53555/ephijer.v1i1.2.

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In this comparative study, primary school teachers from two countries, Austria and Australia, were invited to complete an online survey about their attitudes towards multiculturalism and their intercultural understanding. Furthermore, primary teachers in both countries were asked about their perceptions, in relation to how pupils develop an intercultural understanding. The similarities and differences between the two countries are pointed out in this article. 

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Tangulu, Zafer. "Analysis on Oral History Attitudes of Pre-service Teachers." Anthropologist 18, no. 3 (2014): 959–68. http://dx.doi.org/10.1080/09720073.2014.11891629.

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Pelu, Musa, Isawati Isawati, and Nur Fatah Abidin. "Comparative Analysis on History Teachers Attitudes towards Inclusive Education during Pandemic Times: A Survey of DATIS in Surakarta Senior High Schools." Indonesian Journal of Social Science Education (IJSSE) 4, no. 2 (2022): 136. http://dx.doi.org/10.29300/ijsse.v4i2.7010.

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This article reports history teachers’ attitudes towards inclusive education during pandemic times. The main question addressed in this study is about to what extent the transition of teachers’ attitudes caused by the adaptive learning framework during pandemic times. A qualitative descriptive based on the framework of Differentiated of Attitudes towards Inclusive Education was used as a research method. The research participants were history teachers in the Surakarta area. The data were collected through an online interview. The findings of the research show that the trained-experienced histo

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Wu, Jia-Fen, and Xiaoxiao Lin. "Bibliometric analysis of publications on inclusive education from the Web of Science Core Collection published from 1992 to 2020." Science Editing 8, no. 1 (2021): 79–84. http://dx.doi.org/10.6087/kcse.233.

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Purpose: This study analyzed the bibliometric characteristics of publications on inclusive education in the Social Science Citation Index and Science Citation Index Expanded in the Web of Science Core Collection from 1992 to 2020.Methods: Terms related to “inclusive education” and “inclusion of education” were used as keywords to search for journal articles on July 3, 2020.Results: There were 1,786 articles, representing 3,376 authors, in the 345 journals scanned. The United States, United Kingdom, and Australia were the three leading countries/regions in this field. In the top 12 countries, t

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Whitehead, Kay. "German Schools and Teachers in Nineteenth‐Century South Australia." Paedagogica Historica 37, no. 1 (2001): 55–68. http://dx.doi.org/10.1080/0030923010370104.

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Campbell, Craig. "History of Education Research in Australia." Espacio, Tiempo y Educación 3, no. 2 (2016): 3. http://dx.doi.org/10.14516/ete.2016.003.002.000.

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History of education research has flourished in Australia since the 1960s. However, fewer university appointments in recent years suggest that a decline will soon occur. Nevertheless, research over the previous fifty years has produced much excellent work, following three significant historiographical trends. The first is the dominant Anglo-Empirical Whig tradition, which has concentrated on conflicts between church and state over schooling, and the founders and establishment of schools and public school systems. The second arose from social history, shifting the focus of research onto familie

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Whitehead, Kay. "Australian women educators’ internal exile and banishment in a centralised patriarchal state school system." Historia y Memoria de la Educación, no. 17 (December 18, 2022): 255–90. http://dx.doi.org/10.5944/hme.17.2023.33121.

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This article explores Australian women teachers’ struggles for equality with men from the late nineteenth to the mid-twentieth century. While Australia purported to be a progressive democratic nation, centralised patriarchal state school systems relied on women teachers to fulfil the requirements of free, compulsory and secular schooling. This study focuses on the state of South Australia where women were enfranchised in 1894, far ahead of European countries. However, women teachers were subjected to internal exile in the state school system, and banished by the marriage bar. The article begin

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Mozelius, Peter, Wilfredo Hernandez, Johan Sällström, and Andreas Hellerstedt. "Teacher Attitudes Toward Game-based Learning in History Education." International Journal of Information and Communication Technologies in Education 6, no. 4 (2017): 27–35. http://dx.doi.org/10.1515/ijicte-2017-0017.

