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Journal articles on the topic 'Victorian curriculum'

Author: Grafiati

Published: 19 April 2023

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1

Marsden, Beth. "“The system of compulsory education is failing”." History of Education Review 47, no. 2 (2018): 143–54. http://dx.doi.org/10.1108/her-11-2017-0024.

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Purpose The purpose of this paper is to examine the ways in which the mobility of indigenous people in Victoria during the 1960s enabled them to resist the policy of assimilation as evident in the structures of schooling. It argues that the ideology of assimilation was pervasive in the Education Department’s approach to Aboriginal education and inherent in the curriculum it produced for use in state schools. This is central to the construction of the state of Victoria as being devoid of Aboriginal people, which contributes to a particularly Victorian perspective of Australia’s national identit

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Nanayakkara, Janandani, Claire Margerison, and Anthony Worsley. "Food professionals’ opinions of the Food Studies curriculum in Australia." British Food Journal 119, no. 12 (2017): 2945–58. http://dx.doi.org/10.1108/bfj-02-2017-0112.

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Purpose The purpose of this paper is to investigate the food system professionals’ opinions of a new senior secondary school food literacy curriculum named Victorian Certificate of Education Food Studies in Victoria, Australia. Design/methodology/approach A purposive sample of 34 food system professionals from different sub-sectors within the Australian food system was interviewed individually in late 2015 and early 2016. Interviews were analysed using the template analysis technique. Findings Most participants appreciated the extensive coverage of food literacy aspects in this new curriculum.

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Bryant, Catherine, and Bruno Mascitelli. "The “special experiment” in languages." History of Education Review 47, no. 1 (2018): 54–66. http://dx.doi.org/10.1108/her-01-2017-0002.

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Purpose The Victorian School of Languages began on the margins of the Victorian education system in 1935 as a “special experiment” supported by the Chief Inspector of Secondary Schools, J.A Seitz. The purpose of this paper is to present a historical analysis of the first 15 years of the “special experiment” and it reports on the school’s fragile beginnings. Design/methodology/approach The historical analysis draws on archival materials, oral sources and other primary documents from the first 15 years of the Saturday language classes, to explore its fragile role and status within the Victorian

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Nanayakkara, Janandani, Claire Margerison, and Anthony Worsley. "Teachers’ perspectives of a new food literacy curriculum in Australia." Health Education 118, no. 1 (2018): 48–61. http://dx.doi.org/10.1108/he-05-2017-0024.

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Purpose Implementation of a new food literacy curriculum provides multiple health and social benefits to school students. The success of any new curriculum execution is partly determined by teachers’ perceptions about the new curriculum contents, and barriers and challenges for its delivery. The purpose of this paper is to explore teachers’ views of a new food literacy curriculum named Victorian Certificate of Education Food Studies for senior secondary school students in Victoria, Australia. Design/methodology/approach A qualitative study design was used in this study. In total, 14 teachers w

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Burke, Harry. "Marching backwards into the future: the introduction of the English creative music movement in state secondary schools in Victoria, Australia." British Journal of Music Education 31, no. 1 (2013): 41–54. http://dx.doi.org/10.1017/s0265051713000235.

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In 1910, Victoria established an elite form of state secondary education that remained essentially unchanged until the introduction of a progressive curriculum during the late 1960s. This radical and voluntary curriculum introduced child-centred learning and personal development skills to state secondary schools. Many state secondary music teachers took advantage of the reform and introduced the English creative music movement (Rainbow, 1989). As music teachers were unfamiliar with progressive education they would require extensive retraining. Continual disruption to state secondary education

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Gough, Annette. "Achieving “Sustainability Education” in Primary Schools as a Result of the Victorian Science in Schools Research Project." Australian Journal of Environmental Education 20, no. 2 (2004): 31–40. http://dx.doi.org/10.1017/s0814062600002184.

