Bibliografie tematiche / Academic achievement Australia

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Letteratura scientifica selezionata sul tema "Academic achievement Australia"

Autore: Grafiati

Pubblicato: 4 giugno 2021

Ultima modifica: 29 gennaio 2023

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Articoli di riviste sul tema "Academic achievement Australia"

Fan, Cynthia. "Family Relationship, Stress Level, and Academic Achievement of Chinese Immigrant Girls in Australia." Australian Educational and Developmental Psychologist 13, no. 2 (November 1996): 63–73. http://dx.doi.org/10.1017/s0816512200027528.

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AbstractThe adjustment of Chinese adolescent immigrant girls in Australia was the focus of this study. Specifically, stress level, parent-child conflict, and academic achievement of these girls were examined in the light of factors such as length of residence in Australia, country of origin, and ethnic identification. A questionnaire administered to 99 Chinese immigrant girls attending Melbourne high schools showed that adjustment was related to degree of Chinese identification, length of residence in Australia, and countries of origin. Length of residence in Australia was related to academic

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Casella, Antonietta, and Judith Kearins. "Cross-Cultural Comparison of Family Environments of Anglo-Australians, Italian-Australians, and Southern Italians." Psychological Reports 72, no. 3 (June 1993): 1051–57. http://dx.doi.org/10.2466/pr0.1993.72.3.1051.

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Differences in academic achievement have been noted in children from various ethnic backgrounds. In Australia, differences in educational attainment between Anglo-Australian and Italian students have been documented, Italian students performing more poorly. Since the influence of environmental factors on students' achievement is well supported in the literature, the present study compared the family environments of Anglo-Australians ( n = 25), Italian-Australians ( n = 29), and Southern Italians ( n = 29) via administration of the Family Environment Scale to mothers. Significant differences we

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Ho, Ngai Kwan Nicole, Robert D. Schweitzer, and Nigar G. Khawaja. "Academic Achievement Among Recently Arrived Chinese Adolescent Migrants: The Role of Social Support, School Belonging, and Acculturative Stress." Journal of Psychologists and Counsellors in Schools 27, no. 1 (March 17, 2016): 24–36. http://dx.doi.org/10.1017/jgc.2016.4.

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Factors contributing to academic achievement among recently arrived Chinese adolescents in Australia remain relatively underexplored. Previous studies focused on Asian migrants, including Chinese, but did not distinguish Chinese from other Asian migrants. The current study specifically looks at Chinese migrants who have recently arrived, as opposed to Asian migrants. This study aims to explore the role of social support, school belonging, and acculturative stress on academic achievement of recently arrived Chinese adolescents (n = 55). Questionnaires were administered to this sample. The resul

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Jha, Nikhil, and Cain Polidano. "Long-Run Effects of Catholic Schooling on Wages." B.E. Journal of Economic Analysis & Policy 15, no. 4 (October 1, 2015): 2017–45. http://dx.doi.org/10.1515/bejeap-2014-0108.

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Abstract Previous studies have linked Catholic schooling to higher academic achievement. We add to the literature on Catholic schooling by examining its effect on long-term wages in Australia, independent of effects on academic achievement. Using panel data from the Household Income and Labour Dynamics Australia (HILDA) survey and fixed effects estimation, we find that during the prime-age of a career, wages for Catholic school graduates progress with labor market experience at a greater rate, on average, than wages for public school graduates. Importantly, we find no evidence to suggest that

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O'Brien, John M. "The Collective Organization of Australian Academic Staff 1949-1983." Journal of Industrial Relations 35, no. 2 (June 1993): 195–220. http://dx.doi.org/10.1177/002218569303500201.