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AbstractGame-based learning (GBL) is an emerging field reaching new contexts. Research has reported about students’ rich use of digital games and the learning potential of GBL in traditional school subjects. Digital games have been tested as educational tools in various subjects in Swedish schools during the last decade, in areas such as teaching and learning of history and foreign languages. However, there is a lack of detailed research on attitudes toward the use of GBL in history education.Main aim of the study was to examine and discuss attitudes toward an increased use of digital games in

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Shah, Zawar, Shannon Kennedy-Clark, Yancong Xie, Md Shamsur Rahim, Mehregan Mahdavi, and Andrew Levula. "Teacher Views on Teaching Sustainability in Higher Education Institutes in Australia." Sustainability 14, no. 14 (2022): 8431. http://dx.doi.org/10.3390/su14148431.

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Higher education for sustainable development (HESD) plays a key role in achieving the United Nations’ 17 Sustainable Development Goals (SDGs). This research study specifically examined HESD in terms of eLearning initiatives in Australian private higher education providers from the perspective of teachers. A qualitative structured interview method was adopted wherein 10 teachers were interviewed in order to gain an understanding of their general knowledge of HESD, their attitudes and experience towards HESD, their teaching practices related to HESD, and their understandings of strategy as well

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Mirzaahmedova, Gulshanoy Mansurjon qizi. "SOME PEDAGOGICAL ASPECTS OF FORMATION OF UPCOMING HISTORY TEACHERS." EURASIAN JOURNAL OF ACADEMIC RESEARCH 2, no. 13 (2022): 267–69. https://doi.org/10.5281/zenodo.7432785.

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In this article analyzed the pedagogical, psychological problems of attitudes to health as a value in young people, the formation of health culture and components of a healthy lifestyle, modern trends in health pedagogy.

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Stefanich, Greg P., and Kenneth W. Kelsey. "Improving science attitudes of preservice elementary teachers." Science Education 73, no. 2 (1989): 187–94. http://dx.doi.org/10.1002/sce.3730730205.

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Tasya Fatchiati Rizqiya and Dita Hendriani. "Peran Guru Sejarah dalam Meningkatkan Sikap Nasionalisme Siswa Kelas XI IPS MA Darul Huda Wonodadi Blitar." ALADALAH: Jurnal Politik, Sosial, Hukum dan Humaniora 2, no. 2 (2024): 254–72. http://dx.doi.org/10.59246/aladalah.v2i2.816.

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The attitude of today's students towards nationalism is very worrying. They often come late to school, are not solemn during the flag raising ceremony, are disobedient to teachers, do not show a caring attitude towards other students, do not show mutual respect between classmates or other students. There are still many students who do not show this applies to teachers. The role of the history teacher in learning aims to shape the character of students by instilling national values that can be put into practice in everyday life. So that history teachers become leading figures who play a role

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McAllister, Ian. "National identity and attitudes towards immigration in Australia." National Identities 20, no. 2 (2016): 157–73. http://dx.doi.org/10.1080/14608944.2016.1206069.

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Aydin, Rafet. "Examination of prospective teachers' educational beliefs and attitudes towards educational history." African Educational Research Journal 9, no. 4 (2021): 884–906. http://dx.doi.org/10.30918/aerj.94.21.145.

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The aim of this research is to reveal the educational beliefs of prospective teachers and their attitudes towards the History of Education course and the relationship between them. This research aimed to determine the opinions of prospective teachers about their future profession and to make suggestions about teacher training. The research was designed in the survey model and the relational survey model was used to determine the relationship between the variables. The sample of the study consisted of a total of 453 teacher candidates, 90 of whom were male and 363 were female. The data of the r

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Oliver, Rhonda, Judith Rochecouste, Samantha Vanderford, and Ellen Grote. "Teacher awareness and understandings about Aboriginal English in Western Australia." Australian Review of Applied Linguistics 34, no. 1 (2011): 60–74. http://dx.doi.org/10.1075/aral.34.1.04oli.

