Academic literature on the topic 'Regional Australian schools'
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Journal articles on the topic "Regional Australian schools"
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Pepper, Coral. "Leading for sustainability in Western Australian regional schools." Educational Management Administration & Leadership 42, no. 4 (October 29, 2013): 506–19. http://dx.doi.org/10.1177/1741143213502193.
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Wagner, Robin. "What Munn Missed: The Queensland Schools of Arts." Queensland Review 20, no. 2 (October 30, 2013): 187–202. http://dx.doi.org/10.1017/qre.2013.20.
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American Librarian Ralph Munn's historic tour of Australian libraries in 1934 is well documented. Along with Ernest Pitt, Chief Librarian of the State Library of Victoria, he spent nearly ten weeks travelling from Sydney and back again, visiting libraries in all the state capitals and many regional towns throughout the country. Munn's trip was funded by the Carnegie Corporation of New York, which was then, through its Dominions fund, turning attention to philanthropic opportunities in the Antipodes. The resulting report, Australian Libraries: A Survey of Conditions and Suggestions for their Improvement (commonly referred to as the Munn–Pitt Report) is often credited with initiating the public library movement in Australia.
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Johns, A. H. "Hopes and Frustrations: Islamic and Middle Eastern Studies in Australia." Middle East Studies Association Bulletin 25, no. 2 (December 1991): 173–80. http://dx.doi.org/10.1017/s0026318400024251.
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Up to 1945 university education in Australia had little sense of engagement with any cultural traditions outside those of Western Europe. It was only in the aftermath of World War II that Australians began to realize that while their nation had powerful allies in Britain and America, nations with whom it had ties of kin and culture, it had on its doorstep in neighboring Southeast Asia and not so distant Northeast Asia, neighbors who might become both friends and close partners in regional associations.These were also the years during which the Australian government decided as a matter of policy to develop postgraduate studies in Australia so that Australians should no longer as a matter of course go to Britain for higher degrees. Both these factors came together in the establishment in 1946 of the Australian National University, an institution with an exclusive mission for post-graduate training. Significantly, among its foundation schools was the Research School of Pacific Studies, which included departments of Pacific History and Far Eastern History.
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Herbert, Alice. "Contextualising Policy Enactment in Regional, Rural and Remote Australian Schools: A Review of the Literature." Australian and International Journal of Rural Education 30, no. 1 (April 7, 2020): 64–81. http://dx.doi.org/10.47381/aijre.v30i1.272.
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Education policies are enacted differently according to school contexts and geographies. This is particularly the case in large countries such as Australia where context and geographies for schooling differ greatly. Within regional, rural and remote Australia, schools are witnessing a trend in geographic disadvantage in that as distance from urban centres increase, nationally benchmarked scores tend to decrease. Overcoming this geographic disadvantage has become a national goal for policy makers; however, policies fail to fully consider regional, rural and remote context. This study aims to review literature regarding the contextual factors that affect policy enactment in regional, rural and remote Australian schools. 54 journal articles, national reviews, books and policy documents were identified, read and reviewed. The literature confirms that context is an important consideration in policy enactment. Findings reveal that educational policy enactment is impacted by four major contextual factors: (1) situational context, (2) professional context, (3) material context and (4) external context. These factors have been used as a thematic organiser in this review to understand policy enactment in RRR schools specifically. This literature review concludes that context needs to be at the forefront of policy enactment in RRR areas. Policies need to be enacted within place, using community participation to be effective. This research is a fruitful endeavour as there is a need to contextualise not only policies, but also pedagogy and practice.
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Watson, Jane, Suzie Wright, Jeanne Maree Allen, Ian Hay, Neil Cranston, and Kim Beswick. "Increasing Students' Social Capital through Community Involvement in Rural and Regional Education." Australian and International Journal of Rural Education 27, no. 3 (July 24, 2022): 142–57. http://dx.doi.org/10.47381/aijre.v27i3.128.
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School and community interaction is an important topic in education, as evidence suggests that communities that value their local schools engender more positive long-term outcomes and a strengthening of the social capital for the students from those schools. Although school and community interaction has been explored from the school's perspective, less research has occurred from the perspective of the key stakeholders and leaders of a community, particularly in rural, regional, and disadvantaged areas. The context for this exploration is the Australian state of Tasmania, and the research findings may have implications for policy makers, school leaders, and teachers both nationally and internationally. Eighty-six community leaders and community members from rural, regional, and disadvantaged areas of the state responded to a survey, which included indicating the level and type of involvement they and their organisations had with local schools. The evidence from their comments suggests that community, business, and social leaders can play an important role in building social capital and as advocates for their local schools, as well as being a source of information, advice, and service to schools. In particular, this paper provides a foundation for future research with community members on their involvement in schooling and the impact of this involvement on students' social capital.
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Watson, Jane, Suzie Wright, Kim Beswick, Jeanne Maree Allen, Ian Hay, and Neil Cranston. "Community Beliefs about Rural and Regional Education and Students' School Completion." Australian and International Journal of Rural Education 27, no. 3 (July 24, 2022): 55–72. http://dx.doi.org/10.47381/aijre.v27i3.185.