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AbstractScience education in the Australian primary school curriculum is a relatively rare event. Several studies over the past twenty five years have all reported disappointingly low amounts of science being taught and the reluctance of primary school teachers to make science a priority in their teaching. Similar outcomes have been reported for environmental education. Even though primary aged children are very interested in science and the environment, primary school teachers often struggle to teach science/environmental education because they are not confident and competent in the content,

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Bayley, Susan N., and Donna Yavorsky Ronish. "Gender, modern languages and the curriculum in Victorian England." History of Education 21, no. 4 (1992): 363–82. http://dx.doi.org/10.1080/0046760920210402.

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Eilam, Efrat, Veerendra Prasad, and Helen Widdop Quinton. "Climate Change Education: Mapping the Nature of Climate Change, the Content Knowledge and Examination of Enactment in Upper Secondary Victorian Curriculum." Sustainability 12, no. 2 (2020): 591. http://dx.doi.org/10.3390/su12020591.

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Climate change (CC) is widely accepted as the major threat of our time, posing unprecedented challenges to humanity. Yet very little is known regarding the ways in which upper-secondary curricula address the need to educate about this crisis. This study contributes to the field of CC education theoretically and empirically. From the theoretical perspective, the study contributes two CC conceptualisation frameworks: a characterisation of the nature of CC, and a mapping of the scope of CC content knowledge. The empirical contribution consists of examining CC education implementation within upper

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Hooper, Carole. "Access and exclusivity in nineteenth-century Victorian schools." History of Education Review 45, no. 1 (2016): 16–27. http://dx.doi.org/10.1108/her-02-2014-0010.

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Purpose – In the mid nineteenth-century Victorian government-aided schools were patronised by a broad spectrum of the community, many of whom sought a higher, or “middle-class”, education for their children. The various educational boards responsible for the administration of the public system, while not objecting to the provision of advanced tuition, were determined to ensure it was not offered on a socially selective basis. The purpose of this paper is to examine how accusations that some schools had engaged in socially selective practices led to the eventual removal of higher subjects from

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Slaughter, Yvette, and John Hajek. "Community languages and LOTE provision in Victorian primary schools." Australian Review of Applied Linguistics 30, no. 1 (2007): 7.1–7.22. http://dx.doi.org/10.2104/aral0707.

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Primary school languages education continues to be a challenging issue for all states in Australia. In Victoria, LOTE study is provided at the primary level to address the needs of linguistically diverse communities, as well as to provide an enriching learning experience for monolingual speakers of English. The challenge remains to ensure that programs that are run are effective, address the needs of the community and are embraced as a valuable and enriching component of the school curriculum. This study looks at the provision of LOTE in 2003 in Victorian primary schools and in particular, thr

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Slaughter, Yvette, and John Hajek. "Community languages and Lote provision in Victorian Primary Schools." Australian Review of Applied Linguistics 30, no. 1 (2007): 7.1–7.22. http://dx.doi.org/10.1075/aral.30.1.05sla.

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Primary school languages education continues to be a challenging issue for all states in Australia. In Victoria, LOTE study is provided at the primary level to address the needs of linguistically diverse communities, as well as to provide an enriching learning experience for monolingual speakers of English. The challenge remains to ensure that programs that are run are effective, address the needs of the community and are embraced as a valuable and enriching component of the school curriculum. This study looks at the provision of LOTE in 2003 in Victorian primary schools and in particular, thr

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Ryan, Brendan. "Revising the Agenda for a Democratic Curriculum." Australian Journal of Education 30, no. 1 (1986): 66–84. http://dx.doi.org/10.1177/000494418603000104.

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This article argues that current socio-educational theorizing licenses a further restriction of opportunities for socially significant educational interventions. Recent major reports on education in South Australia identify technological change as decisive. Moreover, their emphasis upon its supposedly abstract character leads to a narrowly technocratic assessment of its ‘increasing complexities’ and ‘more pervasive influence’. This leads to a push to re-centralize curricular control, notably in those high-status areas nominated as necessary for national scientific and economic development. My

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Blackmore, Jill. "Curriculum, assessment and certification: Contested reforms in Victorian secondary education 1930–60." Melbourne Studies in Education 32, no. 1 (1991): 11–34. http://dx.doi.org/10.1080/17508489109556237.

