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Artículos de revistas sobre el tema "Student teaching South Australia"

Autor: Grafiati

Publicado: 4 de junio de 2021

Última modificación: 1 de febrero de 2022

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1

Harrington, Ingrid, and Inga Brasche. "Success Stories from an Indigenous Immersion Primary Teaching Experience in New South Wales Schools." Australian Journal of Indigenous Education 40 (2011): 23–29. http://dx.doi.org/10.1375/ajie.40.23.

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A federal report released by the Department of Families and Housing, Community Services and Indigenous Affairs (FaHCSIA, 2009), entitled Closing the Gap on Indigenous Disadvantage: The Challenge for Australia, highlighted the inequality that exists between Indigenous and non-Indigenous students based on a restricted access to resources, issues of isolation, staff and student retention, and cultural differences and challenges. In New South Wales (NSW), the Department of Education and Training (DET) and the Aboriginal Education Consultative Group (AECG) in 2003/2004 undertook their own review of

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2

Baird, Craig, and Kerry Pedigo. "An Evolving Teaching Methodology: An Integrated Approach To Teaching Multi-Disciplinary Classes." Journal of Business Case Studies (JBCS) 1, no. 3 (July 7, 2011): 9. http://dx.doi.org/10.19030/jbcs.v1i3.4922.

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This paper discusses an approach to teaching and learning in multi-disciplinary university settings using case study based scenarios presented using films as a key teaching methodology. The production of four films (The Video store, Perception Airlines, Tranquil Whispers, and Middleton) over an eight year period was an iterative process through which the use of film-based case study scenarios was refined as a teaching tool to integrate student learning across multiple disciplines in a business school. Each of the four films was designed to enhance first year university students understanding o

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Behrendt, Larissa. "At the Back of the Class. At the Front of the Class: Experiences as Aboriginal Student and Aboriginal Teacher." Feminist Review 52, no. 1 (March 1996): 27–35. http://dx.doi.org/10.1057/fr.1996.4.

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This is a persona] account of an Aboriginal woman who went through the education system in Australia to obtain finally her law degree. Aboriginal people experience many hurdles in the education system. Many Aboriginal children feel alienated within the legal system which until recently focused on a colonial history of Australia, ignoring the experiences, indeed the presence, of indigenous people in Australia. The Australian government had a policy of not educating Aboriginal people past the age of 14. The author was one of the first generation that could go straight from high school to univers

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4

George-Williams, Stephen R., Dimitri Karis, Angela L. Ziebell, Russell R. A. Kitson, Paolo Coppo, Siegbert Schmid, Christopher D. Thompson, and Tina L. Overton. "Investigating student and staff perceptions of students' experiences in teaching laboratories through the lens of meaningful learning." Chemistry Education Research and Practice 20, no. 1 (2019): 187–96. http://dx.doi.org/10.1039/c8rp00188j.

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How students behave and learn in the teaching laboratory is a topic of great interest in chemical education, partly in order to justify the great expense of teaching laboratories. Much effort has been put into investigating how students think, feel and physically act in these unique learning environments. One such attempt was made through the generation and utilisation of the Meaningful Learning in the Laboratory Instrument (MLLI). This 30 question survey utilised Novak's theory of Meaningful Learning to investigate the affective, cognitive and psychomotor domains of the student learning exper

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Page, Susan. "The transformative potential of Southern SOTL for Australian Indigenous Studies." Scholarship of Teaching and Learning in the South 1, no. 1 (September 11, 2017): 108. http://dx.doi.org/10.36615/sotls.v1i1.16.

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The complex problem of how students learn in Indigenous Studies and what they find most challenging has recently gained new importance for Australian tertiary educators. A new Indigenous strategy, released by the peak body Universities Australia, has indicated that all university curricula should include Indigenous perspectives. This short paper touches briefly on this potentially pivotal development in Australian Higher Education, foreshadows a learning and teaching project I am currently undertaking, and outlines why SOTL in the South is timely and crucial to advancing the contributions that

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Russell, Di. "Aboriginal Students Perceptions of the ‘World of Work’ and Implications for the Teaching of Work/Career Education." Aboriginal Child at School 20, no. 4 (September 1992): 3–20. http://dx.doi.org/10.1017/s0310582200005368.