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School completion to the end of Year 12 in rural, regional, and disadvantaged communities is an acknowledged challenge in Australia and internationally. This research reports the beliefs of 86 rural and regional community leaders in the Australian state of Tasmania. A survey on issues associated with students' school completion was designed specifically for community members, and responded to by the study participants. Findings that emerged from the data analysis included that participants were on average quite positive about the capability of students in the community and the potential for business/organisation links with schools. Some concern was expressed, however, about bullying in schools and students having well-formed plans for their futures after finishing school. This study provides a benchmark for future research with community members on their beliefs about issues related to students' educational aspirations and students' continuation in school. It has implications for policy makers, school leaders, and teachers at a national and international level.
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Murphy, Fintan, Nikki Rickard, Anneliese Gill, and Helen Grimmett. "Informing new string programmes: Lessons learned from an Australian experience." British Journal of Music Education 28, no. 3 (October 14, 2011): 285–300. http://dx.doi.org/10.1017/s0265051711000210.
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Although there are many examples of notable string programmes there has been relatively little comparative analysis of these programmes. This paper examines three benchmark string programmes (The University of Illinois String Project, The Tower Hamlets String Teaching Project and Colourstrings) alongside Music4All, an innovative string programme run over three years in five primary schools in regional Australia. The paper discusses difficulties encountered in the Australian experience and gives recommendations for future programmes including allowing adequate time and resources for the planning phase and the importance of ongoing professional development for staff.
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Prabawa-Sear, Kelsie, and Vanessa Dow. "Education for Sustainability in Western Australian Secondary Schools: Are We Doing It?" Australian Journal of Environmental Education 34, no. 3 (November 2018): 244–61. http://dx.doi.org/10.1017/aee.2018.47.
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AbstractThis research was commissioned by the (then) Department of Environment and Conservation (DEC) to provide recommendations on how to best support Western Australian (WA) secondary schools to engage in education for sustainability (EfS). The research aims were to identify barriers and benefits to being involved in EfS, the support systems required for schools to participate in EfS at secondary school level, and the difficulties that secondary schools experience when implementing EfS programs. A variety of research methods were utilised: semi-structured interviews with non-teaching stakeholders; online questionnaires for teachers, school administrators and students; focus groups and semi-structured interviews with teachers and school administrators; and an expert panel workshop to discuss data and recommendations prior to completion of a final report. Data were collected from 29 schools, 45 teachers and school administrators, 186 students, and various EfS external providers and stakeholders across metropolitan and regional WA. This article focuses on three issues identified in the data that we consider important and under-represented in discourses of EfS in Australia: lack of understanding about what EfS means among educators; lack of meaningful student involvement in EfS in secondary schools; and differing quality in EfS programs offered by external providers. We conclude this article by offering ways to improve EfS in WA secondary schools.
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Fraser, Sharon, Kim Beswick, and Suzanne Crowley. "Responding to the Demands of the STEM Education Agenda: The Experiences of Primary and Secondary Teachers from Rural, Regional and Remote Australia." Journal of Research in STEM Education 5, no. 1 (July 1, 2019): 40–59. http://dx.doi.org/10.51355/jstem.2019.62.
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In recent years STEM education has been the focus of Australian government funding initiatives, policy and curriculum development at the national and state levels and a key driver of school innovation. Principals, teachers and students have been called upon to develop their capability and interest in the individual STEM discipline subjects or to engage in interdisciplinary STEM activities. Much of the focus on STEM has been driven by a national agenda informed by the needs of industry, and research that indicates that the students graduating from schools and universities today with STEM qualifications will not be sufficient for society’s needs. While the agenda encompasses more than individual teachers or schools, it is teachers who are at the forefront of its implementation in classrooms. In this paper we report on the perceptions of teachers about issues impacting on the effective teaching of STEM in rural, regional and remote Australia, and strategies they use to overcome issues/barriers and building the confidence and capacity of STEM teachers. Based on these, the paper reports some potential solutions to the issues faced by schools in rural, regional and remote Australia addressing the demands of the STEM Education focus.
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Harris, J., and J. Sandefur. "The Creole Language Debate and The Use of Creoles in Australian Schools." Aboriginal Child at School 22, no. 2 (August 1994): 7–21. http://dx.doi.org/10.1017/s031058220000609x.
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The English-based creoles, which are spoken by a very large number of Aboriginal Australians, are so named because it is obvious that a large proportion of their lexicon is derived from English. This fact alone, however, does not indicate that they are merely regional varieties of English. They are distinct languages. Together with other world creoles, they are at the frontier of linguistic research and the subject of considerable controversy. One critical forum of debate centres on the validity of creoles as languages of education. It is the intention of the authors that this paper should achieve two things. Firstly, it is intended to contribute constructively to that debate. Secondly, it is intended to provide an overview of the present use of some creole languages in Australian schools.
Dissertations / Theses on the topic "Regional Australian schools"
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Wright, Natalie. "The goDesign immersion program: Fostering design-led educational innovation in regional Australian schools." Thesis, Queensland University of Technology, 2018. https://eprints.qut.edu.au/123067/1/Natalie_Wright_Thesis.pdf.
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This thesis proposes a new research area and framework for Design-led Educational Innovation which, based on approaches applied from the business, design and education sectors, outlines how design thinking capabilities might be developed for twenty-first century skill development and life-long learning. The framework is validated and refined through the findings of a mapping study and an informal, context-adaptive, regional secondary school design immersion program called goDesign, conducted in Queensland, Australia.
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Sullivan, Kevin. "How do school resources and learning environments differ across Australian rural, regional and metropolitan communities." Thesis, Sullivan, Kevin (2018) How do school resources and learning environments differ across Australian rural, regional and metropolitan communities. PhD thesis, Murdoch University, 2018. https://researchrepository.murdoch.edu.au/id/eprint/42839/.
