Bibliografias temáticas / Drama in education (Australia)

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Literatura científica selecionada sobre o tema "Drama in education (Australia)"

Autor: Grafiati

Publicado: 4 de junho de 2021

Última modificação: 20 de fevereiro de 2023

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Artigos de revistas sobre o assunto "Drama in education (Australia)"

Roy, David. "Mask Usage and Drama Teacher Understanding in Australia". Athens Journal of Education 9, n.º 3 (26 de julho de 2022): 393–412. http://dx.doi.org/10.30958/aje.9-3-3.

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This paper presents the research and findings of how some Australian teachers of Drama engage with masks in the classroom. It is part of a larger research project looking at the potential impacts for masks and education in the Australian curriculum. With masks both synonymous with Drama, and multiple resources available for teachers to engage with masks in the classroom, there was no empirical data on if and how teachers in Australia engaged with masks in the classroom. This research asked teachers to self-report on both their skill level in mask usage and to the extent that they engaged with masks in the teaching of Drama in the classroom. Findings note that whilst the majority of teachers did engage with masks; some quite extensively; many staff indicated their own limitations in training and in foundational theory. In addition, many staff used their own time and resources to upskill themselves, placing an importance of the potential for mask usage with children. This has implications for university education courses, as well opportunities for systems and professional development providers in supporting teachers of Drama in their skill base. Keywords: masks, drama, education, teachers

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Karaolis, Olivia. "Puppets and inclusive practice: Engaging all learners through drama and puppetry in preschool contexts". Teachers and Curriculum 22, n.º 2 (3 de novembro de 2022): 7–16. http://dx.doi.org/10.15663/tandc.v22i2.402.

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Inclusive practice in education is supported by a compelling body of research (Cologon, 2019; Graham, 2020; Raphael et al., 2019) policy recommendations (Department of Education, Employment and Workplace Relations [DEEWR], 2009; Te Tāhuhu o Te Mātauranga–Ministry of Education, 2017(Commonwealth of Australia. (2003)) and mandated by legislation such as the Disability Discrimination Act of 1992 (DDA) (Commonwealth of Australia, 2003). It is also reflected in the Australian and New Zealand Professional Teaching Standards (Australian Institute for Teaching and School Leadership, 2014; Teaching Council of Aotearoa New Zealand, 2017). Early Childhood Australia [ECA] (2016) states that “inclusion means that every child has access to, participates meaningfully in, and experiences positive outcomes from early childhood education and care programs” (p. 2). This paper explores what this means for early childhood educators and examines the concept of inclusion through the stories of two children and two puppets. A story that outlines how the perspectives of teachers shifted to create places of learning that were welcoming and more inclusive to every child.

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Flaherty, Kate. "Cathcart vs Brooke: a Touring Actress and a Trial of Public Private Identity in the Australian Colonies". New Theatre Quarterly 33, n.º 1 (10 de janeiro de 2017): 47–58. http://dx.doi.org/10.1017/s0266464x16000622.

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In this article Kate Flaherty examines the sensational contractual dispute that arose between Gustavus Vaughan Brooke and Mary Fanny Cathcart during their Australian colonial tour in 1855. She follows Brooke's attempt to use his theatrical repertoire to achieve and consolidate a legal victory over Cathcart, but argues that this strategy ultimately backfired and elicited a form of judgement by the theatregoing public that countered the judgement handed down by the Supreme Court. Conversely, coverage of the case in Australian newspapers is identified as shaping reviews and sharpening the edge of the stage dramas. The article provides a focused instance of the complex interplay of dramatic works, cultural politics, gendered power, and publicity that characterized nineteenth-century theatrical touring. Kate Flaherty is a lecturer in English and Drama at the Australian National University, a member of the International Shakespeare Conference, and a Senior Fellow of the Higher Education Academy. She is author of Ours as We Play It: Australia Plays Shakespeare (University of Western Australia Press, 2011), as well as numerous essays on how Shakespeare's works play on the stage of public culture.

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O'Toole, John. "Scenes at the Top Down Under: Drama in higher education in Australia". Research in Drama Education: The Journal of Applied Theatre and Performance 7, n.º 1 (março de 2002): 114–21. http://dx.doi.org/10.1080/13569780210337.

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Humphreys, Sheridan. "Rethinking our protagonists: Absence on screen and meta-narratives of empire". Journal of Screenwriting 13, n.º 3 (1 de novembro de 2022): 361–74. http://dx.doi.org/10.1386/josc_00106_1.