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As part of my work this year I was required to undertake an evaluation project. I decided to combine some of my concerns about the appropriateness for Aboriginal students of some of the ways in which state education curriculum priorities are implemented with one of my focus curriculum areas, namely Work Education.In South Australia the National Aboriginal and Torres Strait Islander Education Policy ( AEP ) is seen as the overarching Aboriginal Education Policy. However, most Aboriginal students in South Australia and all state schools are required to address mandatory curriculum are as set out

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7

Fenton-Smith, Ben, and Ian Walkinshaw. "Research in the School of Languages and Linguistics at Griffith University." Language Teaching 47, no. 3 (June 3, 2014): 404–8. http://dx.doi.org/10.1017/s026144481400010x.

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Griffith University is set across five campuses in south-east Queensland, Australia, and has a student population of 43,000. The School of Languages and Linguistics (LAL) offers programs in linguistics, international English, Chinese, Italian, Japanese and Spanish, as well as English language enhancement courses. Research strands reflect the staff's varied scholarly interests, which include academic language and learning, sociolinguistics, second language learning/acquisition and teaching, computer assisted language learning (CALL) and language corpora. This report offers a summary of research

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8

Attard, Catherine. "Transition from Primary to Secondary School Mathematics: Students’ Perceptions." Southeast Asian Mathematics Education Journal 2, no. 1 (November 30, 2012): 31–43. http://dx.doi.org/10.46517/seamej.v2i1.16.

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During a longitudinal case study on engagement in Australian middle school years mathematics, 20 students in their first year of secondary school in Western Sydney, New South Wales, were asked about their experiences of the transition to secondary school in relation to their experiences of mathematics teaching and learning. Changes and disruptions in teacher-student relationships were a major cause of concern. This was due to fewer opportunities for teacher-student interactions and a heavy usage of computer-based mathematics lessons during the first months of secondary school. Findings indicat

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Lynch, David, Richard Smith, Steven Provost, and Jake Madden. "Improving teaching capacity to increase student achievement." Journal of Educational Administration 54, no. 5 (August 1, 2016): 575–92. http://dx.doi.org/10.1108/jea-10-2015-0092.

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Purpose – This paper argues that in a well-organised school with strong leadership and vision coupled with a concerted effort to improve the teaching performance of each teacher, student achievement can be enhanced. The purpose of this paper is to demonstrate that while macro-effect sizes such as “whole of school” metrics are useful for school leaders in their professional development roles, there are important micro-conditions that can be uncovered in a more detailed analysis of student achievement data. Design/methodology/approach – Evidence of student achievement in a variety of standardise

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O’Neill, Fiona, Jonathan Crichton, and Angela Scarino. "Developing intercultural learning capabilities." Language and Intercultural Communication Pedagogies in Australian Higher Education 42, no. 2 (July 15, 2019): 125–45. http://dx.doi.org/10.1075/aral.00021.one.

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Abstract This paper reports on a semester-long study that explored the experience of a group of local and international students from multiple disciplines, and their teachers, in a core Intercultural Communication undergraduate course of 550 students in which there is an orientation to learning, teaching and assessment that seeks to develop students’ intercultural learning capabilities. To capture the experience of learning, teaching and assessment in a highly diverse Australian university, data were collected over the life cycle of the course. The research design was ethnographic and collabor

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Evans, John R., and Christina Curry. "Implementing Sport, Physical Activity and Physical Education in New South Wales, Australia, primary schools." Ágora para la Educación Física y el Deporte 20, no. 1 (May 25, 2018): 27. http://dx.doi.org/10.24197/aefd.1.2018.27-45.

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A renewed focus on Physical Education in New South Wales primary schools has the potential to act as an intervention that has positive long-term implications for the whole population. The introduction of physical education (PE) as part of the National Curriculum means the role of PE in Australian primary schools is now open for renewed attention. The rise of an international obesity epidemic means that that the role of PE in primary schools has the potential to make a positive impact on public health outcomes. There could be significant long term savings from well-organized PE programs in prim

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Berniz, Kate, and Andrew Miller. "English language support: A dialogical multi-literacies approach to teaching students from CALD backgrounds." Journal of Pedagogy 8, no. 2 (December 1, 2017): 101–20. http://dx.doi.org/10.1515/jped-2017-0011.