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This paper examines the development of the collective organization of academic staff in the Australian higher education sector. This examination tests the relevance of the claim that the arbitration system largely rendered powerless those organizations designed to 'bring comfort, security, peace of mind' to society as well as to union members. The paper argues that the development of academic unionism was both a reflection of shifts in state policy on higher education and the changing consciousness of academic staff. Further, industrial registration was sought because it was perceived that it

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Perry, Laura B., and Andrew Mcconney. "Does the SES of the School Matter? An Examination of Socioeconomic Status and Student Achievement Using PISA 2003." Teachers College Record: The Voice of Scholarship in Education 112, no. 4 (April 2010): 1137–62. http://dx.doi.org/10.1177/016146811011200401.

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Background/Context It is well established in the research literature that socioeconomically disadvantaged students and schools do less well on standardized measures of academic achievement compared with their more advantaged peers. Although studies in numerous countries have shown that the socioeconomic profile of a school is strongly correlated with student outcomes, less is understood about how the relationship may vary if both individual student and school socioeconomic status (SES) are disaggregated. Purpose/Objective/Research Question/Focus of Study This study examines the relationship be

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Blackmore, Conner, Kathryn Hird, and Ryan S. Anderton. "An Investigation of Secondary School STEM Subjects as Predictors of Academic Performance in Tertiary Level Health Sciences Programs." International Journal of Higher Education 10, no. 1 (September 23, 2020): 76. http://dx.doi.org/10.5430/ijhe.v10n1p76.

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Tertiary institutions are experiencing an increased number of enrolments, with students varying in their demographics, previous education, and academic achievement. This relative increase in undergraduate enrolments in Australia has not translated to an increase in student retention or graduate numbers. This prompts the need to explore predictors of academic performance for tertiary students to identify those most at risk of underperforming. This study aimed to investigate the relationship between secondary school subject completion and undergraduate grade point average (GPA). A cohort of 709

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Freire, Melissa Renee, and Kristen Pammer. "Reading Between the Lines: Neurocognition and Reading Acquisition in Remote Indigenous Australia." Journal of Cross-Cultural Psychology 50, no. 3 (February 7, 2019): 460–78. http://dx.doi.org/10.1177/0022022119827380.

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Successful academic progression relies on a child’s ability to develop proficient reading skills. In Australia, the majority of children achieve this milestone during elementary schooling. Yet Australian Indigenous children, particularly those living in remote and rural regions of Australia, consistently struggle to meet national benchmarks for reading, as evidenced by national benchmark data. There has been extensive debate about whether sociocultural factors impinge on academic achievement for Indigenous Australians, but little discussion regarding the possible role of neurocognitive factors

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Edwards, Roger. "Predicting Academic Achievement and Counselling for Course Selection: An Examination of the Effectiveness of the Differential Aptitude Tests in Forecasting Year 12 Success." Australian Journal of Career Development 3, no. 2 (September 1994): 31–36. http://dx.doi.org/10.1177/103841629400300210.

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There is increasing tendency to use the Differential Aptitude Tests (DAT) for course and career counselling with students in independent schools in Australia. The OAT profile and explanatory notes may also be forwarded to students and/or parents and it is of particular concern that the full explanation of means of interpreting the profile is often not clear to the naive client. Many clients view the profile as a combination of IQ report and predictor of future academic success. To provide professional counsellors with unequivocal evidence to support their explanations to such clients, and as e

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White, Sonia L. J., Joanne M. Wood, Alexander A. Black, and Shelley Hopkins. "Vision screening outcomes of Grade 3 children in Australia: Differences in academic achievement." International Journal of Educational Research 83 (2017): 154–59. http://dx.doi.org/10.1016/j.ijer.2017.03.004.

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Tesi sul tema "Academic achievement Australia"

Dowson, Martin, University of Western Sydney, of Arts Education and Social Sciences College, and School of Teaching and Educational Studies. "Relations between students' academic motivation, cognition and achievement in Australian school settings." THESIS_CAESS_TES_Dowson_M.xml, 2000. http://handle.uws.edu.au:8081/1959.7/729.