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Despite recent emphasis on improved government funding and advances in technology that reduce the isolation of rural communities, research continues to highlight that Australian students attending rural schools, on average, achieve poorer academic outcomes than their urban peers. It is plausible that these lower academic outcomes are associated with the characteristics of rural schools. Little is known, however, about the nature and degree to which schools differ between rural and metropolitan communities in Australia. The aim of this study is to compare school characteristics across a range of rural and metropolitan settings, using a large-scale and nationally representative dataset.
The study comprised three investigations that examined how student achievement, school resources and school learning environments vary across urban, regional, rural, and remote communities using data from the Programme for International Student Assessment (PISA). PISA is an international assessment created by the Organization for Economic Cooperation and Development (OECD) that assesses the reading, mathematics and science literacies of 15-year-old students. PISA also collects data from school principals and students about a range of student and school related variables that may be related to student literacy in the three subject domains. The three investigations used data from the 2009 cycle of PISA, which comprised approximately 470,000 students from 65 countries and economies, including over 14,000 Australian students attending 353 schools. Descriptive statistics were used to compare student and school principal perspectives about a range of school resources and learning environments.
The initial paper investigated school resource variables across eight rural-urban community categories in Australia. The school resource variables included computers for education, the ratio of computers to students, computers with internet access, and principals’ perspectives of the degree to which shortages of teaching personnel and teaching materials and resources hinder student learning. On average, principals of schools in rural communities were more likely than their counterparts in larger communities to perceive that instruction was hindered by shortages of teaching personnel and to a lesser extent by shortages of teaching resources. Principals in larger towns and very large towns (ranging in size from 15,000 to 50,000 residents) reported that shortages of mathematics teachers were a hindrance to a similar degree as school principals in small rural communities.
The second paper examined differences in school learning environments across eight rural-urban community categories in Australia. Learning environments were measured by the following: principals’ perceptions of teacher and student behaviour, student attitudes towards school, and student perceptions of their classroom disciplinary climate and relationships with teachers. The findings show that regardless of location, most Australian students believed that schooling is worthwhile and reported positive relationships with their teachers. However, both student and principal perceptions of disciplinary climate and learning environments were more positive in urban communities than in rural communities.
The third paper compared school community differences at an international level, contrasting two economic, culturally, and socially similar nations, Canada and New Zealand, with Australia. Research focused on: average student reading performance, socioeconomic status and parent education ,principals’ perceptions about their school’s resources, and student perceptions of classroom disciplinary climate, teacher-student relations, and teacher instructional strategies. The findings showed that across Canada, New Zealand and Australia reading literacy performance and school learning environments are less positive in rural communities than in urban communities. However, these inequalities between rural and urban school communities are greater in Australia than in the other two countries. Of the three countries, rural school principals in Australia are the most likely to report that shortages of teaching personnel hinder learning.
The findings show that school learning environments and school resources vary substantially across Australian school communities. Given the patterning of student performance favouring urban over rural school communities, it may very well be that elements such as rural school shortage of resources and relations between student and teacher negatively impact the academic performance of students. The three studies highlight that much still needs to be learned about: (1) recruiting and retaining teachers in large regional Australian towns; (2) the degree to which shortages of instructional material and equipment are associated with geographic location; and, (3) the reasons underlying students’ and principals’ views of school learning environments in large regional towns (up to 50,000 residence) are less positive than their counterparts’ views in rural and remote communities. The findings also suggest that education policies and structures can play a role in ameliorating or exacerbating rural educational disadvantage.
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Buchanan, John D., University of Western Sydney, of Arts Education and Social Sciences College, and School of Social Ecology and Lifelong Learning. "Through others' eyes : intercultural education in the Australian context : the case for global and regional education." THESIS_CAESS_SELL_Buchanan_J.xml, 2004. http://handle.uws.edu.au:8081/1959.7/656.
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The overarching theme of this doctoral portfolio is the issue of intercultural education. Linked to this are several sub-themes: teacher excellence and professional development; curriculum development and the acquisition of values and attitudes. These themes have been developed through studies of Asia and global education in the Australian context. One major outcome of this research is the development of a hybrid theoretical model, based on two pre-existing models, for examining curriculum in schools, as it is expressed in artefacts such as scope and sequence documents, as well as through practice and discourse by teachers and students. The research also generated a continuum to measure the effectiveness and extent of curricular change. The combination of these two artefacts provides an instrument for examining and mapping the progress and processes of curricular change with regard to fields such as studies of Asia. The model and other findings from this series of studies also pave the way for further examining the processes and outcomes of curricular change.Doctor of Education (D.Ed.)
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Strikwerda-Brown, J. G. "Student and teacher perceptions of a season of sport education in a regional primary school." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 1999. https://ro.ecu.edu.au/theses/1234.
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An interpretive case study approach was employed to examine student and teacher perceptions of the implementation of a sport education in physical education program (SEPEP) in a Western Australian regional primary school. Choi’s (1992) curriculum dimensions were used as a framework. Three year seven teachers implemented SEPEP using a team teaching approach. The focus teacher, Ms Jenson, a highly regarded classroom teacher, described herself as non-sporty and lacking confidence and expertise in PE teaching. Students in her SEPEP volleyball class were considered less popular and less athletic when compared with those in the other two SEPEP classes. A focus volleyball team comprising five girls and a boy of varying sporting interests and abilities were targeted to determine student perceptions of the program. Both the students and the teachers were positive in their overall thoughts and feelings about SEPEP. Greater enjoyment of PE classes, improved range and level of learning outcomes and liking of the student-centred structure of the program were reported.