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Abstract Students in Western university contexts require multiple literacies, numeracies, and critical capacities to succeed. Participation requires a blend of English language capacity, cultural knowhow, and cognisance of the often-hidden racialized assumptions and dispositions underpinning literate performance. Students from Culturally and Linguistically Diverse (CALD) backgrounds transitioning to Western university settings from local and international contexts often find themselves floundering in this complex sociocultural web. Many students struggle with the English language preferences o

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Zhong, Yong, and Francis R. Low. "Multiple instructions in communicative language teaching." Australian Review of Applied Linguistics. Series S 12 (January 1, 1995): 250–67. http://dx.doi.org/10.1075/aralss.12.15zho.

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Abstract Chinese language teaching in Australia is characterised by the communicative approach emphasising interactive activities like role-plays. However, we observed that communicative learning is not always practised to the desired extent. Based on Strauss and Corbin’s (1990) grounded theory model of qualitative research methodology, an investigation involving seventeen upper level students at the University of New South Wales (UNSW) was undertaken to identify obstacles impeding communicative learning. One of the major problems identified in the present study is the use of multiple instruct

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Crichton, Jonathan, and Angela Scarino. "How are we to understand the ‘intercultural dimension’?" Australian Review of Applied Linguistics 30, no. 1 (January 1, 2007): 4.1–4.21. http://dx.doi.org/10.2104/aral0704.

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The internationalisation of education has become a major focus of international, national and institutional attention, reflected in a substantial and expanding literature on how internationalisation is manifested, how it might be promoted, its implications for areas such as government policy, strategic planning and management, educational quality, student mobility, teaching and learning, and the place of language and culture in teaching and learning. There is also general agreement in the literature on the need for internationalisation to include an ‘intercultural dimension’. In this paper, we

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Crichton, Jonathan, and Angela Scarino. "How are we to understand the ‘intercultural dimension’?" Australian Review of Applied Linguistics 30, no. 1 (2007): 4.1–4.21. http://dx.doi.org/10.1075/aral.30.1.02cri.

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The internationalisation of education has become a major focus of international, national and institutional attention, reflected in a substantial and expanding literature on how internationalisation is manifested, how it might be promoted, its implications for areas such as government policy, strategic planning and management, educational quality, student mobility, teaching and learning, and the place of language and culture in teaching and learning. There is also general agreement in the literature on the need for internationalisation to include an ‘intercultural dimension’.In this paper, we

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Ford, Margot, James Bennett, and Michael Kilmister. "Challenging Anzac myths in tertiary teaching: Engaging preservice teachers." Journal of University Teaching and Learning Practice 16, no. 5 (December 1, 2019): 54–68. http://dx.doi.org/10.53761/1.16.5.5.

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Challenging the embedded mythologies that surround Anzac, especially as the centenary of First World War played out over the 2014 to 2018 commemoration period, can be confronting for tertiary students as well as a difficult space for tutors to navigate. This is especially the case for teacher education students who form the majority cohort taking a first-year course in Australian History as part of their teaching education degree programs at a large New South Wales university outside Sydney. Experiences of student disruptions, confrontations and occasional anger prompted tutors to question whe

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Power, Anne, and Debra Costley. "Preservice Teachers’ Learning Among Students With Autism Spectrum Disorder." Australasian Journal of Special Education 38, no. 1 (May 29, 2014): 34–50. http://dx.doi.org/10.1017/jse.2014.6.

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This article reports on a collaborative venture between Autism Spectrum Australia and the University of Western Sydney, New South Wales, Australia. The Social Club network was formed for children and adolescents to provide structured opportunities for positive peer interactions in safe, stimulating and nonjudgmental environments. The Social Clubs were run by expert facilitators with additional workers drawn from preservice teachers undertaking a service-learning unit of study within the Master of Teaching Secondary course at the University of Western Sydney. The research design included survey

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Fhonna, Rahmi, and Yunisrina Qismullah Yusuf. "Indonesian Language Learning Methods in Australian Elementary Schools." Journal of Language and Education 6, no. 2 (June 30, 2020): 106–19. http://dx.doi.org/10.17323/jle.2020.10080.

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Previous studies have largely focused on the importance, problems, and challenges of teaching second languages in Australian schools, but very few have investigated the teaching methods used in the classroom to do so. Therefore, the purpose of this study is to identify the methods applied by teachers who teach Indonesian as a second language in one of the public primary schools in South Australia to enable their Australian students to comprehend the instruction in the Indonesian class. The data were collected through observational field notes and video recordings of three class meetings from t

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Sefton, Ann. "INTERNATIONAL WORKSHOP: MODERN APPROACHES TO TEACHING AND LEARNING PHYSIOLOGY." Advances in Physiology Education 25, no. 1 (March 2001): 64–71. http://dx.doi.org/10.1152/advances.2001.25.1.64.