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The purpose of this research was to investigate relations between students' academic motivation, cognition, and achievement. In particular, substantial issues are investigated involving the interaction of students' academic motivation and cognition, and specifies how selected motivational and cognitive variables may influence student academic achievement. In order to do this, this study develops a causal model of student achievement which, using goal theory as a framework, incorporates both motivational and cognitive variables to account for students' academic achivement. In total, the results

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Ru, Chelsea Chew Liang. "Parenting processes associated with academic self-regulation : a cross-cultural comparison between Australia and Singapore /." [St. Lucia, Qld.], 2005. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe18459.pdf.

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Malik, Ranbir Singh. "Influence of home and school environments on the academic performance of Chinese-Australian and Anglo-Australian students studying at an academically-oriented high school in Perth, Western Australia." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2000. https://ro.ecu.edu.au/theses/1390.

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Although minority status has been associated with low academic achievement, the “high Asian achieving syndrome" remains as one of the unresolved sociological puzzles. Consistent evidence suggests that regardless of the family status, children from the Asian migrant families, settled in the industrialised countries, tend to perform academically better than their counterparts from the dominant group. This disparity is attributed to a number of factors, which taken separately, do not address this complex issue. In Australia little research has been done to compare the home environment and school

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Oliver, Clive P. "Some determinants of success and failure in first-year university business units at private colleges." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 1999. https://ro.ecu.edu.au/theses/1202.

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This study investigates some of the determinates of academic success and failure (and dropout) from first year university level Business units at two private business colleges in Perth, Western Australia. Private business colleges are convenient vehicles for international and Western Australian students who do not possess adequate academic assessments for direct entry into university, and for students who might benefit from an enhanced pastoral support system, in the transition from secondary education to tertiary education. The study is important to private providers and to universities who a

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Mikulsky, Jacqueline. "“In or ‘Out?’”: An examination of the effects of school climate on same-sex attracted students in Australia." University of Sydney, 2007. http://hdl.handle.net/2123/1969.

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Doctor of Philosophy<br>Research has shown that the school-based experiences of same-sex attracted (SSA) young people are frequently less than ideal, often fraught with verbal and physical harassment and social isolation from peers. School-based victimisation of SSA students has been correlated with their negative mental health outcomes, drug and alcohol use, decreased academic outcomes and lowered tertiary aspirations. These outcomes raise issues related to duty of care for educators, including the general responsibility of schools to create safe, equitable learning environments for all of

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Dandy, Justine Kate. "IQ and academic achievement among Australian students from Chinese and Vietnamese backgrounds /." Title page, table of contents and summary only, 2000. http://web4.library.adelaide.edu.au/theses/09PH/09phd1782.pdf.

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Webster, Beverley Joyce. "Modelling mathematics achievement : an Australian study of learning environments in education /." Curtin University of Technology, Science and Mathematics Education Centre, 2002. http://espace.library.curtin.edu.au:80/R/?func=dbin-jump-full&object_id=14255.

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This thesis describes a research study that investigated the relationships between school level environment and student outcomes. The study involved 620 teachers and 4645 students from 57 Australian secondary schools in all states and territories. Student outcome measures included mathematics achievement, attitudes and beliefs toward mathematics and were collected as part of the Third International Mathematics and Science Study. Teachers perceptions of their school environment were measured using the School Level Environment Questionnaire and included variables such as student support, affilia

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Razmjoee, Maryam. "Classroom assessment adjustments, academic achievement, academic wellbeing: a mixed methods study of australian secondary school students with and without disabilities." Phd thesis, Australian Catholic University, 2021. https://acuresearchbank.acu.edu.au/download/680024b4711da8cc38cabe6daaf7dc9e6836c063b678b7e040e7d19e0527d12c/6772219/Razmjoee_2021_Classroom_assessment_adjustments_academic_achievement_academic_%5BREDACTED%5D.pdf.