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Filipi, Anna, Minh Hue Nguyen, and Amanda Berry. "Science and EAL teachers’ perspectives and practices in building word knowledge in implementing the new Victorian EAL curriculum." TESOL in Context 31, no. 1 (2023): 75–99. http://dx.doi.org/10.21153/tesol2022vol31no1art1533.

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The recent implementation of The Victorian Curriculum F-10: EAL requires content teachers who teach EAL students to be familiar with the revised EAL curriculum for the purposes of planning and developing approaches to assist learners’ development in English. In the literature and in curriculum frameworks, word knowledge is considered an important aspect of EAL students’ learning. However, little is known about what pedagogical practices teachers across the curriculum perceive as being important, and use, in developing EAL students’ vocabulary. In this study, we investigated linguistically resp

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Brennan, Marie. "Conditions for broad-based curriculum scholarship: reflections on Victorian infrastructure for supporting curriculum workers in the 1970s and 1980s." Curriculum Perspectives 38, no. 1 (2018): 69–72. http://dx.doi.org/10.1007/s41297-017-0035-5.

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Brookes, Andrew. "Outdoor Education: Environmental Education Reinvented, or Environmental Education Reconceived?" Australian Journal of Environmental Education 5 (August 1989): 15–23. http://dx.doi.org/10.1017/s0814062600002111.

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AbstractIn most Victorian schools outdoor education has meant the weekend bushwalk or the end of year camp. It has been extra-curricula. But that is changing.Outdoor education appears poised to achieve subject status is Victoria. It is included in official curriculum developments and is served by recognised specialist tertiary courses.Outdoor education has been distinguished from physical education by its focus on environmental education, and a converse argument probably applies. But is the environmental education which occurs in outdoor education distinguished by anything other than an associ

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Bischof, Christopher Robert. "“A Home for Poets”: The Liberal Curriculum in Victorian Britain's Teachers' Training Colleges." History of Education Quarterly 54, no. 1 (2014): 42–69. http://dx.doi.org/10.1111/hoeq.12046.

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In the 1850s, at St. Mark's training college in Chelsea, London, ten students regularly violated the “lights out” rule in the evening at the end of long, exhausting days. Desirous of increasing their culture and general knowledge, they gave over half an hour every evening before sleep to what they styled, after the working-class clubs of the same name, “a mutual improvement society” in which they took turns giving lectures on a wide range of topics. They were not alone: throughout the second half of the nineteenth century, teachers-in-training across Britain supplemented their already daunting

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Korda, Andrea. "Object Lessons in Victorian Education: Text, Object, Image." Journal of Victorian Culture 25, no. 2 (2020): 200–222. http://dx.doi.org/10.1093/jvcult/vcz064.

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Abstract Lessons on common objects, known as ‘object lessons’, were a customary occurrence in Victorian schoolrooms. This article looks at Victorian object lessons around mid-century as a means of examining the variety of meanings that common objects, and particularly manufactured objects, might have held both inside and outside Victorian schoolrooms. While model scripts for object lessons circulated widely and clarified the meaning of common objects in print, the objects themselves had the potential to complicate and challenge these meanings. Drawing primarily on publications by Elizabeth May

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Murdoch, Lydia, and Susan Zlotnick. "Leaving Victorian Studies Behind: The Case of Vassar College." Global Nineteenth-Century Studies 1, no. 1 (2022): 53–62. http://dx.doi.org/10.3828/gncs.2022.9.

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Much of the recent reflection on nineteenth-century global studies has focused on research, graduate program(me)s, or upper-level courses. This essay recounts the transformation of the Program in Victorian Studies at Vassar College, one of the few institutions in North America offering an undergraduate degree in Victorian Studies, into a global nineteenth-century studies program. The new multidisciplinary program prioritizes teaching at the 100-level in order to prepare students to take a global perspective into advanced courses. Its introductory team-taught course, ‘Revolution, Evolution, and

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Brown, Trent D., and Rachael J. Whittle. "Physical literacy: a sixth proposition in the Australian/Victorian Curriculum: Health and Physical Education?" Curriculum Studies in Health and Physical Education 12, no. 2 (2021): 180–96. http://dx.doi.org/10.1080/25742981.2021.1872036.