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In this article I argue that responsibility for diversity needs to be inbuilt at a much earlier stage in the screen drama production process – from the very moment, indeed, when protagonists and plotlines are first conceived. Genuine diversity is everyone’s responsibility, not just the ‘diversity manager’ or ‘diversity initiative’. This is an issue for screenwriters, for the education of screenwriters and it is something that screenwriting research needs to explore. My focus falls here on historical drama, for which I argue that inbuilt diversity is especially pressing. Populist ideas about the past impact the lives of ethnic minorities today, and are perpetuated by invisibility, which is then treated as evidence of that same invisibility. I explore how Britain’s relationship with colonial Australia is understood – and perpetuated – through the meta-narrative of Empire and culture and how this informs my approach to my own writing practice. This article is based on the papers presented at the 2017 Screenwriting Research Network (SRN) conference, University of Otago, Dunedin; the 2019 European Association of Studies of Australia (EASA) Conference in Toulon, and at the 2019 Australian Association of Writing Programs (AAWP) conference, University of Technology, Sydney.

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Stinson, Madonna. "Speaking up about oracy: the contribution of drama pedagogy to enhanced oral communication". English Teaching: Practice & Critique 14, n.º 3 (7 de dezembro de 2015): 303–13. http://dx.doi.org/10.1108/etpc-07-2015-0055.

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Purpose – The purpose of this paper is to consider the growing interest in oracy and to propose the pedagogy of process drama as an ideal model for the dialogic classroom. Design/methodology/approach – This paper takes the form of an explanatory case study where the author draws on a successful drama/oracy project in a primary school in Brisbane, Australia, to illustrate the connections between Alexander’s five indicators of a dialogic classroom and the process drama in which the students participated. Findings – The application of this process drama as pedagogy for the teaching and learning of oracy has contributed positively to students’ oral communication skills and intercultural awareness. In addition, parents provide positive feedback about student engagement in school and developing self-confidence because “they have something to say”. Research limitations/implications – There was no formal pre-post test for the oral communication skills on this study, instead the researchers developed a draft “oracy” checklist which deserves further interrogation and development. Practical implications – There are implications for the use of process drama as a means of creating and sustaining the dialogic classroom. Teacher professional development would be required to assist the planning and delivery of dramas that allow for the deep and complex learning evidenced in this study. Social implications – This is an ideal vehicle for assisting in the development of empathy, collaboration, emotional intelligence and intercultural understanding. Originality/value – This is an example of an extremely high-quality curriculum plan and implementation. The importance of engaging in implicit and explicit instruction of oral communication for the twenty-first century should not be underestimated. The process drama allows oral language to be foregrounded, with additional learning opportunities from a range of other learning areas, brought together in a coherent and complex model of practice.

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Arrighi, Gillian, e Victor Emeljanow. "Entertaining Children: an Exploration of the Business and Politics of Childhood". New Theatre Quarterly 28, n.º 1 (31 de janeiro de 2012): 41–55. http://dx.doi.org/10.1017/s0266464x12000048.

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This article explores the conflict between the constructions of childhood and their political/legal implications in the context of the entertainment business, as related to the demands imposed upon children by parents and theatre managers in the late nineteenth and early twentieth centuries. Once children could move freely both within and between countries, these conflicts and concerns assumed a global dimension. Through a number of case studies, the authors offer some fresh observations about how legal and social imperatives affected the transmission of values about children employed as entertainers between Britain and Australasia during the period from 1870 to the start of the First World War – from the Education Acts of the 1870s to the legislation of 1910–1913 restricting the export of child entertainers. Gillian Arrighi is a Lecturer in Drama at the University of Newcastle, Australia. She has recently published articles in Theatre Journal (Dec 2008), Australasian Drama Studies (April 2009 and Oct 2010), and in Impact of the Modern: Vernacular Modernities in Australia 1870s–1960s (Sydney, 2008). She is associate editor of the e-journal Popular Entertainment Studies. Victor Emeljanow is Emeritus Professor of Drama at the University of Newcastle, Australia, and General Editor of the e-journal Popular Entertainment Studies. He has published widely on subjects ranging from the reception of Chekhov in Britain and the career of Theodore Kommisarjevsky, to Victorian popular dramatists. He co-wrote with Jim Davis the award-winning Reflecting the Audience: London Theatregoing 1840–1880 in 2001, and his chapter on staging the pirate in the nineteenth century was included in Swashbucklers and Swindlers: Pirates and Mutineers in Nineteenth-Century Literature and Culture, edited by Grace Moore (2011).

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Quinones, Gloria, Avis Ridgway e Liang Li. "Developing a drama pedagogy for toddler education". Journal of Early Childhood Research 17, n.º 2 (14 de janeiro de 2019): 140–56. http://dx.doi.org/10.1177/1476718x18823235.

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This article examines how an educator develops a drama pedagogy through the course of her dramatic interactions with three toddlers. A cultural-historical approach was used to explore the concepts of dramatic interactions and dimensions of drama pedagogy. Visual research methodology involved video observations and a reflective interview with the educator. A case example uses an everyday moment that took place in an Australian childcare centre. This is discussed to show how drama pedagogy unfolds to support toddlers’ learning and development. The case example occurs in a special space known as the neighbourhood space. A drama pedagogy has been conceptualised through three dimensions: a space that has dramatic qualities, interactions and narratives. These foster an inquiry stance in toddlers. It is argued that drama pedagogy is an intentional pedagogical approach to engage toddlers in the neighbourhood space. This article gives focus to an educator who embraces a dramatic conversation style we call dialogue commentary.