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Repeated assessments of literacy skills have shown that Aboriginal students do not achieve at the same level as their non-Aboriginal peers. Many Aboriginal students speak Aboriginal English, a dialect different from the Standard Australian English used in schools. Research shows that it is crucial for educators in bidialectal contexts to be aware of students’ home language and to adopt appropriate educational responses. For over a decade, the ABC of Two-Way Literacy and Learning Professional Development Program has sought to improve outcomes for Aboriginal students in Western Australia. By pro

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Guanzon, Lourdes, and Ana Ma Rosario Miranda. "Professionalism and Technical Assistance Skills of Master Teachers in Relation to Teachers’ Performance." International Journal of Scientific Research and Management (IJSRM) 11, no. 12 (2023): 3091–116. http://dx.doi.org/10.18535/ijsrm/v11i12.el02.

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The main concern of this study is to determine the professionalism and technical assistance skills of master teachers in relation to teachers’ performance. Specifically, the study aimed to find out the profile of the respondents in terms of the following selected variables: age, highest educational attainment, and length of service. The instrument used in this study was a self–made questionnaire. The level of professionalism of Master Teachers’ in terms of the following areas; Attitudes towards peers and superiors, Attitudes towards stakeholders and attitudes towards learners and the Technical

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Temple-Smith, M. J., G. Mulvey, and L. Keogh. "Attitudes to taking a sexual history in general practice in Victoria, Australia." Sexually Transmitted Infections 75, no. 1 (1999): 41–44. http://dx.doi.org/10.1136/sti.75.1.41.

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Dallimore, Liz. "Teaching the scientists of tomorrow." Biochemist 24, no. 2 (2002): 32. http://dx.doi.org/10.1042/bio02402032.

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Since arriving in the UK as a young scientist from Australia, I have discovered that many of the attitudes and problems associated with science education are common to both countries. Government teachers and academic staff of both countries campaign to entice more young people, particularly women, to choose a career within science. Science appears to be a more prominent part of the curriculum in Australia at the equivalent of GCSE and AS/A2 levels. However, my perception is that students tend to see it as a stepping stone to university courses in other disciplines (e.g. medicine, dentistry and

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Larsson, Yvonne. "Teachers' Attitudes and Perspectives on Educational Provisions for “Gifted” and “Talented” Children in New South Wales, Australia and Essex, England." Gifted Education International 6, no. 3 (1990): 174–81. http://dx.doi.org/10.1177/026142949000600311.

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This paper focuses on teacher attitudes to educational provisions for gifted and talented children in two countries. A questionnaire was distributed to 100 teachers in Sydney, New South Wales and to 100 teachers in Essex, England. Both groups represented a range of primary and secondary schools. Teachers had between 5 and 20 years experience and most were aged between 30 and 40 years. The common factor was acceptance of provisions within the comprehensive framework of education but rejection of any provisions that might be interpreted as elitist. It was also considered that there should be pre

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Connell, Sharon, John Fien, Helen Sykes, and David Yencken. "Young People and the Environment in Australia: Beliefs, Knowledge, Commitment and Educational Implications." Australian Journal of Environmental Education 14 (1998): 39–48. http://dx.doi.org/10.1017/s0814062600001555.

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AbstractThere is a paucity of research in Australia on the nature of young people's attitudes, knowledge and actions. This paper reports on the findings from one such study of Australian high school students. The research was based on a survey of 5688 students from Melbourne and Brisbane. These young people identified protection of the environment as the most important problem In Australia and strongly supported the belief systems characteristic of an ‘environmental paradigm’. Despite this, the majority displayed relatively low levels of knowledge of key environmental concepts, and were involv

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Moni, Karen B., Anne Jobling, Christina E. van Kraayenoord, John Elkins, Robyn Miller, and David Koppenhaver. "Teachers’ knowledge, attitudes and the implementation of practices around the teaching of writing in inclusive middle years’ classrooms: No quick fix." Educational and Child Psychology 24, no. 3 (2007): 18–36. http://dx.doi.org/10.53841/bpsecp.2007.24.3.18.