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The very successful workshop (San Jose, Costa Rica, November 16–18th, 2000) was attended by 70 participants from 19 countries, Central and South America, with some additional expertise from Australia, Canada, Costa Rica, New Zealand, and the USA. The organization was very capably undertaken by staff of la Universidad de Iberoamerica (UNIBE). The local arrangements for the workshop were excellent, and all the participants would wish to record their appreciation to UNIBE for its foresight and for the substantial support that it provided. Discussion was very lively both in the plenary sessions an

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McLay, Katherine Frances, and Vicente Chua Reyes Jr. "Problematising technology and teaching reforms: Australian and Singapore perspectives." International Journal of Comparative Education and Development 21, no. 4 (October 31, 2019): 277–94. http://dx.doi.org/10.1108/ijced-10-2018-0045.

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Purpose The purpose of this paper is to compare and problematise technology and teaching reform initiatives in Australia and Singapore, demonstrating the importance of adopting a critical stance towards technology-rich education reform. In the Australian context, the tensions and challenges of the Digital Education Revolution and the Teaching Teachers for the Future programme are illustrated. In the Singapore context, the implications of the ways in which teachers exercise their agency over technological imperatives are examined. Design/methodology/approach The first section of the paper draws

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Merrillees, R. S. "Greece and the Australian Classical connection." Annual of the British School at Athens 94 (November 1999): 457–73. http://dx.doi.org/10.1017/s006824540000068x.

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The study of ancient Greek and Latin in Australia and New Zealand, especially at Sydney Church of England Grammar School in New South Wales, produced this century a number of leading scholars who made a major contribution to the study of Old World archaeology in Europe and Australia this century. Among them were V. G. Childe, T. J. Dunbabin, J. R. Stewart and A. D. Trendall. In developing their respective fields of expertise, all spent some time in Greece, as students, excavators, research workers and soldiers, and had formative links with the British School at Athens. Australia's debt to the

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Ahmed, Noor A., and John R. Page. "Developing and Integrated Approach to Advanced Aerospace Project Design in Tertiary Education." Advanced Materials Research 317-319 (August 2011): 2520–29. http://dx.doi.org/10.4028/www.scientific.net/amr.317-319.2520.

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Design is about wealth creation for the comfort and well-being of human beings. In this context, the process and experiences associated with teaching and learning of engineering design are pivotal in sustaining and advancing the progress of modern day civilization. However, the teaching of engineering design is not easy and fraught with difficulties as the students have to be provided with the opportunity to develop their creative skills while retaining a professional and practical base. It is also important to proactively harness the available and emerging technologies to greater effect in th

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Theresa Ho, Maria, and Massimiliano Tani. "What medical students value from their teachers." Australian Health Review 31, no. 3 (2007): 358. http://dx.doi.org/10.1071/ah070358.

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As Australian medical educators become more accustomed to the increasing pressures imposed upon them, there is a risk that the traditional educational relationship between a student and his or her teacher is replaced by a pure transactional relationship between a customer and his or her supplier. A large sample of medical students surveyed revealed that medical students seem to value directed rather than independent learning. New approaches to teaching, such as being innovative or entertaining, as well as facilitating participation, do not appear to be very important to medical students. Medic

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West, Deborah, and Helen Stephenson. "SANTPEN’s SoTL Journey: Building and Using a SoTL Approach Across Institutions." Journal of the Scholarship of Teaching and Learning 16, no. 5 (October 31, 2016): 107–22. http://dx.doi.org/10.14434//josotl.v16i5.19983.

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In the current higher education environment, providing high quality teaching and learning experiences to students has moved beyond desirable to essential. Quality improvement takes many forms, but one core aspect to ensure sustainable improvement is the development of a culture of scholarship of teaching and learning (SoTL). Developing such an institutional culture is surprisingly challenging yet essential to improving the status of teaching in higher education (HE), being successful in teaching and learning awards and grants, and, improving the student experience. The Australian Government’s

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Baig, Muzammil M. "LearnOnline." International Journal of Knowledge Society Research 4, no. 2 (April 2013): 19–26. http://dx.doi.org/10.4018/jksr.2013040103.