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Jacobs, Rachael. "Stories told and performed: a methodology for researching drama assessment in schools". Qualitative Research Journal 20, n.º 1 (12 de julho de 2019): 19–33. http://dx.doi.org/10.1108/qrj-04-2019-0037.

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Purpose A methodology that combined ethnographies, including the ethnography of performance with narrative inquiry was used in a research project investigating the assessment of senior secondary Drama performance in Australia. The paper aims to discuss this issue. Design/methodology/approach After a temporal change in the research approach, it was decided that the research method needed to capture the Drama performance assessment phenomenon as it was lived and experienced. Findings As a result, methodological choices shifted from procedural documentation and document analysis to ethnographic observations that were able to capture the more nuanced aspects of the relationship between Drama performance and assessment, embracing tacit learning, agendas, cultures, experiences and understandings. Originality/value This paper reflects on the methodological dilemmas and choices made when studying artistic and aesthetic texts in the classroom, and poses considerations for future researchers conducting inquiries in aesthetically rich learning environments.

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O’Toole, John. "The basic principles of a socially just arts curriculum, and the place of drama". Australian Educational Researcher 48, n.º 5 (8 de outubro de 2021): 819–36. http://dx.doi.org/10.1007/s13384-021-00480-6.

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AbstractThis paper provides a descriptive historical analysis of the planning and writing of the Australian Curriculum: The Arts which occurred from 2009 to 2013. This process involved extensive consultation across a range of stakeholders, including curriculum research, background reading and analysis that preceded the Australian Curriculum, Assessment and Reporting Authority’s writing process. The curriculum itself was underpinned by a range of democratic principles, including the importance of developing a socially just curriculum. This necessitated extensive discussion which interrogated the terms excellence and equity to ensure a high-quality arts education was accessible for all students, regardless of their background. The implementation of these principles is then explored through the perspective of the Drama writing team, including the importance of the subject Drama in developing a sense of inquiry and empathy in students by exploring their own and others’ stories and points of view. The final curriculum document for the Arts, and specifically for Drama exemplifies the importance of these social justice principles in responding to the Melbourne Declaration on Educational Goals for Young Australians (2008) which advocates for equity and excellence in Australian schooling and for all young Australians to become successful learners, confident and creative individuals and active and informed citizens.

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Teses / dissertações sobre o assunto "Drama in education (Australia)"

Johnson, Valerie. "Drama teaching: Understanding what we do". Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2002. https://ro.ecu.edu.au/theses/732.

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Drama teaching in secondary schools in Western Australia has become an increasingly complex discipline in recent years. This study has considered the work of Drama teachers from the point of view of those practising the discipline, using a phenomenological methodology which allowed the voices of the participants to be heard directly. In the discussion, consideration is given to the way in which these teachers practice the dynamic which is drama, are influenced by the art form of theatre, and deliver the school subject, Drama.

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Milne, Christina Lucy, University of Western Sydney e of Performance Fine Arts and Design Faculty. "Group devised performance: the study of a group devised performance piece as a rehearsal method in a high school environment". THESIS_FPFAD_XXX_Milne_C.xml, 1998. http://handle.uws.edu.au:8081/1959.7/264.

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Using the research methods from grounded theory and action research, the study examines a research method used for the development of a Group Devised Performance Piece. It details and analyses the process used in the transactional system of change and action/interaction resulting from the specific conditions that surrounded the Group Devised Performance, and examines the products of that process: the written script and the final performance. The study was conducted with a group of HSC 2 Unit Drama students at a non-government high school in March 1996. The performance formed part of an assessment program for these students and was student devised and student driven. The research methods included the collection of data in questionnaires, the maintaining of detailed daily records, video tapes, photographs and the compilation of the written script. Like any series of rehearsals, the process produced surprising and unplanned consequences (outcomes) and provided an environment that encouraged interaction and involvement, companionship and competition,
Master of Arts (Hons) (Performance)

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Lovesy, Sarah Caroline, University of Western Sydney, of Arts Education and Social Sciences College e School of Education. "Drama education secondary school playbuilding : enhancing imagination and creativity in group playbuilding through kinaesthetic teaching and learning". THESIS_CAESS_EDU_Lovesy_S.xml, 2003. http://handle.uws.edu.au:8081/1959.7/787.