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Mander, David James. "The transition experience to boarding school for male Aboriginal secondary school students from regional and remote communities across Western Australia." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2012. https://ro.ecu.edu.au/theses/521.
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The experience of transitioning to boarding schools away from home for Aboriginal secondary school students from regional and remote communities in Australia has not received the attention it deserves (Calma, 2009; Dodson, 2009). The weight of public discourse and a paucity in research provided strong testimony for undertaking the current study. Moreover, it was evident the voice of those Aboriginal students undertaking the experience was absent from this public dialogue and the literature. This qualitative research investigated from a social constructionist perspective how 32 male Aboriginal secondary school students from regional and remote communities constructed meaning and understanding around the experience of studying away from home at five boarding schools located in Perth, Western Australia (WA). While students’ experiences with being away at boarding school were explored, it also investigated how meaning was constructed around the experience of having a child away from home for 11 parents and the experience for 16 staff employed at boarding schools in supporting students. Congruent with the assertions of the National Health and Medical Research Council (NHMRC, 2003) this research was supported by an Aboriginal Advisory Group. A narrative interviewing style was used to collect data from student, parent, and staff informants. Thematic analysis of the data revealed three major themes emerged for student informants, these were 1) Decision Making and the sub-themes of Choice-Less Choice and Opportunity 2) Organisational Climate and the sub-themes of School Environment and Belonging, Culture Shock, Homesickness, Identity and Rites of Passage, Code-Switching, Teachers, Academic Expectations, Residential Life, and Friendships and Peer relations, and 3) Relational Change and the sub-themes of Family Dynamics, Friendships at home, and Cultural Connectedness. For parent informants the following major themes emerged from the data 1) Access, Standards and Quality, and the sub-themes of Declining Local Schools, Opportunity, and Worldliness 2) Parental Agency and the sub-themes of Parent-School Connection, Parenting Style, Communication, and Milestones and Siblings, and 3) Cultural Heritage and the sub-theme of Maintenance and Transmission. Finally, for staff informants the following major themes were identified 1) Indigenous Education and the sub-themes of Social Responsibility and Opportunity 2) Academic and Social Determinants and the sub-themes of Culture Shock, Homesickness, Friendships and Peer Support, Literacy and Numeracy, and Prejudice, Stereotypes, and Racism 3) Relationships and the sub-themes of Staff-Student Relationship, Staff-Parent Relationship, and School-Community Relationship. The key findings from each informant group are reviewed. However, to provide a wider discussion of informant’s experiences and constructions of the transition experience, attention is also drawn to meta-themes that were evident across the student, parent, and staff informant groups. The findings of this research are discussed in relation to policy and practice implications pertinent to boarding schools in WA. The strengths and limitations of the current research are considered and future research directions are suggested. This research offers a unique contribution to current understandings of the transition experience to boarding school for male Aboriginal secondary school students from regional and remote communities.
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(9788789), Jacqueline Cooper. "Teaching jazz voice performance education in Australian regional secondary schools: Investigating the challenges." Thesis, 2022. https://figshare.com/articles/thesis/Teaching_jazz_voice_performance_education_in_Australian_regional_secondary_schools_Investigating_the_challenges/19567813.
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This project sought to examine the challenges faced by classroom music teachers in regional Australian secondary schools when they taught senior music students who wished to add jazz vocal repertoire to their examination performance program. As a jazz voice clinician who has presented workshops in schools for over a decade, I have had informal discussions with classroom music teachers about what areas of their teaching they find the most challenging. Many of the teachers who had not been trained in singing or in jazz indicated that they feel inadequately prepared to guide those students wishing to perform jazz vocal repertoire for their senior music examinations. This project was borne out of my curiosity to examine if this was a common issue amongst classroom music teachers in Australia and inspired me to investigate if they faced other challenges.
Sixty regional secondary school classroom music teachers were surveyed in order to ascertain their level of teaching experience and musical background, how confident they were when teaching jazz as a genre, their familiarity with jazz vocal repertoire and what resources were already in use and being used effectively when working with senior jazz vocal students. Follow-up interviews with six regionally based secondary school classroom music teachers focused on their lived experiences teaching senior jazz vocal students in the classroom. Using a mixed methodology approach, the qualitative and quantitative data from the survey and interviews were analysed to identify common themes relating to the challenges the teachers faced when teaching jazz vocal students.
Analysis of the data suggests that while the teachers’ personal music interests are the key to developing their skills when teaching out of their area of expertise, they are time-poor. This is not only due to being part of a small music department and having to take on a bigger teaching role both in and out of the classroom, but also having to teach subjects other than music, or teaching out-of-field. The interview data also revealed that the pre-service teacher education courses for classroom music teachers should have more time allocated for learning practical skills that are needed in the classroom. These skills include conducting a band or choir or developing skills in playing a genre or instrument in which they have not been trained, such as jazz voice. This is reflective of the specialised and multi-faceted nature of teaching classroom music in regional Australia.
The teachers also indicated that they had experienced various types of isolation, including geographic, cultural, educational, and professional. One of the main findings was that teachers in regional areas struggle to access appropriate professional development due to the travel time and expense that travelling to a major city entails. The research has shown that as the teachers were not always able to attend professional development courses, especially on a topic as specific as learning jazz vocal repertoire, there is need for more targeted professional development courses and mentoring opportunities to be made available online or delivered to regional centres.