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Personal Learning Environments (PLEs) help the learners to take control of their learning. PLEs enable the learners to set their own leaning targets and manage their learning by communicating with others in the process of learning. As latest technological advancements have brought revolution in every field of life, so as in the PLEs. Modern PLEs are the integration of a number of latest technologies i.e. blogs, Wikis, RSS feeds, where content is shaped as per the individual needs and interests of the students. Focusing on these latest aspects of the PLEs, University of South Australia initiate

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Hunter, Jane Louise. "Connected Learning in an Australian Technology Program." International Journal of Virtual and Personal Learning Environments 2, no. 1 (January 2011): 65–73. http://dx.doi.org/10.4018/jvple.2011010105.

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Connected learning using video conferencing, the interactive whiteboard and Web 2.0 tools is possible in the new “interactive classroom” more than 2,240 New South Wales public schools will receive over the next four years. In Australia the New South Wales Department of Education and Training (NSWDET) is delivering $AUS 158 million of infrastructure and services to schools and technical and further education campuses for new technologies and applications to support teaching in the 21st century. The intention of the Connected Classrooms Program is to create a “large connected and collaborative l

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Guaralda, Mirko. "Urban Coding in Logan. Teaching urban design with the support of local government." Journal of Public Space 2, no. 2 (October 11, 2017): 181. http://dx.doi.org/10.5204/jps.v2i2.101.

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<p>Since 2015 Logan City Council (LCC), a major urban area south of Brisbane in Queensland, Australia, has hosted students from the Bachelor of Design (Architectural Studies) at the Queensland University of Technology (QUT) for an intensive two-day urban design charrette. The charrette is delivered as coursework and assessment for an architecture unit on urban morphology and urban dynamics; the format of this learning experience allows students to directly interact with Council personnel and to gain an in-depth understanding of the urban issues they are asked to solve. Over the years, LC

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Fajardo, Michael A., Laura Hudswell, Shirley Lu, Ryan M. Saunderson, and Harriet Hulme. "First-year school counsellor in training professional experience in NSW: A qualitative study." Journal of Psychologists and Counsellors in Schools 30, no. 2 (June 4, 2020): 264–74. http://dx.doi.org/10.1017/jgc.2019.24.

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AbstractThe professional experience of school counsellors in training in Australia is subject to different supervisor-supervisee relationships and school settings. The current study explored the first-year New South Wales school counsellor in training professional experience via an adapted qualitative content and framework analysis approach. Participants were students undertaking their first professional experience as part of the Master of Teaching (School Counselling) at the University of Sydney. The most common descriptive reflections explored professional psychological learning, followed by

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Ihsan, Fahrudi Ahwan, Fahmi Arif Kurnianto, Elan Artono Nurdin, and Bejo Apriyanto. "GEOGRAPHY LITERACY OF OBSERVATION INTRODUCTION LANDSCAPE REPRESENTATION PLACE FOR STUDENT EXPERIENCE." Geosfera Indonesia 3, no. 2 (August 28, 2018): 131. http://dx.doi.org/10.19184/geosi.v3i2.8384.

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This study aims to describe the understanding of geography literacy and student experience with landscape recognition observations using an ethnometodology perspective. The subject of this study was the chairman of each landscape recognition practice group student geography education program from University of Jember. The results of this study that geography literacy has a dimension of relevance to geographic skills in representing contextual phenomena and places from landscape recognition observation activities. The results of both observational studies provide research experience, motivation

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Ghosh, Anusua, Andrew Nafalski, Zorica Nedic, and Aji Prasetya Wibawa. "Learning management systems with emphasis on the Moodle at UniSA." Bulletin of Social Informatics Theory and Application 3, no. 1 (May 29, 2019): 13–21. http://dx.doi.org/10.31763/businta.v3i1.160.

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With recent advances in technology and the Internet, the concept of teaching and learning have evolved significantly. Conventional face-to-face teaching is becoming a thing of the past as knowledge is everywhere and accessible from anywhere. Thus, a shift to e-learning is gaining momentum. Educational institute, companies, individuals and training organizations are embracing new technology and creating a shared online platform to facilitate learning, referred to as the Learning Management Systems (LMS). LMS are software that provide an online portal to collaborate in teaching and learning seam

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McKinnon, David H., Lena Danaia, and James Deehan. "The Design Of Preservice Primary Teacher Education Science Subjects: The Emergence Of An Interactive Educational Design Model." Journal of Astronomy & Earth Sciences Education (JAESE) 4, no. 1 (June 6, 2017): 1. http://dx.doi.org/10.19030/jaese.v4i1.9972.