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This research investigates the drama eduction form of playbuilding, and particularly the phenomenon of kinaesthetic teaching and learning which is aimed at enhancing group imagination and creativity. Playbuilding is a process whereby groups of students devise and act in their own plays using a variety of dramatic elements and theatrical conventions. This research explores the playbuilding learning experiences of two secondary school drama classes and the playbuilding teaching experiences of four drama teachers. The research underpins current drama and theatre education praxis that relates to learning through embodiment, symbolic creativity, and the purpose and function of metaxis in a secondary drama classroom. The study relied on qualitative research grounded theory techniques, focus groups, student workbooks, classrooms practices, closed questionnaires, face to face interviews and videotaped materials. Central to this research are the phenomena of imagining and creating that occur in secondary drama playbuilding groups learning through a group kinaesthetic paradigm. This study concludes that there is a paradigm which identifies secondary drama students as group kinaesthetic learners, and that kinaesthetic teaching and learning practices open up pedagogic spaces in playbuilding that significantly improve the effectiveness of group embodied learning in drama education
Doctor of Philosophy (PhD)

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Wellman, Jessica-Anne. "Drama, education, artistry: Australian practitioners fostering connections across cultures and disciplines in China". Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2022. https://ro.ecu.edu.au/theses/2546.

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This study examines the experience of Australian drama educators working as professional development facilitators in China between 2017-2019. Limited literature exists that highlights the perspectives of professional development facilitators in this field. This thesis highlights the impact of engaging in this role on the practice of drama educators. Using an autoethnographic approach, data were collected from five individuals through semi-structured interviews. Interpretative Phenomenological Analysis (Smith, 2004) highlighted that the participants' experiences acted as critical moments that led to positive personal and professional outcomes. Three key supporting factors for positive outcomes were identified: 1) critically reflective practice; 2) knowledge and experience in theatre practices and drama pedagogies; and 3) collaborative approaches to delivering professional development.

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Timms, Heather A. "The journey of making meaning in drama : a case study in a metropolitan priority school". Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 1995. https://ro.ecu.edu.au/theses/1176.

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Children with a low socio-economic background frequently fail within our schools. The school milieu is a potential contributor to this scenario, as schools are generally designed for the attributes, needs, and skill levels that are characteristic of middle• class children. It is therefore important to explore alternative learning frameworks that will enable these children to function within the school system. Drama offers unique and exciting possibilities in this field. Previous research endorses the use of drama in education for this specific purpose; and the theories propounded by learning and language theorists and drama educationalists provide a strong theoretical framework.

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Massey, Belinda. "Investigations in learning and teaching through metacognition and critical and creative thinking practices in secondary Drama Education". Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2020. https://ro.ecu.edu.au/theses/2362.

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Historically, there has been an achievement gap between the performance and written exams in the Year 12 ATAR Drama course in Western Australia, which is illustrated by the disparity in Drama ATAR results since 2010. The aim of the study was to improve students’ written marks in Year 12 ATAR Drama and to explore the development of metacognitive skills through a variety of performance and writing approaches for secondary Drama. The research explored the use of theatrical techniques and workshops to express and articulate ideas in written and verbal responses, which required students to be conscious of their cognitive processes. The research utilised an iterative action research cycle to present a case study, which drew upon performance and written tasks, exercises and simulated exam conditions to provide a reproducible teaching platform for secondary Drama teachers. The research methods included observation and participant observation, reflection and video documentation through field notes, video and photographic capture, interviews, focus groups, and inclass and examination assessments. The findings confirmed that students’ written marks had, to varying degrees, improved in the course, especially through an increased awareness of their metacognition skills. The research offers a reproducible teaching methodology for secondary Drama teachers and provides evidence in support of the development of students’ metacognition skills for lifelong learning.

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Lovering, Christine. "I see a spark and blow on it: Drama practice in Year 1 and the new Australian Curriculum in the Arts". Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2015. https://ro.ecu.edu.au/theses/1740.

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New educational directives have an effect on the practice of teachers in schools. This study is propelled by the introduction of a national Australian Curriculum and subsequent changes to the Arts curriculum. As one of the five arts subjects, drama has been included in the primary school curriculum in Western Australia since 1997, however, its inclusion and the teaching of drama has not been consistently realised. Teacher perspectives and beliefs about specific Learning Areas influence their planning and practice; often this is related to past experiences. This study aims to determine Year 1 teachers’ perspectives of, and practices in, drama. In addition, knowledge of the new Australian Curriculum in the Arts and the level of support required during the implementation process are sought. The study focuses on the Year 1 level, as this particular year marks a significant transition in a young child’s life from a Pre‐primary setting to the Year 1 classroom; considering the playful quality inherent in drama experiences, it is a time when drama pedagogy could be explored fully. Data collection instruments were generated based on previous research and state curriculum documents. Participants in the study were asked to complete a questionnaire. The data provided an insight into Year 1 teacher perspectives and practice and the new Arts curriculum. The subsequent semi‐structured interviews were conducted to augment the questionnaire data. The study found that Year 1 teachers extolled the positive benefits of using drama; however, experiences in drama, both as teacher and participant, affected their willingness to implement it. Teachers were using drama, yet analysis of semi‐structured interviews revealed a common practice of implementing incidental and unplanned drama experiences. A foundation for the implementation of drama in the new Arts curriculum with recommendations for possible professional development and support for drama practice are provided.

