Relevant bibliographies by topics / Queensland School Advisory Councils

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Academic literature on the topic 'Queensland School Advisory Councils'

Author: Grafiati
Published: 19 February 2023

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Journal articles on the topic "Queensland School Advisory Councils"

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Dorman, Steve M., and David F. Foulk. "Characteristics of School Health Education Advisory Councils." Journal of School Health 57, no. 8 (October 1987): 337–39. http://dx.doi.org/10.1111/j.1746-1561.1987.tb03215.x.

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Taylor, Samantha, Christopher Stripling, Carrie Stevens, William Hart, Jeremy Falk, and Daniel Foster. "Advisory Councils in Tennessee School-Based Agricultural Education Programs." Journal of Agricultural Education 58, no. 2 (June 30, 2017): 232–51. http://dx.doi.org/10.5032/jae.2017.02232.

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Kosiorek, Małgorzata. "The local educational councils in the process of socializing school educatio." Yearbook of Pedagogy 41, no. 1 (December 1, 2018): 81–91. http://dx.doi.org/10.2478/rp-2018-0006.

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SummaryIn Poland, since 1989 thanks to the processes of decentralization and socialization, educational policy is associated with activities carried out at the local level. This is the result of legislation and regulations defining the competences of central and local educational authorities. An example of socialization of education is the formation of educational councils, which are advisory and consultative organ. In the article, the author presents the essence and tasks of educational councils, as well as the activity of exemplary councils functioning at the level of a voivodship, county and commune. The analysis indicates that the process of socialization of Polish education, despite the possibilities guaranteed by law, in practice is rare.
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KUBIK, MARTHA Y., LESLIE A. LYTLE, and MARY STORY. "A Practical, Theory-Based Approach to Establishing School Nutrition Advisory Councils." Journal of the American Dietetic Association 101, no. 2 (February 2001): 223–28. http://dx.doi.org/10.1016/s0002-8223(01)00058-x.

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Hinton, Carol. "Why have community-school health advisory councils? How do I go about forming one?" NASNewsletter 19, no. 3 (May 2004): 12–13. http://dx.doi.org/10.1177/104747570401900306.

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Booker, Angela. "Contingent authority and youth influence: When youth councils can wield influence in public institutions." Revista de Investigación Educativa 35, no. 2 (July 7, 2017): 537. http://dx.doi.org/10.6018/rie.35.2.274841.

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<p class="RESUMENCURSIVA">Studies of youth public participation have dealt with varied conceptions of citizenship that emerge from literatures on human rights, civic engagement, youth development, and youth organizing and activism. Where those conceptions rely on developmental logics that limit or exclude youth participation, young people’s attempts to gain authority reveal concurrent ways they navigate these multiple conceptions of participation. Drawing on an 18-month ethnographic study, the analysis presented here focuses on a specific venue for youth participation: a student advisory board. Data includes participant observation, interviews, and artifacts including resolutions and emails. Twenty-one of 27 students, representing roughly 15 high schools in their school district, participated in the study. When students attended to paperwork like bylaws and the state education code, they gained access to contingent authority, a limited but influential form of Weberian authority. Key implications of the study indicate that while youth advisory councils can reliably produce exclusion on developmental grounds, they can also provide the parameters for establishing contingent authority. Paperwork is a key to accessing this form of bureaucratic authority, but exercising it requires sustained, public practice. This article contributes to literatures on youth studies, public participation and more broadly to sociology of education.</p>
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Simoncini, Kym, and Michelle Lasen. "Support for quality delivery of outside school hours care: A case study." Australasian Journal of Early Childhood 37, no. 2 (June 2012): 82–94. http://dx.doi.org/10.1177/183693911203700212.

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THERE HAS BEEN LITTLE research investigating Outside School Hours Care (OSHC) despite the growing demand for it in Australia. OSHC services can be managed by schools, Parents and Citizens' Associations, local councils, non-profit organisations or for-profit companies, and have varying levels of support available to them. This study investigates the different models of OSHC adopted by seven schools in a regional city in Queensland, with the aim of identifying elements that enhance quality of care. The schools—including two state, three Catholic and two independent—were all located in middle-to-high socioeconomic status (SES) suburbs in a small geographical area. In all seven, the OSHC services were on school premises. Data collection methods included interviews with principals, OSHC coordinators and area coordinators, as well as researcher observations. Quality Profiles awarded by the National Childcare Accreditation Council (NCAC) and themes emerging from an interview with the director of the Queensland Network of Children's Activities (QCAN) were used for triangulation and validation of results. Findings suggest that models of OSHC that provide coordinators with additional levels of support are more likely to deliver quality care to children. While support from the principal is important, that from outside the school in the form of area coordinators is vital in providing assistance with accreditation, professional development and networking. One key recommendation for services managed by Parents and Citizens' Associations is the additional support of an area coordinator.
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York, Frank A., and Lyn Henderson. "Making it Possible: The Evolution of Ratep — a Community-Based Teacher Education Program for Indigenous Peoples." Australian Journal of Indigenous Education 32 (2003): 77–84. http://dx.doi.org/10.1017/s1326011100003847.