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Over the past 20 years there have been numerous calls in Australia and beyond for extensive educational reforms to preservice teacher education in the sciences. Recommendations for science teacher education programs to integrate curriculum, instruction and assessment are at the forefront of such reforms. In this paper, we describe our scholarly action–research approach to the teaching of science and science–method subjects to Australian preservice primary-school teachers in the state of New South Wales. We present an interactive educational design model founded on a solid theoretical literatur

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Peralta, Louisa R., Renata L. Cinelli, and Claire L. Marvell. "Health literacy in school-based health programmes: A case study in one Australian school." Health Education Journal 80, no. 6 (April 7, 2021): 648–59. http://dx.doi.org/10.1177/00178969211003600.

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Objective: The ability of schools, school leaders and teachers to promote critical health literacy in teaching and learning is central to the development of health literacy in schools. However, research focusing on teachers and planning for health literacy through health programmes in school is minimal. This paper describes how one school Health and Physical Education (HPE) department planned for and implemented health literacy learning across Years 7–10 as part of the first-year delivery of the Australian Curriculum: Health and Physical Education in New South Wales, Australia. Design: Single

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Reid, Carol. "Will the 'Shire' ever be the same again? Schooling Responses to the Cronulla Beach Riot." Cosmopolitan Civil Societies: An Interdisciplinary Journal 2, no. 1 (March 30, 2010): 47–62. http://dx.doi.org/10.5130/ccs.v2i1.1411.

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In the aftermath of the Cronulla riots, schools were faced with the fallout of social conflict, including having to deal with widespread fear and confusion both in their local communities and among students. This was especially the case for schools in the Sutherland Shire and in the local government area (LGA) of Bankstown. Apart from the presence of many young people in the initial riot and the revenge raids, some schools, like churches, had been the target of attacks (Leys and Box, 2005: 1; Daily Telegraph, 2005: 5). Schools were also targeted as places to battle the consequences of cultural

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Wilson, Annabelle M., Kaye Mehta, Jacqueline Miller, Alison Yaxley, Jolene Thomas, Kathryn Jackson, Amanda Wray, and Michelle D. Miller. "Review of Indigenous Health Curriculum in Nutrition and Dietetics at One Australian University: An Action Research Study." Australian Journal of Indigenous Education 44, no. 1 (May 20, 2015): 106–20. http://dx.doi.org/10.1017/jie.2015.4.

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This article describes a review undertaken in 2012–2013 by Nutrition and Dietetics, Flinders University, to assess the Indigenous health curriculum of the Bachelor of Nutrition and Dietetics (BND) and Masters of Nutrition and Dietetics (MND). An action research framework was used to guide and inform inquiry. This involved four stages, each of which provided information to reach a final decision about how to progress forward. First, relevant information was collected to present to stakeholders. This included identification of acknowledged curriculum frameworks, a review of other accredited nutr

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Trahar, Sheila. "Editorial." Learning and Teaching 8, no. 1 (March 1, 2015): 1–4. http://dx.doi.org/10.3167/latiss.2015.080101.

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Transnational higher education (TNHE) is a term used for a range of international activities but most commonly it describes programmes where students are located in a different country from the degree-awarding institution. Partnership models include distance learning, dual degrees, franchising and ‘flying faculty’, where academics from the degree-awarding institution fly to another country to teach a programme there. TNHE partnerships are established between institutions for several reasons, not least because of the increase in marketisation of higher education together with the reduction in p

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Messum, Diana Glen, Lesley Marie Wilkes, Debra Jackson, and Kath Peters. "Employability Skills in Health Services Management: perceptions of recent graduates." Asia Pacific Journal of Health Management 11, no. 1 (March 16, 2016): 25–34. http://dx.doi.org/10.24083/apjhm.v11i1.235.