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Mack, Tony. "To delight and to profit : are schools in the early childhood area being offered a markedly different theatre experience since December 1991, when the Australia Council Drama Committee changed its funding guidelines? /". Title page, preface and contents only, 1994. http://web4.library.adelaide.edu.au/theses/09AR/09arm153.pdf.

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Milne, Christina Lucy. "Group devised performance: the study of a group devised performance piece as a rehearsal method in a high school environment". Thesis, View thesis, 1998. http://handle.uws.edu.au:8081/1959.7/264.

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Corbett, Scott. "Influence of a drama based education program on the development of empathy in year 10, Western Australian students". Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2019. https://ro.ecu.edu.au/theses/2223.

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The purpose of this study was to understand which elements of the drama processes are most conducive to increasing empathy in adolescents. Empathy can have a significant impact on situational and dispositional pro-social behaviour in adolescents. It is positively related to moral development, healthy relationships and problem-solving skills; and negatively related to bullying behaviour, aggression, and victimisation. The practice of Creative Drama, in particular the work of Dorothy Heathcote and Bruce Burton, has informed drama programs that foster empathy in participants. This process, combined with the Actor Training system of Constantin Stanislavski, and the Forum Theatre model developed by Augusto Boal, was tested for its efficacy in increasing empathy in adolescents. This study took the form of a ten-week drama-based program intervention (The Empathy Program) conducted at one secondary school in the Perth metropolitan area with a group of Year 10 students. A constructivist, mixed methods approach was utilised to frame the study. Data was collected through structured self-response surveys for students in both experimental and control groups, as well as semi-structured written reflections completed by students in the experimental group after each week of the intervention. Findings of this research showed a significant increase in participant empathy, which highlights the potential for drama to improve student empathy. Results also detailed six key elements that were effective in the development of empathy amongst participants, including explicit instruction and the importance of imagination and role-play. This research reflects the important role that drama can have in the social and emotional development of young people and recommends strategies for inclusion in current drama pedagogical practices.

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Livros sobre o assunto "Drama in education (Australia)"

Gattenhof, Sandra. Drivers of change: Contemporary Australian theatre for young people. City East, QLD: Drama Australia, 2006.

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Gattenhof, Sandra. Drivers of change: Contemporary Australian theatre for young people. City East, QLD: Drama Australia, 2006.

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Gattenhof, Sandra. Drivers of change: Contemporary Australian theatre for young people. City East, QLD: Drama Australia, 2006.

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Forrest, David. The doctoral journey in dance education and drama education: Reflections on doctoral studies by Australian and New Zealand educators. North Melbourne, Vic: Australian Scholarly, 2012.

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Australia. National Office of Overseas Skills Recognition. Australia: A comparative study. 2^a ed. Canberra: Australian Government Publishing Service, 1995.

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1948-, Beattie Kate, ed. Education for librarianship in Australia. New York: Mansell, 1997.

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Selleck, R. J. W. Education in Australia: Selected topics. Edmonton, AB: University of Alberta, Dept. of Educational Foundations, 1989.

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Castles, Ian. Education and training in Australia. Canberra: Australian Bureau of Statistics, 1992.

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Brennan, Barrie. Continuing Professional Education in Australia. Singapore: Springer Singapore, 2016. http://dx.doi.org/10.1007/978-981-10-1832-9.

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Department of Education and Science. Arts education: Drama. Dublin: Stationery Office, 2000.

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Capítulos de livros sobre o assunto "Drama in education (Australia)"

O’Toole, John, Dale Bagshaw, Bruce Burton, Anita Grünbaum, Margret Lepp, Morag Morrison e Janet Pillai. "South Australia—Adolescent Conflicts and Educational Drama". In Researching Conflict, Drama and Learning, 157–82. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-5916-3_7.

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Williams, Margaret. "Australia". In Post-Colonial English Drama, 17–34. London: Palgrave Macmillan UK, 1992. http://dx.doi.org/10.1007/978-1-349-22436-4_2.

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Cahill, Janet, e Richard Baka. "Australia". In Olympic Education, 75–88. Abingdon, Oxon ; New York, NY : Routledge is an imprint of the Taylor & Francis Group, an Informa Business, [2017]: Routledge, 2017. http://dx.doi.org/10.4324/9780203131510-11.

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Monaghan, Paul. "Greek Drama in Australia". In A Handbook to the Reception of Greek Drama, 422–45. Hoboken, NJ: John Wiley & Sons, Inc, 2016. http://dx.doi.org/10.1002/9781118347805.ch22.

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Peterson, Andrew. "Australia". In Education, Globalization and the Nation, 17–40. London: Palgrave Macmillan UK, 2016. http://dx.doi.org/10.1057/9781137460356_3.