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AbstractSince 1990, the School of Education at James Cook University has produced and delivered a successful offcampus Bachelor of Education for Aboriginal and Torres Strait Islander people in their home communities through the Remote Area Teacher Education Program (RATEP):A community-based teacher education program for Indigenous peoples. This paper examines five key areas. One is the intersystemic management structure that has majority representation from Indigenous communities and peak education bodies as well as representation from the other three stakeholders: Education Queensland, the School of Education at James Cook University and the Tropical North Queensland Institute of Technical and Further Education (TAFE). A second area is RATEP’s innovative use of information and communication technologies in teaching and learning. A third theme is its dynamic evolution from (a) two dedicated RATEP sites in the Torres Strait to 12 sites throughout Queensland; (b) geographically remote sites to a combination of remote, rural, and urban sites; (c) a principle where students gather at a dedicated site with its own teachercoordinator to clusters where a number of students are living in different locations and the coordinator travels between these; (d) movement of sites from location to location depending on need and demand; and (e) a fixed program to a highly flexible one that allows multiple entry and exit points, including honours. A fourth area is the critical insights generated from research into the program by Indigenous and non-Indigenous researchers. The final theme is the retention of graduates from RATEP within the classroom and their promotion into the administrative and advisory teaching sectors.
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White, M. D., and L. Landfried. "Using School Health Advisory Councils to Address Priority Health-Enhancing and Health-Risk Behaviors as a Means to Develop Effective Programming." Journal of the Academy of Nutrition and Dietetics 115, no. 9 (September 2015): A95. http://dx.doi.org/10.1016/j.jand.2015.06.346.

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Kearns, Therese, Abbey Diaz, Lisa J. Whop, Suzanne P. Moore, John R. Condon, Ross M. Andrews, Judith M. Katzenellenbogen, et al. "Investigating inequities in cardiovascular care and outcomes for Queensland Aboriginal and Torres Strait Islander people: protocol for a hospital-based retrospective cohort data linkage project." BMJ Open 11, no. 3 (March 2021): e043304. http://dx.doi.org/10.1136/bmjopen-2020-043304.

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IntroductionCardiovascular disease (CVD) represents a significant burden of disease for Aboriginal and Torres Strait Islander people, a population that continues to experience a lower life expectancy than other Australians. The aim of the Better Cardiac Care Data Linkage project is to describe patient care pathways and to identify disparities in care and health outcomes between Aboriginal and Torres Strait Islander people and other Queensland residents diagnosed with CVD in the state of Queensland.MethodsThis is a population-based retrospective cohort study using linked regional, state and national health and administrative data collections to describe disparities in CVD healthcare in primary and secondary prevention settings and during hospitalisation. The CVD cohort will be identified from the Queensland Hospital Admitted Patient Data Collection for admissions that occurred between 1 July 2010 and 31 June 2016 and will include relevant International Classification of Disease codes for ischaemic heart disease, congestive heart failure, stroke, acute rheumatic fever and rheumatic heart disease. Person-level data will be linked by Data Linkage Queensland and the Australian Institute of Health and Welfare (AIHW) in accordance with ethical and public health approvals to describe the patient journey prior to, during and post the hospital admission.AnalysisThis project will focus largely on descriptive epidemiological measures and multivariate analysis of clinical care standards and outcomes for Aboriginal and Torres Strait Islander people compared with other Queenslanders, including identification of risk factors for suboptimal care and change over time. Variation in care pathways and patient outcomes will be compared by Indigenous status, sex, age group, remoteness of residence, year of index hospitalisation and socioeconomic status. Cox models for time-to-event data and mixed models or generalised estimating equations for longitudinal data will be used to measure change over time where temporal effects exist.Ethics and disseminationEthical approval has been granted by Human Research Ethics Committees of the Prince Charles Hospital (HREC/15/QPCH/289) and the AIHW (EO2016-1-233). The Northern Territory Department of Health and Menzies School of Health Research have also provided reciprocal ethical approval of the project (HREC 2019–3490). The deidentified results will be summarised in a report and shared with investigators, advisory groups, Queensland Health and key stakeholders. Findings will be disseminated through workshops, conferences and will be published in peer-reviewed journals.
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Dissertations / Theses on the topic "Queensland School Advisory Councils"

1

Pointing, Randall John. "Implementation of school councils in Queensland state primary schools." University of Southern Queensland, Faculty of Education, 2005. http://eprints.usq.edu.au/archive/00001487/.