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This article examines teachers’ knowledge and attitudes and their implementation of practices around the teaching of writing to students with developmental disabilities and learning difficulties in inclusive classrooms in the middle years (Years 6 to 9). As part of a larger study undertaken in Queensland, Australia, we used evidence from a range of data sources to argue that teachers have knowledge about learners in the middle years, about the abilities and needs of students with developmental disabilities and learning difficulties, and support inclusive philosophies and practices. However, it

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Bohatyryova, Galina, Yurii Horban, Oksana Koshelieva, Olga Bigus, Oleksandr Chepalov, and Dmytro Bazela. "Cultural aspects of future specialists training in modern conditions." LAPLAGE EM REVISTA 7, Extra-D (2021): 117–26. http://dx.doi.org/10.24115/s2446-622020217extra-d1077p.117-126.

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This study is based on the results of the OECD (2018) structured survey of 1,093 teachers at universities in Australia, Colombia, the Czech Republic, Denmark, Georgia, Malta, Vietnam, Turkey, and Argentina, examined policy, the practice of cultural characteristics in training specialists, and teachers' attitudes to cultural diversity. The attitude and perception of cultural features by teachers does not determine the practice of forming a cultural environment and managing this environment to ensure quality education of students of different nations. The main culturological aspects of training

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Young, Betty J., and Theodore Kellogg. "Science attitudes and preparation of preservice elementary teachers." Science Education 77, no. 3 (1993): 279–91. http://dx.doi.org/10.1002/sce.3730770303.

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Trotman, Janina. "Women Teachers in Western Australian “Bush” Schools, 1900-1939: Passive Victims of Oppressive Structures?" History of Education Quarterly 46, no. 2 (2006): 248–73. http://dx.doi.org/10.1111/j.1748-5959.2006.tb00067.x.

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Demography, distance, and die expansion of settlements created problems for the State Department of Education in Western Australia and other Australian states in the nineteenth and early twentieth centuries. Educational administration in Canada and parts of the United States faced similar issues with regard to the provision of schools. A common response was the establishment of one-teacher rural schools, frequently run by young, and sometimes unclassified, female teachers. In the United States locally elected school boards were the primary source of regulation, but in late nineteenth-century W

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Temmerman, Nita. "An investigation of undergraduate music education curriculum content in primary teacher education programmes in Australia." International Journal of Music Education os-30, no. 1 (1997): 26–34. http://dx.doi.org/10.1177/025576149703000104.

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Primary school music experiences have been shown to impact not only on future adult attitudes to, but also interest and participation in music. Unfortunately, the current policy and practice of music in primary schools is still perceived to be unsatisfactory. According to teachers this can be attributed in the main to their undergraduate university training in music education. Music educators have a key role to play in breaking the apparent current cycle of unsatisfactory (or no) music practice at the primary school level. This paper investigates what curriculum content is currently included i

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Cameron, Sarah, and Juliet Pietsch. "Migrant Attitudes Towards Democracy in Australia: Excluded or Allegiant Citizens?" Australian Journal of Politics & History 67, no. 2 (2021): 260–75. http://dx.doi.org/10.1111/ajph.12727.

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George, Angela, and Anne Hoffman-González. "Regional variety preferences by teachers in USA." Revista de Lingüística y Lenguas Aplicadas 18 (July 26, 2023): 89–101. http://dx.doi.org/10.4995/rlyla.2023.18221.

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Spanish teachers in the USA are responsible for showing students what Spanish looks and sounds like (Ballman, Liskin-Gasparro & Mandell, 2001) and therefore act as role-models for their students in terms of their attitudes towards different varieties of Spanish. They must choose which features from which varieties to teach their students (Burns, 2018). Spanish teachers in the UK found Caribbean Spanish difficult to comprehend (Bárkányi & Fuerte Gutiérrez, 2019) and Spanish teachers in the USA preferred Peninsular Spanish over other varieties (Martínez-Franco, 2019), similar to Spanish

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Wang, Bin. "Teachers' Attitudes towards Incorporating Martial Arts in Physical Education and its Influence in Students' Cultural Awareness." International Journal of Social Science And Human Research 06, no. 12 (2023): 7607–10. https://doi.org/10.5281/zenodo.10408934.