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Golding, Barry, e Helen Kimberley. "Australia". In International Perspectives on Older Adult Education, 25–34. Cham: Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-24939-1_3.

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Lyons, Terry. "Australia". In Issues in Upper Secondary Science Education, 11–31. New York: Palgrave Macmillan US, 2014. http://dx.doi.org/10.1057/9781137275967_2.

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Gao, Catherine Yuan. "Australia". In Palgrave Studies in Global Higher Education, 155–84. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-21465-4_6.

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Thomson, Sue. "Australia: PISA Australia—Excellence and Equity?" In Improving a Country’s Education, 25–47. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-59031-4_2.

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AbstractAustralia’s education system reflects its history of federalism. State and territory governments are responsible for administering education within their jurisdiction and across the sector comprising government (public), Catholic systemic and other independent schooling systems. They collaborate on education policy with the federal government. Over the past two decades the federal government has taken a greater role in funding across the education sector, and as a result of this involvement and the priorities of federal governments of the day, Australia now has one of the highest rates of non-government schooling in the OECD. Funding equity across the sectors has become a prominent issue. Concerns have been compounded by evidence of declining student performance since Australia’s initial participation in PISA in 2000, and the increasing gap between our high achievers and low achievers. This chapter explores Australia’s PISA 2018 results and what they reveal about the impact of socioeconomic level on student achievement. It also considers the role of school funding and the need to direct support to those schools that are attempting to educate the greater proportion of an increasingly diverse student population including students facing multiple layers of disadvantage.

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Mason, Robb. "Australia". In Adult Education — The Legislative and Policy Environment, 11–28. Dordrecht: Springer Netherlands, 1997. http://dx.doi.org/10.1007/978-94-007-0795-5_3.

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Trabalhos de conferências sobre o assunto "Drama in education (Australia)"

"Delivering Drama for Extreme Screen". In SMPTE Australia Conference. IEEE, 2015. http://dx.doi.org/10.5594/m001745.

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Aesthetika, Nur Maghfirah, Yani Kanda e Poppy Febriana. "Kim Hyesan Drama YouTube Channel as a Reference Job in Australia". In 2nd Jogjakarta Communication Conference (JCC 2020). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200818.056.

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Díez-Ajenjo, M. Amparo, Mariola Penadés Fons, M. Carmen García Domene, M. Josefa Luque Cobija e Cristina Peris Martínez. "LEARNING ABOUT VISION THROUGH DRAMA". In 13th International Technology, Education and Development Conference. IATED, 2019. http://dx.doi.org/10.21125/inted.2019.0810.

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Birch, Peter, e Thomas Lennerfors. "Teaching Engineering Ethics With Drama". In 2020 IEEE Frontiers in Education Conference (FIE). IEEE, 2020. http://dx.doi.org/10.1109/fie44824.2020.9274160.

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Gałązka, Alicja. "DRAMA IN EDUCATION FOR SUSTAINABLE DEVELOPMENT". In International Technology, Education and Development Conference. IATED, 2017. http://dx.doi.org/10.21125/inted.2017.1643.

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Radics, Rudolf, e Kristian Benyovszky. "DRAMA PEDAGOGY FOR PUBLIC EDUCATION AND HIGHER EDUCATION". In 13th International Conference on Education and New Learning Technologies. IATED, 2021. http://dx.doi.org/10.21125/edulearn.2021.1400.

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Jones, Clive. "Integration for Education". In SMPTE Australia Conference. IEEE, 1999. http://dx.doi.org/10.5594/m001219.

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Klimova, T. A. "DIRECTOR OF EDUCATIONAL EVENT: DRAMA EDUCATION TOOLS". In ПСИХОЛОГИЯ ТВОРЧЕСТВА И ОДАРЕННОСТИ. Москва: Ассоциация технических университетов, 2021. http://dx.doi.org/10.53677/9785919160472_172_176.

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McCotter, Sinéad. "MAKING A DRAMA OUT OF LEARNING". In 10th International Conference on Education and New Learning Technologies. IATED, 2018. http://dx.doi.org/10.21125/edulearn.2018.1229.

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Kuzmenkova, Yulia. "DRAMA ACTIVITIES IN ENGLISH LANGUAGE TEACHING". In SGEM 2014 Scientific SubConference on PSYCHOLOGY AND PSYCHIATRY, SOCIOLOGY AND HEALTHCARE, EDUCATION. Stef92 Technology, 2014. http://dx.doi.org/10.5593/sgemsocial2014/b13/s3.032.

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Relatórios de organizações sobre o assunto "Drama in education (Australia)"

Graves, Darlene. Creative Drama as an Instructional Strategy in Adult Christian Education. Portland State University Library, janeiro de 2000. http://dx.doi.org/10.15760/etd.1349.

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Lotz, Amanda, Anna Potter, Marion McCutcheon, Kevin Sanson e Oliver Eklund. Australian Television Drama Index, 1999-2019. Queensland University of Technology, 2021. http://dx.doi.org/10.5204/rep.eprints.212330.