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Background: Employer skill requirements of graduates are monitored by Graduate Careers Australia, but health services management (HSM) specific employability skills (ES) perceived by graduates to be important on the job and their perceptions of skills they need to improve are not well reported. Academics need this feedback to improve course employment outcomes by helping current students identify and articulate appropriatecompetencies to potential employers. Also teaching of industry requirements can help improve job matching for employers. Method: Recent graduates working in HSM in New

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Chong, Lauren, Silas Taylor, Matthew Haywood, Barbara-Ann Adelstein, and Boaz Shulruf. "Examiner seniority and experience are associated with bias when scoring communication, but not examination, skills in objective structured clinical examinations in Australia." Journal of Educational Evaluation for Health Professions 15 (July 18, 2018): 17. http://dx.doi.org/10.3352/jeehp.2018.15.17.

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Purpose: The biases that may influence objective structured clinical examination (OSCE) scoring are well understood, and recent research has attempted to establish the magnitude of their impact. However, the influence of examiner experience, clinical seniority, and occupation on communication and physical examination scores in OSCEs has not yet been clearly established. Methods: We compared the mean scores awarded for generic and clinical communication and physical examination skills in 2 undergraduate medicine OSCEs in relation to examiner characteristics (gender, examining experience, occupa

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Cochrane, Thomas, and Vickel Narayan. "A Model for Developing a SOTEL Research Cluster." Pacific Journal of Technology Enhanced Learning 2, no. 1 (November 11, 2019): 11–12. http://dx.doi.org/10.24135/pjtel.v2i1.31.

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This case study critically reflects upon the development of a scholarship of technology enhanced learning (SOTEL) research cluster in clinical sciences higher education. The research cluster has grown from an initial community of practice established in 2015 in the context of Paramedicine education (Cochrane, Cook, Aiello, Harrison, & Aguayo, 2016), to a collaborative transdisciplinary research cluster that now encompasses: the School of Clinical Sciences, Journalism, the Centre for Teaching And Learning, the AppLAB, and international research partners (Cochrane, 2019; Cochrane et al., 201

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Westwood, Peter, and Kerry Bissaker. "Trends in spelling standards, 1978–2004: A South Australian study." Australian Educational and Developmental Psychologist 22, no. 1 (2005): 65–76. http://dx.doi.org/10.1017/s0816512200028662.

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AbstractThis paper reports information from three separate large-scale surveys of students' spelling achievement in South Australian schools. The data were collected over a period of twenty-six years. Changes in spelling standards are discussed, with particular reference to the possible impaa that changes in teaching methods may have on children's spelling ability. The instrument used for testing was the South Australian Spelling Test (SAST).

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Subramaniam, RM, C. Kim, and P. Scally. "Medical student radiology teaching in Australia and New Zealand." Australasian Radiology 51, no. 4 (August 2007): 358–61. http://dx.doi.org/10.1111/j.1440-1673.2007.01750.x.

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Krisjansen, Ivan, and Barbara Lapins. "Gifted Education in South Australia: The emerging student aristocracy." Discourse: Studies in the Cultural Politics of Education 22, no. 1 (April 2001): 49–66. http://dx.doi.org/10.1080/01596300120039759.

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Stokes, Jennifer. "Student Perspectives on Transitioning to University in South Australia." International Journal of Learning in Higher Education 20, no. 4 (2014): 1–8. http://dx.doi.org/10.18848/1447-9494/cgp/v20i04/48704.

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Crowhurst, Thomas D., John Floridis, and Lisa M. Raven. "Medical student views about changes to internships in South Australia." Medical Journal of Australia 197, no. 2 (July 2012): 90–91. http://dx.doi.org/10.5694/mja12.10278.

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Crowley, Vicki. "Teaching Aboriginal Studies: Some Problems of Culturalism in an Inner City School#." Aboriginal Child at School 21, no. 1 (March 1993): 33–44. http://dx.doi.org/10.1017/s0310582200005563.

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Aboriginal Studies has now been a part of the South Australian curriculum for many years and most of the writing about teaching Aboriginal Studies has focused on appropriate content and pedagogues with little critical appraisal of the actual implementation of Aboriginal Studies curricula. A research project carried out in an inner city Adelaide secondary school suggests that it is crucial for those of us engaged in the teaching of Aboriginal Studies and Aboriginal students, to turn attention to the taken-for-granted presuppositions and ideologies that inform teacher understandings and practice

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Nunan, Ted, Ian Reid, and Holly McCausland. "Global Perspectives: The University of South Australia (UniSA) Case Study." International Review of Research in Open and Distributed Learning 2, no. 2 (January 1, 2002). http://dx.doi.org/10.19173/irrodl.v2i2.57.