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Armstrong, Lauren. "Multiplicities in early childhood reform engagement in Victorian long day care centres: Discourse, position and practice." Australasian Journal of Early Childhood 44, no. 3 (2019): 257–69. http://dx.doi.org/10.1177/1836939119855558.

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Change is not a new concept in the Australian early childhood sector. However, the rate of change has significantly increased throughout the last decade, specifically with the introduction of the curriculum and quality frameworks, changes to regulations, and subsequent reviews (some particularly affecting the Victorian long day care sector). The rapid timeline of these reforms created challenges for early childhood professionals who needed to understand, interpret and translate multiple changes to their practice. This paper presents some key findings from a poststructural study involving 11 pa

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Love, Penelope, Alison Booth, Claire Margerison, Caryl Nowson, and Carley Grimes. "Food and nutrition education opportunities within Australian primary schools." Health Promotion International 35, no. 6 (2020): 1291–301. http://dx.doi.org/10.1093/heapro/daz132.

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Abstract Schools are regarded as a key setting for obesity prevention, providing an opportunity to reach a large number of children, frequently and over a prolonged period, through formal and informal opportunities to learn about health behaviours. However, the low value placed on health versus academic achievement is a barrier to effective implementation of food and nutrition (F&N) education. This study used a qualitative exploratory approach to explore the views of teachers and key health and education sector stakeholders regarding opportunities for F&N education within the Australia

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Sibbald, Tim. "The Role of Subject Associations in Leadership." International Journal for Leadership in Learning 22, no. 1 (2022): 425–35. http://dx.doi.org/10.29173/ijll17.

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There is little research regarding subject associations though they have existed and contributed to education since Victorian times. Many jurisdictions report having many subject associations that share characteristic activities of conferences, workshops, publishing, and curriculum supports. These often foster grassroots leadership development that can, but do not have to, interact with formal school board defined leadership hierarchies. This article considers how subject associations fit with different theories of leadership including hierarchal and instructional leadership, transformational

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Paatsch, Louise, Kirsten Hutchison, and Anne Cloonan. "Literature in the Australian English Curriculum: Victorian Primary School Teachers’ Practices, Challenges and Preparedness to Teach." Australian Journal of Teacher Education 44, no. 3 (2019): 61–76. http://dx.doi.org/10.14221/ajte.2018v44n3.4.

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Bessant, Bob. "The role of corporate Managment in the reassertion of Government control over the curriculum of Victorian schools." Melbourne Studies in Education 29, no. 1 (1987): 35–52. http://dx.doi.org/10.1080/17508488709556220.

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Leigh-Lancaster, David, and Kaye Stacey. "Evolution over Two Decades of CAS-Active Senior Secondary Mathematics Curriculum and Assessment." Mathematics 10, no. 13 (2022): 2333. http://dx.doi.org/10.3390/math10132333.

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The Victorian Curriculum and Assessment Authority (VCAA) introduced the use of Computer Algebra System (CAS) technology (calculator and software) into the senior secondary mathematics curriculum and examination assessment in three phases, starting with a research-based pilot from 2000, followed by parallel implementation of CAS and non-CAS subjects from 2006 and culminating in transition to CAS-assumed subjects in 2010. This paper reports reflections on these developments over two decades from the perspectives of a researcher and the state mathematics manager (the authors) in consultation with

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Kertesz, Margaret, Cathy Humphreys, Lisa Young Larance, Dave Vicary, Anneliese Spiteri-Staines, and Georgia Ovenden. "Working with women who use force: a feasibility study protocol of the Positive (+)SHIFT group work programme in Australia." BMJ Open 9, no. 5 (2019): e027496. http://dx.doi.org/10.1136/bmjopen-2018-027496.