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It is vital to promote Chinese culture and values through martial arts education, and the curriculum should reflect this cultural history. With this in mind, the research will seeks to investigate perception of Physical Education teachers on Martial Arts Education and its cultural awareness of the students. taking into consideration diverse sociocultural backgrounds and beliefs. This study used a quantitative-comparative-correlational research design, which combined quantitative research, comparative research, and correlational research to examine the attitudes of Physical Education teachers (

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Ćwirynkało, Katarzyna, Monika Parchomiuk, Jess Gregory, and Sunitha Ravi. "Attitudes of Indian and Polish teachers towards inclusion of children and youth with disabilities in regular classrooms. A comparative analysis." Edukacja Międzykulturowa 23, no. 4 (2023): 119–32. http://dx.doi.org/10.15804/em.2023.04.08.

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Education of children with disabilities across the globe has been gradually evolving from segregation towards inclusion. The systems in Poland and India have also been following this path, yet due to their own unique historical, cultural, and social contexts, these countries have adopted rather dissimilar approaches to the process of inclusion. What is presented in this report are the results of the study, which aimed to explore both the attitudes of Polish and Indian teachers towards inclusive education of students with special educational needs resulting from mild to moderate disabilities an

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Little, Helen, Ellen Beate Hansen Sandseter, and Shirley Wyver. "Early Childhood Teachers' Beliefs about Children's Risky Play in Australia and Norway." Contemporary Issues in Early Childhood 13, no. 4 (2012): 300–316. http://dx.doi.org/10.2304/ciec.2012.13.4.300.

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Positive risk-taking in the context of outdoor physical play is important for fostering children's optimal health and development. Despite this, there is mounting concern that many developmentally beneficial activities are now seen as dangerous and something to be avoided. However, perceptions of risk are very much subject to cultural interpretation, and the growing risk aversion evident in some developed Western societies, such as Australia, the United Kingdom and the United States of America, is less apparent in other developed countries, notably some of the European and Scandinavian countri

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Mishra, Jennifer. "Attitudes of Non-String Playing, Pre-Service Teachers towards Teaching Strings." String Research Journal os-3, no. 1 (2006): 9–23. http://dx.doi.org/10.1177/1948499206os-300102.

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The purpose of this study was to investigate attitudes of instrumental pre-service teachers, whose primary instrument was not a bowed string instrument, towards teaching strings. Nineteen Music Education majors enrolled in a required string methods class at a mid-western university answered open-ended questions designed to elicit attitudes and confidence towards teaching strings. The pre-service teachers were comfortable with limited string teaching, specifically, teaching one string class only as a part of a teaching position that involved primarily teaching band. Responsibility for a string

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Forrest, James, Garth Lean, and Kevin Dunn. "Attitudes of Classroom Teachers to Cultural Diversity and Multicultural Education in Country New South Wales, Australia." Australian Journal of Teacher Education 42, no. 5 (2017): 17–34. http://dx.doi.org/10.14221/ajte.2017v42n5.2.

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Whitehead, Kay. "Histories of teachers in Australia and New Zealand from the 1970s to the present." History of Education Review 48, no. 2 (2019): 242–58. http://dx.doi.org/10.1108/her-06-2019-0020.