The project investigated what pedagogical resources were currently used and the extent to which the teachers’ own musical backgrounds help or hinder their ability to teach jazz voice confidently. In order to create appropriate resources which will be used by classroom music teachers it was important to determine what specific pedagogical resources are needed when guiding jazz vocal students through their senior music programs, and to ascertain what type of resources teachers prefer and will use. The interview data showed that the teachers predominantly prefer short, ten-minute videos that guide them step-by-step through teaching methods that will enable them to help their students extend their educational outcomes.
In summary, the findings of this research project have shown that teachers lack confidence when teaching jazz vocal students if they have not had experience in jazz or singing themselves. Their busy position as a regional classroom teacher leaves them with limited time for upskilling and travelling to professional development courses is often too time consuming and expensive. The knowledge that teachers would be interested in attending a professional development course on teaching jazz voice and would use resources that help them guide jazz vocal students provides an opportunity for developing further research into the creation of a multi-media package that offers guidance to the teacher in short modules that can also be counted towards their professional learning.
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Plotnikoff, Ronald C. "An application of protection motivation theory to coronary heart disease risk factor behaviour in three Australian samples: community adults, cardiac patients, and school children." Thesis, 1994. http://hdl.handle.net/1959.13/1415858.
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Research Doctorate - Doctor of Philosophy (PhD)The Hunter Region of New South Wales has high levels of heart disease risk factors; its population has one of the highest rates of coronary heart disease (CHD) in Australia. This thesis sought to gain an understanding of the thought process involved in achieving desired change in risk factor behaviour among samples of this regions' residents. The research had two main aims: 1. To develop valid and reliable instruments to measure people's motivation to take protection against CHD; and, 2. To test the Protection Motivation Theoretical Model with respect to CHD risk factor behaviours. Protection Motivation refers to the cognitive process mediating health attitudes and behaviours. It concerns how individuals think about health threats and select responses to cope with danger brought about by those threats. A subsidiary aim tested the recently developed Ordered Protection Motivation Theoretical Model. Each of these rums was pursued in three separate study populations: an adult community (N =800); cardiac patients (N = 147); and school children (N = 151). Measurement of risk factor behaviour consisted of assessing the extent to which subjects follow a low-fat diet, maintain adequate exercise and do not smoke cigarettes. For the Cardiac and School Studies, the developed instruments were further tested for their sensitivity to detect the effects of heart health interventions. The results revealed that the study was generally successful in developing valid and reliable measures of the PMT model over the three separate population groups. Evaluation of the validity and reliability of the theory's domains was demonstrated through the psychometric robustness of these measures. The test of the Protection Motivation Theory revealed that CHD threat components had negligible effects on risk factor intentions and behaviours. The coping appraisal variables, however, demonstrated a greater influence on the outcome measures; self--efficacy was the most powerful mediating variable. Fear had a stronger role in Protection Motivation Theory than the theory hypothesised and the Ordered Protection Motivation Theory was partially supported. Recommendations based on these findings suggest that: (1) the developed measures from this research can be utilised by health professionals, program evaluators and academic researchers; and (2), that education and health promotion programs for the prevention of CHO should focus upon enhancing people's self-efficacy to follow a low-fat diet, maintain adequate exercise and not smoke.
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Roberts, Maree Frances. "From housing rights to housing provision : two case studies in the trajectory of the housing rights movement & the development of community housing in Australia, 1975-1996." Thesis, 1997. https://vuir.vu.edu.au/18208/.
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The purpose of this research is to provide a socio-historical and political framework for
analysing two small government programs, the Victorian Rental Housing Co-operative
Program and the Local Government and Community Housing Program, through which
community housing principles were introduced into Australian public housing policy.
The context for this research is the failure by the housing rights movement to continue
with aims which were politically independent of the ALP, the descent of the movement
into "tenure politics", the move to the Right by the ALP after the collapse of
Keynesianism as an economic tool, and the possible privatisation of public housing by the
Liberal Government through the use of housing vouchers. Links between these themes
are postulated.
A picture of these events and processes, and the ideologies and motivations of the
individuals involved in the public housing policy communities both in Victoria and
federally, has been built up through the examination and analysis of contemporary
documentation, interviews with key informants and through secondary sources. The
major conclusions postulate a relationship between the adoption of small community
housing programs in the late 1970s and 1980s and the strategic co-option of the housing
rights movement by the ALP, and the current inability of the movement to articulate a
housing politics which transcends "tenure politics" at a time when the movement is most
severely threatened.
Books on the topic "Regional Australian schools"
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Jha, Jyotsna, and Fatimah Kelleher. Boys' Underachievement in Education: An Exploration in Selected Commonwealth Countries. Commonwealth of Learning (COL); Commonwealth Secretariat, 2006. http://dx.doi.org/10.56059/11599/168.
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Gender disparity in education has usually been experienced as disadvantaging girls. Although this continues to be the case in many places, the phenomenon of boys' underachievement - both in terms of participation and performance - has also become an issue in a number of countries. This book reviews the research on boys' underachievement and presents the arguments that have been put forward to understand its causes. The authors also present new studies from Australia, Jamaica, Lesotho and Samoa; and they use both the research and the evidence from the case studies to explore the causes and policy implications of this trend - the first time a truly cross-regional approach has been applied to the issue. Dr. Tony Sewell conducted the studies in the selected Commonwealth countries. This research was part of the 15th triennial Conference of Commonwealth Education Ministers (15CCEM, 2003) agenda and reports to 16CCEM (2006) on how open and distance learning methodologies can alleviate the problem of boys' education in circumstances where under-achievement is evident. This book will interest all education policy makers and analysts concerned to ensure gender equality in school education.