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IntroductionThis study assesses the feasibility of the Positive Shift (+SHIFT) programme in the context of legal responses and social welfare provision in the state of Victoria, Australia.The +SHIFT programme, adapted from the Vista curriculum, is a group work and case management programme for women who use force. Building on traditional survivor support group strengths, the programme facilitates participants’ engagement with viable alternatives to force while promoting healing. The study also aims to increase understanding about the characteristics and needs of women who use force in Australi

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Cook, Daniel. "BODIES OF SCHOLARSHIP: WITNESSING THE LIBRARY IN LATE-VICTORIAN FICTION." Victorian Literature and Culture 39, no. 1 (2010): 107–25. http://dx.doi.org/10.1017/s106015031000029x.

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In one of the fictive dialogues from his 1872 book The Poet at the Breakfast-Table, Oliver Wendell Holmes Sr. dispensed advice to any scholar planning to start a private library: I have a kind of notion of the way in which a library ought to be put together – no, I don't mean that, I mean ought to grow. . . . A scholar must shape his own shell, secrete it one might almost say, for secretion is only separation, you know, of certain elements derived from the material world about us. And a scholar's study, with books lining its walls, is his shell. It isn't a mollusk's shell, either; it's a caddi

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Buell, Lawrence. "Teaching English in American Universities—1895." PMLA/Publications of the Modern Language Association of America 112, no. 1 (1997): 76–84. http://dx.doi.org/10.2307/463055.

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Although modem literary studies in the United States began well before the turn of the century, it was only through gradual evolution that the field acquired a self-conscious pedagogy differentiated from the methods of classical and philological education. A provocative barometer of this emergence is English in American Universities (Boston: Heath, 1895), a late-Victorian collection of twenty-five position statements by professors from leading universities and colleges from coast to coast, assembled by William Morton Payne in large part from papers previously published in the Dial. The followi

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Williamson, Kirsty. "Independent Learning and the Use of Resources: VCE Australian Studies." Australian Journal of Education 39, no. 1 (1995): 77–94. http://dx.doi.org/10.1177/000494419503900106.

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Independent learning and the use of resources are important to most, if not all, Victorian Certificate of Education subjects. This paper reviews the literature on independent learning, preference for resources and the teaching of information skills and then reports on a study carried out during 1990 which focused on the VCE subject, Australian Studies. The study included an examination of attitudes of teachers to independent learning, the use of resources by students and teachers and the level of students' information skills. A significant finding was that many students were not competent in u

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Herbert, Sandra. "Overcoming Challenges in Assessing Mathematical Reasoning." Australian Journal of Teacher Education 46, no. 8 (2021): 17–30. http://dx.doi.org/10.14221/ajte.2021v46n8.2.

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Despite mathematical reasoning being necessary for in-depth understanding of mathematical concepts, many teacher experience difficulty in assessing it. Data were collected from 34 primary teachers at 4 Victorian government schools at two post- lesson reflective sessions following lessons with a focus on reasoning. These sessions facilitated teachers’ collaborative efforts to assess their students’ reasoning from students’ work samples. The data included transcripts of all the reflective sessions; written work samples; and associated completed rubrics. Analysis of these data enabled identificat

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Feeney, Carmel, and G. F. Best. "Transition of integrated students and students with special needs from primary to secondary school." Australasian Journal of Special Education 21, no. 1 (1997): 36–44. http://dx.doi.org/10.1017/s1030011200023812.

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Literature regarding the transition of students from primary to secondary school indicates that all students face a number of problems centring around the school environment, academic adjustment (teachers and curriculum) and social environment. These problems are likely to be exacerbated for students with disabilities or special needs. There is limited research into the transition of the general student population from primary to secondary school and virtually none regarding the transition of students with disabilities or special needs. This study concentrated on the transition from primary to

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Reupert, Andrea, Joanne M. Deppeler, and Umesh Sharma. "Enablers for Inclusion: The Perspectives of Parents of Children With Autism Spectrum Disorder." Australasian Journal of Special Education 39, no. 1 (2014): 85–96. http://dx.doi.org/10.1017/jse.2014.17.