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This mixed methods study examined the relationship between academic achievement and academic wellbeing for students with and without disabilities, and the effect of the provision of assessment adjustments on achievement and academic wellbeing for students with disabilities, in Australian mainstream secondary schooling. The study is framed through the biopsychosocial model of disability and social-cognitive theory, emphasising the interactional nature of disability with personal and environmental factors. Although correlational studies examining relationships between achievement and academic w

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Webster, Beverley Joyce. "Modelling mathematics achievement: an Australian study of learning environments in education." Thesis, Curtin University, 2002. http://hdl.handle.net/20.500.11937/1432.

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Suliman, Rosemary, University of Western Sydney, of Arts Education and Social Sciences College, and School of Psychology. "The motivational and linguistic context of the school achievement of Lebanese-background students in high schools in South-western Sydney." THESIS_CAESS_PSY_Suliman_R.xml, 2001. http://handle.uws.edu.au:8081/1959.7/94.

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The purpose of this thesis is to examine the educational outcomes of Lebanese-background students in high schools in South-western Sydney, and to investigate some of the factors contributing to their pattern of achievement. The main thrust of this study is to empirically examine in detail two factors which are strong contributors to school achievement. The first is the motivational goals of these students. The second is the Language proficiency of Lebanese-background students in their first language (Arabic) and their second lanaguage (English). The study involves quantitative analyses of two

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Libri sul tema "Academic achievement Australia"

Le, Anh T. Educational attainment in Australia: A cohort analysis. Camberwell, Vic: ACER, 2002.

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1942-, Long Michael G., ed. The science achievement of year 12 students in Australia. Victoria, Australia: ACER, 1991.

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Western Australia. Ministerial Review of Schooling in Rural Western Austalia. Schooling in rural Western Australia: Report. [East Perth, Western Australia]: Ministerial Review of Schooling in Rural Western Australia, 1994.

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Douglas, Evelyn Linda. Why not the best schools?: The Australia report. Camberwell, Vic: ACER Press, 2008.

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Douglas, Evelyn Linda. Why not the best schools?: The Australia report. Camberwell, Vic: ACER Press, 2008.

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Academic success and social power: Examinations and inequality. Carlton, Vic: Melbourne University Press, 2000.

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Marks, Gary N. Factors influencing youth unemployment in Australia, 1980-1994. [Camberwell, Australia]: Australian Council for Educational Research, 1998.

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Modeling of parenting style, achievement variables, and learning approaches: Hong Kong Chinese and Anglo-Australian perspectives. Hauppauge, N.Y: Nova Science Publisher's, 2011.

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Ann, Bin-Sallik Mary, ed. Aboriginal women by degrees: Their stories of the journey towards academic achievement. St. Lucia, Qld., Australia: University of Queensland Press, 2000.

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Western Australia. Ministry of Education. Educational standards in Western Australian government schools, 1990. East Perth: Ministry of Education, Western Australia, 1991.

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Capitoli di libri sul tema "Academic achievement Australia"

Panizzon, Debra, Martin Westwell, and Katrina Elliott. "Securing STEM Pathways for Australian High School Students from Low-SES Localities: Science and Mathematics Academy at Flinders (SMAF)." In Closing the Achievement Gap from an International Perspective, 285–306. Dordrecht: Springer Netherlands, 2013. http://dx.doi.org/10.1007/978-94-007-4357-1_14.

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Yeung, Alexander Seeshing, and Feifei Han. "Chinese-Background Australian Students' Academic Self-concept, Motivational Goals, and Achievements in Math and English." In Educating Chinese–Heritage Students in the Global–Local Nexus, 141–60. New York : Routledge, 2018.: Routledge, 2017. http://dx.doi.org/10.4324/9781315394541-9.

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Helsloot, Angela. "Allambie Heights Public School, Sydney, Australia." In Systematic synthetic phonics: case studies from Sounds-Write practitioners, 11–22. Research-publishing.net, 2022. http://dx.doi.org/10.14705/rpnet.2022.55.1355.