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In Queensland, all state schools have the opportunity to decide the model of school-based management they would like to adopt for their school communities. For schools wishing to pursue the greatest level of school-based management, School Councils are mandatory. Because School Councils will play an important role as schools become increasingly involved in school-based management, the operations of newly formed Councils were the basis of this research. The main purpose of the study is to determine, through both literature and research, what makes an effective School Council. Although Education Queensland has identified roles and functions, as well as the rationale behind School Councils, clear guidelines to assist Councils with their implementation and to gauge the effectiveness of Councils do not exist. Because School Councils have only been implemented in Queensland for a very short period of time, there has been very little research undertaken on their operations. There are three main stages to this research. First, an extensive literature review explored the theoretical, research and policy developments in relation to school-based management and School Councils. Second, a pilot study was undertaken of an existing School Council that had been in operation for just twelve months. The final and most significant stage of the research involved multi-site case study of three newly formed School Councils, the research being conducted over a twelve-month period to obtain a longitudinal picture of their operations. Two general theoretical frameworks, based on the concepts of change theory and leadership theory, guided the research. Data from the study were analysed within these frameworks and within six focus areas that were identified from the literature and pilot study. These focus areas formed the basis for the development of criteria for the implementation of an effective School Council that were investigated in the three case studies. The focus areas were: 1. promoting the profile of the School Council within the school community; 2. developing well defined roles, responsibilities and functions of the School Council; 3. developing roles and relationships of School Council members; 4. promoting accountability, monitoring and reporting responsibilities; 5. providing training and professional development for all School Council members; and 6. improving the functioning and operations of the School Council. The research was conducted within the qualitative tradition. Specifically, the method adopted was multi-site case study. Data-collection techniques involved questionnaires, interviews with School Council members, observations of Council meetings and an analysis of Council documentation. The findings from the study outlined a number of theoretical understandings and suggested criteria to assist schools in developing a more effective Council, including examples of strategies to support their effective implementation. It is envisaged that the theoretical understandings, the suggested criteria and specific examples will be of benefit to other schools where School Councils are being formed by providing them with a structure that will assist in the beginning stages of the Council's operation.
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Barrett, Janis Marie. "Parent involvement on school advisory councils: a process evaluation at the middle school level." FIU Digital Commons, 2001. http://digitalcommons.fiu.edu/etd/1410.

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Increasing parental involvement was made an important goal for all Florida schools in educational reform legislation in the 1990's. A forum for this input was established and became known as the School Advisory Council (SAC). To demonstrate the importance of process and inclusion, a south Florida school district and its local teacher's union agreed on the following five goals for SACs: (a) to foster an environment of professional collaboration among all stakeholders, (b) to assist in the preparation and evaluation of the school improvement plan, (c) to address all state and district goals, (d) to serve as the avenue for authentic and representative input from all stakeholders, and (e) to ensure the continued existence of the consensus-building process on all issues related to the school's instructional program. The purpose of this study was to determine to what extent and in what ways the parent members of one south Florida middle school's SAC achieved the five district goals during its first three years of implementation. The primary participants were 16 parents who served as members of the SAC, while 16 non-parent members provided perspective on parent involvement as "outside sources." Being qualitative by design, factors such as school climate, leadership styles, and the quality of parental input were described from data collected from four sources: parent interviews, a questionnaire of non-parents, researcher observations, and relevant documents. A cross-case analysis of all data informed a process evaluation that described the similarities and differences of intended and observed outcomes of parent involvement from each source using Stake's descriptive matrix model. A formative evaluation of the process compared the observed outcomes with standards set for successful SACs, such as the district's five goals. The findings indicated that parents elected to the SACs did not meet the intended goals set by the state and district. The school leadership did not foster an environment of professional collaboration and authentic decision-making for parents and other stakeholders. The overall process did not include consensus-building, and there was little if any input by parents on school improvement and other important issues relating to the instructional program. Only two parents gave the SAC a successful rating for involving parents in the decision-making process. Although compliance was met in many of the procedural transactions of the SAC, the reactions of parents to their perceived role and influence often reflected feelings of powerlessness and frustration with a process that many thought lacked meaningfulness and productivity. Two conclusions made from this study are as follows: (a) that the role of the principal in the collaborative process is pivotal, and (b) that the normative-re-educative approach to change would be most appropriate for SACs.
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French, Paige Vereen. "The Roles of School Advisory Councils in School Improvement: A Case Study in Policy Interpretation." UNF Digital Commons, 1994. http://digitalcommons.unf.edu/etd/165.