Book chapters on the topic "Regional Australian schools"
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Bannister-Tyrrell, Michelle, and Denise Wood. "Rural Voices: Identifying the Perceptions, Practices, and Experiences of Gifted Pedagogy in Australian Rural and Regional Schools." In Handbook of Giftedness and Talent Development in the Asia-Pacific, 1267–93. Singapore: Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-13-3041-4_62.
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Bannister-Tyrrell, Michelle, and Denise Wood. "Rural Voices: Identifying the Perceptions, Practices and Experiences of Gifted Pedagogy in Australian Rural and Regional Schools." In Handbook of Giftedness and Talent Development in the Asia-Pacific, 1–26. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-3021-6_62-1.
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Bannister-Tyrrell, Michelle, and Denise Wood. "Rural Voices: Identifying the Perceptions, Practices, and Experiences of Gifted Pedagogy in Australian Rural and Regional Schools." In Handbook of Giftedness and Talent Development in the Asia-Pacific, 1267–93. Singapore: Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-13-3041-4_62.
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Bonar, Gary J. "Exploring Attitudes Towards ‘Asia Literacy’ Among Australian Secondary School Students." In Education in the Asia-Pacific Region: Issues, Concerns and Prospects, 89–105. Singapore: Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-16-0057-9_6.
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Nguyen, Minh Hue. "Preservice Teachers’ Pedagogical Beliefs and Practices During the EAL Practicum in Australian Secondary Schools." In Education in the Asia-Pacific Region: Issues, Concerns and Prospects, 109–19. Singapore: Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-16-0057-9_7.
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Naidoo, Loshini, Jane Wilkinson, Misty Adoniou, and Kip Langat. "School to University Transitions for Australian Children of Refugee Background: A Complex Journey." In Education in the Asia-Pacific Region: Issues, Concerns and Prospects, 81–103. Singapore: Springer Singapore, 2017. http://dx.doi.org/10.1007/978-981-10-6476-0_6.
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Ullman, Jacqueline. "Regulating ‘gender climate’: Exploring the social construction of gender and sexuality in regional and rural Australian schools." In Understanding Sociological Theory for Educational Practices, 63–82. Cambridge University Press, 2018. http://dx.doi.org/10.1017/9781108378482.006.
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Stephens, Meredith. "Transferring Literacy and Subject Knowledge Between Disparate Educational Systems." In Intercultural Families and Schooling in Japan: Experiences, Issues, and Challenges, 118–48. Candlin & Mynard ePublishing Limited, 2020. http://dx.doi.org/10.47908/12/6.
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This is a retrospective longitudinal study of the education of two Australian third culture kids who attended local Japanese schools from preschool to the first year of high school. This is a postmodern account, set in the 21st century, of transition to a radically different educational system. Many postmodern accounts describe obtaining an education in a new country due to migration in order to escape persecution (e.g. Antin, 1997; Hoffman, 1989). In contrast, the current study explores an alternative educational choice made by parents who had relocated to a remote region of Japan for employment. The choice to educate their children locally was due to both an interest in and respect for the local culture, as well as convenience. This account concerns their daughters’ experience of the Japanese public school curriculum from the first year of primary school to the first year of high school, and how this equipped them for the final two years of high school and beyond. In particular, it addresses the ways in which they viewed their learning in Years 11 and 12, and at the tertiary level in Australia, to have been influenced by their experiences of the Japanese curriculum.
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Bigum, Chris. "Rethinking Schools and Community." In Using Community Informatics to Transform Regions, 52–66. IGI Global, 2004. http://dx.doi.org/10.4018/978-1-59140-132-2.ch004.
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Schools appear in some accounts of community informatics as part of community, one of a number of organisations that need to be taken into account, perhaps on the basis of them being useful physical or human resources around which community informatics might be based. For their part, schools, at least in Australia, have been an important, early element in the broad take-up of computing and communication technologies (CCTs) by the community. Apart from the possibility of using school resources to support community access out of school time and based on what is published in both fields, schools and work in community informatics have tended to operate independently of one another. There are, nonetheless, interesting parallels in these two broad areas of activity which promote the use of CCTs. This chapter outlines a new research agenda in which schools produce knowledge for local community and in doing so develop new and productive community partnerships. The development provides interesting opportunities for the transformation of regions via this approach to community informatics. The background to this project is based in the long history of using CCTs in schools. The chapter will argue that the way in which schools understand CCTs is crucial to shaping what is possible to be done with CCTs in schools. Shifting the emphasis from information to relationships opens up alternatives that provide opportunities for significant, new relationships with community.
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Willems, Julie, Cathy Haigh, Marianne Tare, Margaret Simmons, David Reser, Adelle McArdle, and Shane Bullock. "Toward Sustainable Teaching: Staff Perceptions of the Delivery of a Rural Medical Program during the COVID-19 Pandemic." In Higher Education - Reflections From the Field [Working Title]. IntechOpen, 2023. http://dx.doi.org/10.5772/intechopen.109417.