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This report examines changes in the production and commissioning of Australian television drama from 1999–2019, a period marked by notable changes in the business of television in Australia and globally. More production companies now make drama in Australia; however, the fact that more companies share less than half the annual hours once produced raises concerns about sustainability. Several major Australian production companies have been acquired by foreign conglomerates and challenge the viability of domestic companies that lack access to international corporate capital and distribution. The decrease in adult drama hours commissioned by commercial broadcasters has reshaped Australian television drama more than any other change. The national broadcasters have increased their role in commissioning, particularly in children’s drama. Titles have not decreased nearly as significantly as the number of episodes per series. Commercial broadcasters’ drama decreased from an average of 21 episodes per title in 1999 to seven in 2019, a 60 per cent decrease that, along with the increasing peripheralization of soaps, has diminished available training grounds and career paths in the Australian scripted production industry.

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Dabrowski, Anna, Yung Nietschke, Pauline Taylor-Guy e Anne-Marie Chase. Mitigating the impacts of COVID-19: Lessons from Australia in remote education. Australian Council for Educational Research, dezembro de 2020. http://dx.doi.org/10.37517/978-1-74286-618-5.

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This literature review provides an overview of past and present responses to remote schooling in Australia, drawing on international research. The paper begins by discussing historical responses to emergency and extended schooling, including during the COVID-19 crisis. The discussion then focuses on effective teaching and learning practices and different learning design models. The review considers the available evidence on technology-based interventions and their use during remote schooling periods. Although this research is emergent, it offers insights into the availability and suitability of different mechanisms that can be used in remote learning contexts. Noting that the local empirical research base is limited, the discussion focuses on the ways in which Australia has drawn upon international best practices in remote schooling in order to enhance teaching and learning experiences. The paper concludes by discussing the conditions that can support effective remote schooling in different contexts, and the considerations that must be made around schooling during and post pandemic.

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Thomson, Sue, Nicole Wernert, Sima Rodrigues e Elizabeth O'Grady. TIMSS 2019 Australia. Volume I: Student performance. Australian Council for Educational Research, dezembro de 2020. http://dx.doi.org/10.37517/978-1-74286-614-7.

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The Trends in International Mathematics and Science Study (TIMSS) is an international comparative study of student achievement directed by the International Association for the Evaluation of Educational Achievement (IEA). TIMSS was first conducted in 1995 and the assessment conducted in 2019 formed the seventh cycle, providing 24 years of trends in mathematics and science achievement at Year 4 and Year 8. In Australia, TIMSS is managed by the Australian Council for Educational Research (ACER) and is jointly funded by the Australian Government and the state and territory governments. The goal of TIMSS is to provide comparative information about educational achievement across countries in order to improve teaching and learning in mathematics and science. TIMSS is based on a research model that uses the curriculum, within context, as its foundation. TIMSS is designed, broadly, to align with the mathematics and science curricula used in the participating education systems and countries, and focuses on assessment at Year 4 and Year 8. TIMSS also provides important data about students’ contexts for learning mathematics and science based on questionnaires completed by students and their parents, teachers and school principals. This report presents the results for Australia as a whole, for the Australian states and territories and for the other participants in TIMSS 2019, so that Australia’s results can be viewed in an international context, and student performance can be monitored over time. The results from TIMSS, as one of the assessments in the National Assessment Program, allow for nationally comparable reports of student outcomes against the Melbourne Declaration on Educational Goals for Young Australians. (Ministerial Council on Education, Employment, Training and Youth Affairs, 2008).

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Dix, Katherine, Syeda Kashfee Ahmed, Toby Carslake e Shani Sniedze-Gregory. Evidence of impact underpinning Life Education Programs. Life Education Australia, setembro de 2021. http://dx.doi.org/10.37517/978-1-74286-643-7.

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This rapid evaluation of core Life Education programs conducted by the Australian Council for Educational Research (ACER) in June 2021 is an independent investigation that demonstrates the evidence base underpinning Life Education programs in primary schools Australia-wide. It presents a national snapshot by drawing upon existing Life Education-specific evaluation data, existing ACER student wellbeing data, and accepted best practice in the field of student health and wellbeing education. The project addressed the key evaluation questions: How are core Life Education programs underpinned by evidence-based best practice, and how are core Life Education programs impacting primary-aged student wellbeing outcomes that align to the health and physical education Australian and State Curriculums?

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Pitman, Tim, Paul Koshy, Daniel Edwards, Liang-Cheng Zhang e Julie McMillan. Australian Higher Education Equity Ranking Project: Final Report. Australian Council for Educational Research, 2019. http://dx.doi.org/10.37517/978-1-74286-666-6.