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Allambie Heights Public School is located on the Northern Beaches of Sydney, New South Wales, Australia. It is a Kindergarten to Year 6 school for students aged five to twelve years. The school is “committed to the pursuit of high academic achievement in a safe, secure, and caring learning environment. The programs offered are diverse, and challenge and inspire our students. Students, parents and staff work in partnership to create a vibrant learning community. Literacy, numeracy and technology are emphasized within learning programs”. The school motto, ‘Ever Aim High’, “underpins the school’s strong belief that each child needs to be recognized for their own achievements, celebrating success [both at] a school and personal level”. As a Positive Behavior for Learning school, the school values of respect, responsibility, and resilience are key to the success of our school community. We currently have 514 students and 51 staff in our school. Four students identify as Aboriginal and Torres Strait Islander and 14% of students come from a language background other than English. The school is in a high socio-economic area with a Family Occupation and Education Index (FOEI) of 17. The school Index of Community and Socio-Educational Advantage is 1,112.

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King, Svetlana M., and Laurence Owens. "The Schooling Experiences of African Youth From Refugee Backgrounds in South Australia." In Early Childhood Development, 1479–505. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-7507-8.ch074.

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African students from refugee backgrounds constitute a special group in Australian schools because of their complex lives and previous schooling and life experiences that are unlike most of their non-refugee peers. This chapter draws upon findings from a collaborative, longitudinal case study that sought to understand the education and career pathways of African students from refugee backgrounds from the perspectives of African youth, educators, service providers, and South Australian African community leaders and elders. Qualitative analysis revealed six key influences that shape these pathways: previous schooling; English language skills; Australian schooling challenges and support; family support, academic achievement; and post-school preparation. This chapter presents the case study of a single student that, although unique in its circumstances, is representative of key findings from the larger study. Implications for educational practice are then described with a view to facilitating educational participation and success amongst this particular group of young people.

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Dean, Jenny, and Philip Roberts. "Knowledge, Justice, and Equity." In Advances in Educational Marketing, Administration, and Leadership, 188–214. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-7998-7379-2.ch009.

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This chapter explores how systemic differences across schools in Australia contribute to equality or inequality in Indigenous students' learning opportunities, specifically access to the school curriculum needed to progress to university. Equitable access to the academic curriculum is particularly important for Indigenous students because they are impacted by a range of issues affecting school completion, achievement, and university participation. This research focuses on one aspect of the key transition from school to university, examining whether Indigenous students experience a greater range of challenges in gaining the prerequisite requirements for university study than other students of similar circumstances. In exploring these issues, the authors adopt a position of curricular and epistemic justice, arguing that “doing justice” with power-marginalized learners involves changing the basis for thinking about the nature of knowledge and how knowledge is valued.

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Rennie, Jennifer. "Rethinking Literacy in Culturally Diverse Classrooms." In Multiliteracies and Technology Enhanced Education, 83–99. IGI Global, 2010. http://dx.doi.org/10.4018/978-1-60566-673-0.ch006.

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Literate demands on our youth today have become increasingly more complex due to a technological revolution, increased local diversity and a stronger connectedness with our global neighbours (New London Group, 1996). Contemporary classrooms are characterised by a diverse range of learners that come from different places, with different life world experiences and preferred ways of learning and knowing. Texts are no longer confined to print and comprehending texts involves understanding how different modes such as the audio, visual and spatial integrate to make meaning. Despite this, schools continue to measure and describe student’s literacy in relation to their ability to encode and decode print. The recent Program for International Student Assessment results (OECD, 2006) show that Australia has dropped from 5th ranking to 6th in the world in terms of reading literacy. More disturbing is the fact that this assessment showed a continuing widening gap in academic achievement between Australia’s Indigenous and non Indigenous students with very little improvement since 2000. Similarly in the United States recent literacy results show that despite some gains in the achievements of minority groups, there has been little narrowing in the gap between white students and minority students (Lee, Grigg et al., 2007). This chapter adopts a socio-cultural view of literacy and calls for a rethinking of what might count as literacy in school. It reports on a study which documented the literacy practices valued in the home community, community school and urban high school of seven Aboriginal students as they moved from Year 7 in their community school to Year 8 in their new urban high school (Rennie, Wallace et al. 2004). It discusses theoretical ideas related to a multiliteracies framework (Cope & Kalantzis, 2000), literacy as an act of translation (Somerville, 2006) and Aboriginal world views and knowledge (Martin, 2008) as a means to explore ways we might rethink the teaching of literacy in diverse and culturally rich classrooms.