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Although home–school collaborations are important for inclusive education, most studies have identified the problems experienced by parents whose children have additional special needs. The aim of this study was to present the views of Australian parents, with children diagnosed with autism spectrum disorder, regarding what they considered to be the enablers for inclusion, within the context of their experiences of a program of support in inclusive schools (a Victorian State Government initiative called the Inclusion Support Program). Four focus group interviews were conducted, within a phenom

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Dowie, Al. "Whatever Ought Not To Be Spoken Of Abroad: Formation (of Medical Students) and Information (of Patients)." Journal of Medical Law and Ethics 3, no. 1 (2015): 25–43. http://dx.doi.org/10.7590/221354015x14319325749991.

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Confidentiality has a pre-eminent status in the medical curriculum for ethics, law, and professionalism because it does not depend on prior clinical learning or scientific knowledge, and it provides students with the opportunity to engage in the work of self-formation in professional practice from the very beginning. The historical tendency to romanticise medical professionalism, and confidentiality in particular as a symbol for this, was able to thrive in previous eras as a result of uncertainty around the boundaries of disclosure. To some extent echoes of this romanticism can still be heard

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Nakagawa, Yoshifumi. "WWOOF Ecopedagogy: Linking ‘Doing’ to ‘Learning’." Australian Journal of Environmental Education 33, no. 1 (2016): 1–17. http://dx.doi.org/10.1017/aee.2016.30.

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AbstractWWOOF (Willing Workers On Organic Farms) is an increasingly popular form of ecotourism in Australia. An ethnographic study of 10 young adult international tourists was conducted at five rural Victorian WWOOF sites. The objective was to examine the participants’ nature experience. As part of the ethnographic study, this article selectively reports on the ecopedagogy at the WWOOF sites, focusing on the potential linking of spatio-sensory ‘doing’ in the environment and conceptual ‘learning’ about (including from, for, and with) the environment. The WWOOF environment is designed physically

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Errington, Edward. "Role Playing and Environmental Issues." Australian Journal of Environmental Education 7 (January 1991): 1–15. http://dx.doi.org/10.1017/s0814062600001828.

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I wish to make clear from the outset that I am not an environmental educator and therefore do not claim to be steeped in particular contemporary issues. I am aware of environmental concerns from a generalist viewpoint, one which I share with primary teachers expected to deliver environmental educational policy in practice. As an educator and researcher in the area of arts education, I frequently apply role playing methodologies to a range of curriculum areas focusing on human issues and would like to share some insights into its specific application to environmental education. I also wish to s

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Towers, Briony. "Children’s knowledge of bushfire emergency response." International Journal of Wildland Fire 24, no. 2 (2015): 179. http://dx.doi.org/10.1071/wf13153.

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In the aftermath of the Black Saturday bushfire disaster, the Victorian Bushfires Royal Commission recommended that bushfire education be made a formal part of the Australian national curriculum. Crucially, the success of any hazards education program depends on the degree to which the learner’s existing knowledge and experience is accommodated in the education process. Yet accommodating children’s knowledge in bushfire education is hampered by a lack of research on how children conceptualise bushfire hazards. To address this gap, this paper presents a detailed qualitative analysis of children

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Wriedt, Kimberley, Daryl Oehm, Brendon Moss, and Prem Chopra. "Perinatal mental health cultural responsiveness training – an evaluation." Journal of Mental Health Training, Education and Practice 9, no. 2 (2014): 109–22. http://dx.doi.org/10.1108/jmhtep-05-2013-0020.

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Purpose – Women from culturally and linguistically diverse communities face barriers to accessing perinatal mental health care. Victorian Transcultural Mental Health (VTMH) is a state-wide service in Victoria, Australia, that supports specialist mental health service providers to improve cultural responsiveness. VTMH provided training for perinatal health professionals in cultural responsiveness. The paper aims to discuss these issues. Design/methodology/approach – A curriculum was specifically developed based on a literature review, consultation forum, and input from members of an industry-ba

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Liang, Zhanming, Sandra G. Leggat, Peter F. Howard, and Lee Koh. "What makes a hospital manager competent at the middle and senior levels?" Australian Health Review 37, no. 5 (2013): 566. http://dx.doi.org/10.1071/ah12004.