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This case study describes current developments in the change processes that are underway at the University of South Australia (UniSA) as it develops from a dual mode institution to one that embraces flexibility in delivery of all of its courses and programs. Forces operating in the context of higher education are causing traditional institutions to become dual mode. Institutions that were already operating as dual mode are developing a proliferation of program delivery arrangements that move beyond hybridisation. A number of Australian institutions claim to provide flexibly delivered courses w

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Simpson, Paul M., Kingsley Agho, Benjamin Van Nugteren, Tuija Rasku, Sean Thompson, and Liz Thyer. "Student paramedic stigma towards people with mental illness: an international study." Australasian Journal of Paramedicine 17 (November 23, 2020). http://dx.doi.org/10.33151/ajp.17.832.

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Objective Stigma towards mental illness has been described in many health professions at the undergraduate level, but not in the discipline of paramedicine. The objective of this research was to describe levels of stigma towards people with mental illness as self-reported by undergraduate paramedicine students in Australia, Finland, New Zealand and South Africa. Design Using a cross-sectional design, an online survey was administered consisting of a validated instrument measuring self-reported stigma levels. Setting Four undergraduate paramedicine university programs in Australia, New Zealand,

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Schiller, John, and John Mitchell. "Interacting at a distance: Staff and student perceptions of teaching and learning via video conferencing." Australasian Journal of Educational Technology 9, no. 1 (June 1, 1993). http://dx.doi.org/10.14742/ajet.2096.

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<span>Video conferencing is a new form of communications technology which allows students and lecturers to interact at a distance. Its use is currently being expanded within the university sector, particularly Distance Education Centres, and in Technical and Further Education Colleges. Using nine Colleges of TAFE in South Australia as case studies, this paper explores the nature of video conferencing, its major uses, and evolving, unique characteristics of teaching/learning methodologies for video conferencing. Staff and student perceptions of the appropriateness of video conferencing as

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"Language teaching." Language Teaching 37, no. 2 (April 2004): 107–18. http://dx.doi.org/10.1017/s0261444804212228.

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04–117Al-Jarf, Reima S. (King Saud U., Saudi Arabia). The effects of web-based learning on struggling EFL college writers. Foreign Language Annals (New York, USA), 37, 1 (2004), 49–57.04–118Basturkmen, Helen (University of Auckland, New Zealand; Email: h.basturkmen@auckland.ac.nz). Specificity and ESP course design. RELC Journal (Singapore), 34, 1 (2003), 48–63.04–119Basturkmen, H., Loewen, S. and Ellis, R. (U. of Auckland, New Zealand Email: h.basturkmen@auckland.ac.nz). Teachers' stated beliefs about incidental focus on form and their classroom practices. Applied Linguistics (Oxford, UK), 25

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White, Rachel. "Authentic learning in senior secondary music pedagogy: an examination of teaching practice in high-achieving school music programmes." British Journal of Music Education, December 17, 2020, 1–13. http://dx.doi.org/10.1017/s0265051720000297.

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Abstract Authentic learning approaches are designed to immerse students in contexts that promote real-life applications of knowledge, and provide meaningful learning experiences beyond the abstract instruction of the classroom. In a grounded theory study of music teaching practice in high-achieving schools, 50 teachers from 23 schools across New South Wales (NSW), Australia, were asked to describe how they taught their senior secondary students and the musical environment they curated within their school. Through examination of the interview data, authentic learning exposed itself as uniquely

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"Language teaching." Language Teaching 40, no. 3 (June 20, 2007): 251–56. http://dx.doi.org/10.1017/s0261444807004375.

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07–377Bamiro, Edmund (Adekunle Ajasin U, Nigeria; eddiebamiro@yahoo.com), Nativization strategies: Nigerianisms at the intersection of ideology and gender in Achebe's fiction. World Englishes (Blackwell) 25.3 & 4 (2006), 315–328.07–378Bowers, Anthony (Ningbo U Technology, China), Presentation of an Australian–Chinese joint venture program in China. EA Journal (English Australia) 23.1 (2006), 24–34.07–379Chang, Junyue (Dalian U, China; junyuechang@yahoo.com), Globalization and English in Chinese higher education. World Englishes (Blackwell) 25.3 & 4 (2006), 513–525.07–380Deterding, Davi

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