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Baumann, Ros, and Henriette van Rensburg. "Inclusivity and the Education of Children of Defence Forces Personnel." In Advances in Early Childhood and K-12 Education, 35–53. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-2901-0.ch003.

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Australian Defence Force (ADF) members' children present as a unique subpopulation of students. These students often experience schooling interruption as a result of posting (relocation) mobility inherent within the service requirements of their ADF parents. This chapter explores the impact of such mobility and interrupted schooling on educational achievement. Educational achievement consists of two key aspects: Social-emotional outcomes and Academic outcomes. Social-emotional outcomes are currently supported through the Defence Support Mentor (DSM) program. Academic outcomes are examined through the lens of Reading/Literacy testing results and Mathematics testing results. Academic achievement for ADF children impacted by mobility and schooling interruption remains largely unexplored within the Australian context. A conceptual framework is presented, which identifies potential causes of negative impacts upon ADF students' academic achievement.

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Baumann, Ros, and Henriette van Rensburg. "Inclusivity and the Education of Children of Defence Forces Personnel." In Research Anthology on Military and Defense Applications, Utilization, Education, and Ethics, 106–24. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-9029-4.ch007.

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Pierce, Janine M., and Donna M. Velliaris. "Widening the Lens." In Advances in Logistics, Operations, and Management Science, 22–38. IGI Global, 2016. http://dx.doi.org/10.4018/978-1-4666-9691-4.ch002.

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To meet the challenge of bridging the digital divide among Net Generation students and Higher Education (HE) lecturers, a ‘Storyboard' methodology was piloted at the South Australian Institute of Business and Technology (SAIBT). Within an Associate Degree in Management program, a digital story-telling assessment task was introduced into a ‘Communication in Organisations' course to augment culturally diverse students' engagement with the discipline, as well as advance their English-language proficiency and academic achievement. Photos were gathered and shared over the trimester to capture students' reflections on what they were learning and how that felt at the time. Students then digitally collated the photos into a final original and introspective photo-story ‘film' that encapsulated the challenges, realisations and successes of the teaching and learning journey.

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Shah, Mahsood, Hai Yen Vu, and Winnie Eley. "Do High Ranked Universities Have Better Graduate Employment Outcomes?" In Advances in Educational Marketing, Administration, and Leadership, 210–31. IGI Global, 2017. http://dx.doi.org/10.4018/978-1-5225-0819-9.ch011.

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University rankings are increasingly used as a measure of quality and reputation. Institutional leaders are increasingly using the outcomes of ranking in marketing of university courses. Both the critics of ranking and those who support have different viewpoints. Institutions that are ranked high celebrate their achievement however limited research is known on how outcomes of ranking are used to reward academic staff. Likewise some institutions that are not ranked enjoy ongoing student demand with increased diversity of student population, and comparable graduate outcomes. Some research suggests that students consider ranking to determine their choice, however others have ruled out. This chapter reviews the literature on both sides of the argument about ranking and it then presents the graduate employment data related to Australian universities to find out if elite universities have better graduate employment outcomes compared other universities.

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Atti di convegni sul tema "Academic achievement Australia"

Venables, Anne, and Grace Tan. "Realizing Learning in the Workplace in an Undergraduate IT Program." In InSITE 2009: Informing Science + IT Education Conference. Informing Science Institute, 2009. http://dx.doi.org/10.28945/3359.