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What can be learned through teaching and learning in crises, such as bushfires, floods, and the global COVID-19 disruption? How can insights gained be applied to prepare for inevitable future disruption to normal operation, especially in regions identified to be prone to natural hazards? In 2021, focus groups and individual interviews were conducted with academics, clinical tutors, and professional staff members to explore staff perceptions in a regional medical school in eastern Victoria, Australia, about their experiences of teaching and learning during the COVID-19 pandemic. Strategies are suggested to sustain teaching in times of crisis or natural disaster to future-proof against inevitable change including protocols, policy, staff checklists, and staff continuing professional development.
Conference papers on the topic "Regional Australian schools"
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Smith, Warren F., Michael Myers, and Brenton Dansie. "F1 in Schools: An Australian Perspective." In ASME 2012 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2012. http://dx.doi.org/10.1115/imece2012-86240.
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The Australian Government and industry groups have been discussing the projected “skills shortage” for a number of years. This concern for the future is mirrored in many countries including the USA and the UK where the risk is not having sufficient skilled people to realise the projects being proposed. Growing tertiary qualified practicing engineers takes time and commitment but without the excitement of the possibility of such a career being seeded in the youth of the world, school leavers won’t be attracted to engineering in sufficient numbers. In response, one successful model for exciting school children about engineering and science careers is the international F1inSchools Technology Challenge which was created in the UK in 2002 and implemented in Australia in 2003. It is now run in over 300 Australian Schools and 33 countries. In the Australian context, the program is managed and promoted by the Reengineering Australia Foundation. It is supported and fostered through a range of regional hubs, individual schools and some exceptional teachers. Presented in this paper are some perspectives drawn particularly from the Australian experience with the program over 10 years — which by any measure has been outstanding. The F1inSchools model has been designed specifically through its association with Formula One racing to attract the intrinsic interests of students. It is based on the fundamentals of action learning. Role models and industry involvement are utilised as motivation modifiers in students from Years 5 to 12. While immersing children in project based learning, the program explicitly encourages them to engage with practicing mentors taking them on a journey outside their normal classroom experience. In this program, students have the opportunity to use the design and analysis tools that are implemented in high technology industries. Their experience is one of reaching into industry and creative exploration rather than industry reaching down to them to play in a constrained and artificial school based environment. Anecdotally F1inSchools has been very successful in positively influencing career choices. With the aim of objectively assessing the impact of the program, doctoral research has been completed. Some key findings from this work are summarized and reported in this paper. The children involved truly become excited as they utilise a vehicle for integration of learning outcomes across a range of educational disciplines with a creative design focus. This enthusiasm flows to reflective thought and informed action in their career choice. As a result of F1inSchools, students are electing to follow engineering pathways and they will shape tomorrow’s world.
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Penman, Joy, and Jyothi Thalluri. "The Impact of a University Experience Program on Rural and Regional Secondary School Students: Keeping the Flame Burning." In InSITE 2017: Informing Science + IT Education Conferences: Vietnam. Informing Science Institute, 2017. http://dx.doi.org/10.28945/3654.
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[This Proceedings paper was revised and published in the journal Issues in Informing Science and Information Technology] Aim/Purpose : The uptake of university by regional students has been problematic for various reasons. This paper discusses a program, initiated by a South Australian regional university campus, aimed at attracting regional students into higher education. Background: A qualitative descriptive approach to study was used to determine the value of the program on participating students and school staff. Year 10 students from Roxby Downs, Port Augusta and Port Lincoln high schools were invited to participate in a two-day regionally-focussed school-university engagement program that linked students with the university campus and local employers. Methodology: A survey was administered to determine the impact of the program. Perceptions about the program by school staff were gathered using a modified One-Minute Harvard questionnaire. While 38 Year 10 students and 5 school staff members participated, 37 students and 3 staff evaluated the program. Findings: The findings revealed that the majority of the students would like to attend university, but financial and social issues were important barriers. The students learned about the regional university, what it can offer in terms of programs and support, and the employment prospect following university. The school staff benefited by developing a closer relationship with students and becoming better informed about the regional university. Recommendation for Practitioners: One way by which university uptake may be increased is to provide similar immersion programs featuring engagement with employers, our recommendation to other regional universities. In increasing the levels of education, individuals, communities and the society in general are benefited.
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Van Der Vyver, Glen, Debbie Crabb, and Michael Lane. "Factors Influencing the Decision to Choose Information Technology Preparatory Studies in Secondary Schools: An Exploratory Study in Regional/Rural Australia." In InSITE 2004: Informing Science + IT Education Conference. Informing Science Institute, 2004. http://dx.doi.org/10.28945/2810.
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The career paths of students are influenced and shaped by the subject choices that are made in the final years of secondary schooling. This paper presents the findings of an empirical study that identified the key factors influencing the decision of rural / regional Australian students to choose or not choose to study Information Processing and Technology. The findings revealed that career oriented, extrinsic factors play an important role in motivating the selection of I.P.T. at school and, by implication, information technology at university. There are few apparent gender differences but there is limited evidence to suggest that males may be more influenced by extrinsic motivators and females by intrinsic motivators. Although the factors used in the study were initially identified largely via informal processes, they all appear to influence the decision to take I.P.T. The focus on career-related factors and the instrumentality of taking I.P.T. could explain the drop-off in students taking the subject. This has potentially significant implications as regards the future supply of good information technology professionals.