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The Florida Legislature responded to the national call for education reform by passing four statutes in 1991, referred to as Blueprint 2000. One intent of the legislation was to encourage change in schools through local community involvement in School Advisory Councils (SAC). The SAC, composed of parents, community members, teachers, and students was responsible for guiding the school through the process of school improvement. The purpose of the study was to investigate the role of the SAC in the implementation of Florida school improvement initiatives. The study was designed to identify local factors affecting the interpretation of policy and to develop understanding of the members of the SACs defined their roles. Four elementary schools in Duval County, Florida, were selected for study. A case study approach over one year was used to gather data from written materials, participant observation, and interviews. The data were analyzed to develop understanding of the roles of the SAC from the participants' perspectives. Findings indicated that SACs were fulfilling their basic responsibilities as outlined in the legislation. Evidence showed that no decision was entirely site based and the extent of the SAC's influence was greater than intended. Members' perceptions of influence to implement change may be more potent than the actual authority given to the SAC by law.
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Ingram, Booker T. "Citizen participation : an analysis of parent participation in district advisory councils in three Ohio school districts /." The Ohio State University, 1991. http://rave.ohiolink.edu/etdc/view?acc_num=osu148769470278218.

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(9791504), Sharon Dekkers. "School Advisory Councils: Instruments of school reform: A thesis." Thesis, 2000. https://figshare.com/articles/thesis/School_Advisory_Councils_Instruments_of_school_reform_A_thesis/13462499.

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"This study investigates the driving forces that affected the formation and development of Queensland School School Advisory Councils in the 1990's. To ground the study, it focuses on the nature, purposes and conditions of two School Advisory Councils within Central Queensland. Using an interpretive and interview-based research framework, policy documents, policy makers and school personnel were investigated. It is evident that the introduction and establishment of these councils had a far-ranging impact on the managerial, structural, and economic culture of schools." -- abstract.
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Hirata, Jun. "Do school councils empower students? : two Japanese case studies." 2004. http://link.library.utoronto.ca/eir/EIRdetail.cfm?Resources__ID=80188&T=F.

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Yuen, Elaine. "The experiences of Chinese women and school councils in Toronto." 2005. http://link.library.utoronto.ca/eir/EIRdetail.cfm?Resources__ID=362486&T=F.

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Moss, John Colin. "Parent advocacy : a private role in a public institution." Thesis, 2002. http://hdl.handle.net/2429/13202.

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Parental involvement in schools has been contested for decades. Although it is clear that parents have a responsibility to care for and nurture their children, the legislated role of schools to educate children leaves somewhat ambiguous the role of parents. Using Hannah Arendt's notions of public and private and the emergence of a social sphere this conceptual research examines the complex relationship of parents to schools. Using the British Columbia Confederation of Parent Advisory Councils (BCCPAC) Parent Advocacy Project as one model, this study illustrates how parents can play an important role in the public school education of their children. Parental involvement and legislated governance of schools have emerged as major educational issues in Canada. The struggle for control in education has its roots in the history of public education, legislation, the emergence of unions and the postindustrial global production/consumption market place economy. These issues reveal the emergence of a "social" sphere blurring the public/private distinctions, dominated by bureaucracy and alienating citizens from their political responsibilities to determine a good life. The emerging role of parents as advocates for their children in the schools may restore some balance to the public/private relationship, however, it may also reveal some of the problems of power and control within the system.
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Books on the topic "Queensland School Advisory Councils"

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Learning, Alberta Alberta. Minister's forums on school councils: Final report, school councils next steps. Edmonton, AB: Alberta Learning, 1999.

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American Association of School Administrators. Local school councils: Where we stand. Arlington, VA: The Association, 1994.

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Sounding boards: Advisory councils in higher education. Washington, D.C: Association of Governing Boards of Universities and Colleges, 2008.

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Education, Ontario Ministry of. Getting started: A resource guide for establishing school councils : working document. [Toronto, ON: Ontario Ministry of Education and Training], 1996.

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Parker, Kirsten Elisabeth. School councils and classroom change. 1998.

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Guide for School-Based Drug Policy and Advisory Councils. Balance Group Pub Llc, 1998.

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Education, Ontario Ministry of, ed. School councils: A guide for members. [Toronto]: Ontario, Ministry of Education, 2001.

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Ontario. Ministry of Education and Training., ed. School council handbook: A resource for members of school councils. [Toronto]: Ontario Ministry of Education and Training, 1996.

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Hirata, Jun. Do school councils empower students?: Two Japanese case studies. 2004.

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Randall, Kenneth D. The utilization of school advisory councils at residential schools for the deaf. 1985.

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