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Higher education programs need to prepare their graduates for the practical challenges they can expect to face upon entering the workforce. Students can be better prepared if their academic learning is reinforced through authentic workplace experience, where the link between theory and professional practice can be realized. Increasingly, such learning in the workplace is being seen as an integral part of the university curricula as evidenced through the implementation of the Learning the Workplace & Community (LiWC) Policy at Victoria University, Australia. This policy mandates a minimum o

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Kim, Daeyoung, and Shanton Chang. "The use of WeChat in higher education: Investigation of Chinese students in Australia." In ASCILITE 2021: Back to the Future – ASCILITE ‘21. University of New England, Armidale, 2021. http://dx.doi.org/10.14742/ascilite2021.0133.

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With the increasing popularity of social technologies, many Chinese students use WeChat for their studies in Australia. However, there have been limited studies about how students effectively use WeChat for their academic activities and the impacts on students' academic achievements. Therefore, this study focuses on the relationship between WeChat usage and academic activities of university students in Australia. Using a modified Delphi technique, we conducted three online focus groups of 16 university students who had an experience of WeChat. A thematic analysis revealed that the usage of WeC

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Boon, Helen. "Parenting and School Climate Predictors of Australian Aboriginal Students' Optimism, Coping, Self-Efficacy, and Academic Achievement." In 2019 AERA Annual Meeting. Washington DC: AERA, 2019. http://dx.doi.org/10.3102/1436512.

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Morris, Lloyd, Dunia Duque, Olga Jasmin Salazar De Morris, Homero Murzi, and Sandra Milena Durán Omaña. "Student motivation in the teaching process during the Covid 19, an experience of the international exchange for the learning of control charts." In 13th International Conference on Applied Human Factors and Ergonomics (AHFE 2022). AHFE International, 2022. http://dx.doi.org/10.54941/ahfe1002377.

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COVID-19 has generated changes in education systems that impact the main authors of the system: teachers and students. As an alternative, most of the university courses have been taught remotely (IESALC 2020). Using the contribution of industrial engineering teachers from the universities involved, opportunities are evident to strengthen the teaching-learning processes that were incorporated in the design of the process, since the academic motivation of the students depends to a large extent on the perceptions in relation to their experiences in class (Jones, 2015). Additionally, there are mul

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Rapporti di organizzazioni sul tema "Academic achievement Australia"

Prysyazhnyi, Mykhaylo. UNIQUE, BUT UNCOMPLETED PROJECTS (FROM HISTORY OF THE UKRAINIAN EMIGRANT PRESS). Ivan Franko National University of Lviv, March 2021. http://dx.doi.org/10.30970/vjo.2021.50.11093.

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In the article investigational three magazines which went out after Second World war in Germany and Austria in the environment of the Ukrainian emigrants, is «Theater» (edition of association of artists of the Ukrainian stage), «Student flag» (a magazine of the Ukrainian academic young people is in Austria), «Young friends» (a plastoviy magazine is for senior children and youth). The thematic structure of magazines, which is inferior the association of different on age, is considered, by vital experience and professional orientation of people in the conditions of the forced emigration, paid re

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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

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Бондаренко, Ольга Володимирівна, Світлана Вікторівна Мантуленко, and Андрій Валерійович Пікільняк. Google Classroom as a Tool of Support of Blended Learning for Geography Students. CEUR-WS.org, 2018. http://dx.doi.org/10.31812/123456789/2655.

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Abstract. The article reveals the experience of organizing blended learning for geography students using Google Classroom, and discloses its potential uses in the study of geography. For the last three years, the authors have tested such in-class and distance courses as “Cartography and Basics of Topography”, “Population Geography”, “Information Systems and Technologies in Tourism Industry”, “Regional Economic and Social World Geography (Europe and the CIS)”, “Regional Economic and Social World Geography (Africa, Latin America, Asia, Anglo-America, Australia and Oceania)”, “Socio-Economic Cart

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