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"A Review of Project Management Course Syllabi to Determine if They Reflect the Learner-centred Course Pedagogy [Abstract]." In InSITE 2019: Informing Science + IT Education Conferences: Jerusalem. Informing Science Institute, 2019. http://dx.doi.org/10.28945/4323.
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Aim/Purpose: Project Management (PM) capability is one of the skill sets that employers across a broad range of industries are seeking with a projected current talent deficit of 1.5 million jobs. Background A course syllabus is both a tool and a resource used by the learners, the faculty, and the school to articulate what to learn, how to learn, and how and when to access and evaluate the learning outcomes. A learner-centred course syllabus can enhance the teaching, the learning, and the assessment and evaluation processes. A learner-centred pedagogy seeks to create a community of learners by sharing power between the teachers and the students, providing multiple assessments, evaluations, and feedback mechanisms. Methodology: This study seeks to find out if the PM course syllabi reflect the attributes of a learner-centred pedagogy through a content analysis of 76 PM course syllabi gathered in 2018 from instructors affiliated with the Association to Advance Collegiate Schools of Business (AACSB) in the USA. Contribution: On the issue of PM content, only seven percent (7%) of the syllabi articulate that students would be involved in “real world” experiential projects or be exposed to the Project Management Body of Knowledge (PMBOK) areas and process groups. Findings: The results reveal that PM instructors fall short in creating a community of learners by not disclosing their teaching philosophy, beliefs, or assumptions about learning and tend not to share power, and do not encourage teacher-student interactions. Recommendations for Practitioners: Schools should try to align their programs both to the local and the national job markets by engaging PM practitioners as advisors. When engaged as ad-visors, PM practitioners provide balance and direction on curriculum design or redesign, emerging industry innovations, as well as avenues for internships and job opportunities. Recommendation for Researchers: PM has various elements associated with entrepreneurship and management and is also heavily weighted towards the use of projects and technology, making it a good candidate for learner-centred pedagogy. However, researchers should explore this assertion further by comparing the attainment of learning outcomes and students’ overall performance in a learner-centred and a non-learner-centred PM course. Impact on Society: To minimize this talent deficit individuals as well as the academy should invest in PM education and one approach that may increase the enthusiasm in the PM coursework is having a learner-centred pedagogy. Future Research: Researchers should explore this line of research further by gathering syllabi from other regions such as the European Union, Asia, Africa, Australia, etc. as well as conduct a comparative study between these various regions in order to find if there are similarities or differences in how PM is taught.
Reports on the topic "Regional Australian schools"
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Rogers, Jessa, Kate E. Williams, Kristin R. Laurens, Donna Berthelsen, Emma Carpendale, Laura Bentley, and Elizabeth Briant. Footprints in Time: Longitudinal Study of Indigenous Children. Queensland University of Technology, October 2022. http://dx.doi.org/10.5204/rep.eprints.235509.
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The Longitudinal Study of Indigenous Children (LSIC; also called Footprints in Time) is the only longitudinal study of developmental outcomes for Aboriginal and Torres Strait Islander children globally. Footprints in Time follows the development of Australian Aboriginal and Torres Strait Islander children to understand what Indigenous children need to grow up strong. LSIC involves annual waves of data collection (commenced in 2008) and follows approximately 1,700 Aboriginal and Torres Strait Islander children living in urban, regional, and remote locations. This LSIC Primary School report has been produced following the release of the twelfth wave of data collection, with the majority of LSIC children having completed primary school (Preparatory [aged ~5 years] to Year 6 [aged ~12 years]). Primary schools play a central role in supporting student learning, wellbeing, and connectedness, and the Footprints in Time study provides a platform for centring Indigenous voices, connecting stories, and exploring emerging themes related to the experience of Indigenous children and families in the Australian education system. This report uses a mixed-methods approach, analysing both quantitative and qualitative data shared by LSIC participants, to explore primary school experiences from the perspective of children, parents and teachers. Analyses are framed using a strengths-based approach and are underpinned by the understanding that all aspects of life are related. The report documents a range of topics including teacher cultural competence, racism, school-based Aboriginal and Torres Strait Islander education activities, parental involvement, engagement, attendance, and academic achievement.
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Kerrigan, Susan, Phillip McIntyre, and Marion McCutcheon. Australian Cultural and Creative Activity: A Population and Hotspot Analysis: Bendigo. Queensland University of Technology, 2020. http://dx.doi.org/10.5204/rep.eprints.206968.
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Bendigo, where the traditional owners are the Dja Dja Wurrung people, has capitalised on its European historical roots. Its striking architecture owes much to its Gold Rush past which has also given it a diverse cultural heritage. The creative industries, while not well recognised as such, contribute well to the local economy. The many festivals, museums and library exhibitions attract visitors from the metropolitan centre of Victoria especially. The Bendigo Creative Industries Hub was a local council initiative while the Ulumbarra Theatre is located within the City’s 1860’s Sandhurst Gaol. Many festivals keep the city culturally active and are supported by organisations such as Bendigo Bank. The Bendigo Writers Festival, the Bendigo Queer Film Festival, The Bendigo Invention & Innovation Festival, Groovin the Moo and the Bendigo Blues and Roots Music Festival are well established within the community. A regional accelerator and Tech School at La Trobe University are touted as models for other regional Victorian cities. The city has a range of high quality design agencies, while the software and digital content sector is growing with embeddeds working in agriculture and information management systems. Employment in Film, TV and Radio and Visual Arts has remained steady in Bendigo for a decade while the Music and Performing Arts sector grew quite well over the same period.