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Purpose Commencing with publications in the 1970s, the purpose of this paper is to review the historical writing about Australian and New Zealand teachers over the past 50 years. Design/methodology/approach The paper incorporates men and women who led and taught in domestic spaces, per-school, primary, secondary and higher education. It is structured around publications in the ANZHES Journal and History of Education Review, and includes research published in other forums as appropriate. The literature review is selective rather than comprehensive. Findings Since the 1980s, the history of New Z

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Obiad, Sura Haitham, and Nadia Aziz Nasir. "Knowledge and Attitudes toward Epilepsy among Teachers in a District in Baghdad, Al-Karkh 2023." Iraqi Journal of Community Medicine 38, no. 1 (2025): 27–34. https://doi.org/10.4103/irjcm.irjcm_29_24.

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Abstract Background: Epilepsy, affecting 50 million people globally, disproportionately impacts children and those in low-and middle-income countries. It leads to recurring seizures and significant social, cognitive, and psychological challenges. Stigma and lack of awareness, especially in educational settings, hinder the quality of life and inclusion of individuals with epilepsy. Addressing these challenges through improved understanding and support in schools is crucial for enhancing the well-being of those affected. Objectives: The objective of this study was to assess knowledge and attitud

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Thiele, Catherine, Joanne Casey, Susan Simon, and Shelley Dole. "Place Consciousness and School Leaders' Intentionality as Partnership Imperatives." Australian and International Journal of Rural Education 33, no. 1 (2023): 1–16. http://dx.doi.org/10.47381/aijre.v33i1.350.

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Attracting high quality teachers to regional, rural, and remote locations has been an issue for school communities in Australia. Research has illustrated that innovative initiatives and experiences can change pre-service teachers’ attitudes, perspectives and perceptions about regional, rural and remote schools. What is less understood is the contribution of school leaders foregrounding a place consciousness approach to spark pre-service teacher interest in undertaking professional experience placements and possible employment in their RRR schools. This paper shares research findings that ident

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Crawford, Robert, and Matthew Bailey. "Speaking of research: oral history and marketing history." Journal of Historical Research in Marketing 10, no. 1 (2018): 107–28. http://dx.doi.org/10.1108/jhrm-02-2017-0007.

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Purpose The purpose of this paper is to explore the value of oral history for marketing historians and provide case studies from projects in the Australian context to demonstrate its utility. These case studies are framed within a theme of market research and its historical development in two industries: advertising and retail property. Design/methodology/approach This study examines oral histories from two marketing history projects. The first, a study of the advertising industry, examines the globalisation of the advertising agency in Australia over the period spanning the 1950s to the 1980s

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King, Bruce B. "Beginning teachers' knowledge of and attitudes toward history and philosophy of science." Science Education 75, no. 1 (1991): 135–41. http://dx.doi.org/10.1002/sce.3730750112.

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Boon, Paul I. "The environmental history of Australian rivers: a neglected field of opportunity?" Marine and Freshwater Research 71, no. 1 (2020): 1. http://dx.doi.org/10.1071/mf18372.

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Historical ecology documents environmental change with scientific precepts, commonly by using statistical analyses of numerical data to test specific hypotheses. It is usually undertaken by ecologists. An alternative approach to understanding the natural world, undertaken instead by historians, geographers, sociologists, resource economists or literary critics, is environmental history. It attempts to explain in cultural terms why and how environmental change takes place. This essay outlines 10 case studies that show how rivers have affected perceptions and attitudes of the Australian communit

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Umetbaeva, Damira. "Paradoxes of Hegemonic Discourse in Post-Soviet Kyrgyzstan: History Textbooks’ and History Teachers’ Attitudes toward the Soviet Past." Central Asian Affairs 2, no. 3 (2015): 287–306. http://dx.doi.org/10.1163/22142290-00203004.

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This article analyzes the creation of hegemonic discourse in a post-transformation society by examining representations of Soviet socialism in post-Soviet history textbooks and in the discursive practices of history teachers in Kyrgyzstan. While the textbooks attempt to fix a new hegemonic discourse about Soviet socialism, they also contain contradictory discourses. History teachers, in turn, have appropriated the discourse of the Kyrgyz nation-state and its modernization, adapting it to their own experiences. Post-Soviet Kyrgyzstan has become a new type of state, where hegemonic discourse on

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