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Objective. The purpose of this paper is to confirm the core competencies required for middle to senior level managers in Victorian public hospitals in both metropolitan and regional/rural areas. Methods. This exploratory mixed-methods study used a three-step approach which included position description content analysis, focus group discussions and online competency verification and identification survey. Results. The study validated a number of key tasks required for senior and middle level hospital managers (levels II, III and IV) and identified and confirmed the essential competencies for co

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Jackson, Stephen J. "British History is Their History: Britain and the British Empire in the History Curriculum of Ontario, Canada and Victoria, Australia 1930-1975." Espacio, Tiempo y Educación 4, no. 2 (2017): 165. http://dx.doi.org/10.14516/ete.161.

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This article investigates the evolving conceptions of national identity in Canada and Australia through an analysis of officially sanctioned history textbooks in Ontario, Canada and Victoria, Australia. From the 1930s until the 1950s, Britain and the British Empire served a pivotal role in history textbooks and curricula in both territories. Textbooks generally held that British and imperial history were crucial to the Canadian and Australian national identity. Following the Second World War, textbooks in both Ontario and Victoria began to recognize Britain’s loss of power, and how this change

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Grbich, Carolyn, and Stewart Sykes. "Access to Curricula in Three School Settings for Students with Severe Intellectual Disability." Australian Journal of Education 36, no. 3 (1992): 318–27. http://dx.doi.org/10.1177/000494419203600307.

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The area of severe intellectual disability has received little attention in Australian research. This Victorian study examined the issue of access to curricula in post primary school and special school placements for a group of students with severe intellectual disability. Results from the investigation indicated: that parents were generally dissatisfied with the lack of choice available regarding educational placements and the lack of opportunity for them to contribute in a supportive manner to their daughter's/son's schooling: that teachers in post primary schools reported an urgent need for

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Angus, Jocelyn. "Leadership: a central tenet for postgraduate dementia services curricula development in Australia." International Psychogeriatrics 21, S1 (2009): S16—S24. http://dx.doi.org/10.1017/s1041610209008825.

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ABSTRACTBackground: In the next decades of the twenty-first century, the global aging of populations will challenge every nation's ability to provide leadership by qualified health professionals to reshape and improve health care delivery systems. The challenge for educators is to design and deliver courses that will give students the knowledge and skills they need to fill that leadership role confidently in dementia care services. This paper explores the ways in which a curriculum can develop graduates who are ready to become leaders in shaping their industry.Method: The Master of Health Scie

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Spain, Stephen. "An Alternative Australian Curriculum Model: Vertical Cubic Curriculum." Learning and Teaching 9, no. 1 (2020): 67–89. http://dx.doi.org/10.7459/lt/9.1.06.

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This paper proposes an alternative curriculum model to the current Australian Curriculum, which is underpinned by a Systems Thinking methodology (Capra & Luisi 2014). Entitled a Vertical Cubic Curriculum (VCC), this design takes advantage of intelligent design tools whilst drawing on principles from the Australian Vertical Modular Curriculum (Education Department of Victoria, Australia 1980) and the three-dimensional structure proposed by Wragg’s Cubic Curriculum (Wragg, 1997). The VCC proposes an age mixed, multidimensional curriculum space (Carey, 2016) that promotes student voice and st

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Thomas, Ian. "Australian Tertiary Environmental Courses: A Status Report." Australian Journal of Environmental Education 9 (1993): 135–45. http://dx.doi.org/10.1017/s0814062600003232.

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During the 1970s and 1980s there has been a growing awareness of the environment. This has been particularly evident in the general community through:• passing of environmental legislation;• growth in status of environment groups;• media coverage of environmental issues.As a result the direction of formal education has been influenced. For example, through the Victorian State Conservation Strategy, the community has indicated the direction for tertiary institutions, where one of the objectives of this strategy is to:promote and strengthen inter-disciplinary environmental education programs in

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Elsworth, Gerald R. "School Size and Diversity in the Senior Secondary Curriculum: A Generalisable Relationship?" Australian Journal of Education 42, no. 2 (1998): 183–203. http://dx.doi.org/10.1177/000494419804200205.

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UNDERPINNING the debate on the desirable size of secondary schools is the assumption that larger schools are able to offer a more diverse curriculum and thereby provide greater equality of educational opportunity and outcomes. A detailed study of curriculum provision at Year 12 in Victoria showed that the positive relationship between school size and the number of distinct subjects offered was generalisable across ‘mainstream’ schools and all curriculum fields. But many small schools were able to offer a broad range of subjects, and the increase in diversity with school size was uneven across

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Happell, Brenda. "The Implications of Legislative Change on the Future of Psychiatric Nursing in Victoria." Australian & New Zealand Journal of Psychiatry 32, no. 2 (1998): 229–34. http://dx.doi.org/10.3109/00048679809062733.

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Objective: The aim of this paper is to explore the potential implications of the Nurses Act introduced in 1993 upon psychiatric nursing in Victoria. Essentially this Act abolished the existing separate undergraduate education for psychiatric nursing. The focus of this paper is to explore the potential implications of this legislative change to the psychiatric nursing profession, particularly in light of relevant research findings. Method: In order to ascertain the impact of legislative change, a survey of psychiatric nursing content was conducted in Schools of Nursing throughout Victoria. Resu

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Brown, Victoria, Joanne Williams, Lisa McGivern, et al. "Protocol for economic evaluation alongside the SHINE (Supporting Healthy Image, Nutrition and Exercise) cluster randomised controlled trial." BMJ Open 10, no. 8 (2020): e038050. http://dx.doi.org/10.1136/bmjopen-2020-038050.

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IntroductionLimited evidence exists on the cost-effectiveness of interventions to prevent obesity and promote healthy body image in adolescents. The SHINE (Supporting Healthy Image, Nutrition and Exercise) study is a cluster randomised control trial (cRCT) aiming to deliver universal education about healthy nutrition and physical activity to adolescents, as well as targeted advice to young people with body image concerns who are at risk of developing disordered eating behaviours. This paper describes the methods for the economic evaluation of the SHINE cRCT, to determine whether the interventi

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Yu, Nan Sook. "Case Study of Home Economics Curriculum in Victoria Australia." Korean Home Economics Education Association 32, no. 2 (2020): 19–42. http://dx.doi.org/10.19031/jkheea.2020.06.32.2.19.

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Charleson, A. W. "Seismic design within architectural education." Bulletin of the New Zealand Society for Earthquake Engineering 30, no. 1 (1997): 46–50. http://dx.doi.org/10.5459/bnzsee.30.1.46-50.

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This paper discusses the teaching of earthquake resistant design within schools of architecture. It aims to stimulate discussion on more effective means of teaching the subject, and to suggest ideas and resources for schools whose seismic design curriculum might benefit from further development. It is argued that seismic design issues should be included and integrated into architecture curricula. The case is based primarily on observations of building failures resulting from flawed architectural design decisions and subsequent critical reaction from within the architectural profession it

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Scaia, Margaret R., and Lynne Young. "Writing History: Case Study of the University of Victoria School of Nursing." International Journal of Nursing Education Scholarship 10, no. 1 (2013): 19–26. http://dx.doi.org/10.1515/ijnes-2012-0015.

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AbstractA historical examination of a nursing curriculum is a bridge between past and present from which insights to guide curriculum development can be gleaned. In this paper, we use the case study method to examine how the University of Victoria School of Nursing (UVic SON), which was heavily influenced by the ideology of second wave feminism, contributed to a change in the direction of nursing education from task-orientation to a content and process orientation. This case study, informed by a feminist lens, enabled us to critically examine the introduction of a “revolutionary” caring curric

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