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This report details the findings of a feasibility study for the Department of Education and Training (DET) into the development of a higher education student equity ranking index. The purpose of study was to determine whether it was possible to measure higher education equity performance at the institutional level and convey each institution’s relative performance through an ‘equity rank’. The ranking was to be based on institutional performance in regard to equity-group students, including students from low socio-economic backgrounds; students from regional/remote areas of Australia; Indigenous students; students with disability; and students from non-English speaking backgrounds.

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Douglas, Bettina, e Ann Bonner. Nephrology-specific Clinical Performance Indicators for Nurse Practitioner Education in Australia: A Resource for Students and Clinical Support Team Members. Queensland, Australia: Queensland University of Technology, junho de 2017. http://dx.doi.org/10.5204/rep.eprints.106890.

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Thomson, Sue. PISA 2018: Australia in Focus Number 1: Academic resilience among Australian students. Australian Council for Educational Research, março de 2021. http://dx.doi.org/10.37517/978-1-74286-624-6.

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Socioeconomically disadvantaged students (i.e. those whose scores on a constructed measure of social and cultural capital are below a specified cut-off, usually the 25th percentile) have been found to be more likely to drop out of school, repeat a grade, achieve lower levels at senior secondary school, and score lower on tests such as the Programme for International Student Assessment (PISA). Despite this association between socioeconomic disadvantage and poorer outcomes related to education, a percentage of students who come from disadvantaged backgrounds enjoy success at school. This apparent success despite the odds is of interest to researchers and educators alike – what, if any, characteristics do these academically resilient students share, why might this be and what can we learn from this group of students, however small, that might assist in improving outcomes for all students, regardless of their socioeconomic background?

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Mayfield, Colin. Higher Education in the Water Sector: A Global Overview. United Nations University Institute for Water, Environment and Health, maio de 2019. http://dx.doi.org/10.53328/guxy9244.

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Higher education related to water is a critical component of capacity development necessary to support countries’ progress towards Sustainable Development Goals (SDGs) overall, and towards the SDG6 water and sanitation goal in particular. Although the precise number is unknown, there are at least 28,000 higher education institutions in the world. The actual number is likely higher and constantly changing. Water education programmes are very diverse and complex and can include components of engineering, biology, chemistry, physics, hydrology, hydrogeology, ecology, geography, earth sciences, public health, sociology, law, and political sciences, to mention a few areas. In addition, various levels of qualifications are offered, ranging from certificate, diploma, baccalaureate, to the master’s and doctorate (or equivalent) levels. The percentage of universities offering programmes in ‘water’ ranges from 40% in the USA and Europe to 1% in subSaharan Africa. There are no specific data sets available for the extent or quality of teaching ‘water’ in universities. Consequently, insights on this have to be drawn or inferred from data sources on overall research and teaching excellence such as Scopus, the Shanghai Academic Ranking of World Universities, the Times Higher Education, the Ranking Web of Universities, the Our World in Data website and the UN Statistics Division data. Using a combination of measures of research excellence in water resources and related topics, and overall rankings of university teaching excellence, universities with representation in both categories were identified. Very few universities are represented in both categories. Countries that have at least three universities in the list of the top 50 include USA, Australia, China, UK, Netherlands and Canada. There are universities that have excellent reputations for both teaching excellence and for excellent and diverse research activities in water-related topics. They are mainly in the USA, Europe, Australia and China. Other universities scored well on research in water resources but did not in teaching excellence. The approach proposed in this report has potential to guide the development of comprehensive programmes in water. No specific comparative data on the quality of teaching in water-related topics has been identified. This report further shows the variety of pathways which most water education programmes are associated with or built in – through science, technology and engineering post-secondary and professional education systems. The multitude of possible institutions and pathways to acquire a qualification in water means that a better ‘roadmap’ is needed to chart the programmes. A global database with details on programme curricula, qualifications offered, duration, prerequisites, cost, transfer opportunities and other programme parameters would be ideal for this purpose, showing country-level, regional and global search capabilities. Cooperation between institutions in preparing or presenting water programmes is currently rather limited. Regional consortia of institutions may facilitate cooperation. A similar process could be used for technical and vocational education and training, although a more local approach would be better since conditions, regulations and technologies vary between relatively small areas. Finally, this report examines various factors affecting the future availability of water professionals. This includes the availability of suitable education and training programmes, choices that students make to pursue different areas of study, employment prospects, increasing gender equity, costs of education, and students’ and graduates’ mobility, especially between developing and developed countries. This report aims to inform and open a conversation with educators and administrators in higher education especially those engaged in water education or preparing to enter that field. It will also benefit students intending to enter the water resources field, professionals seeking an overview of educational activities for continuing education on water and government officials and politicians responsible for educational activities

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Ahmed, Syeda Kashfee, Pru Mitchell e Jenny Trevitt. Rapid review of effective practice principles in the design and delivery of digital resources for teachers. Australian Council for Educational Research, junho de 2021. http://dx.doi.org/10.37517/978-1-74286-671-0.

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This rapid review, commissioned by Life Education Australia (LEA), gathered evidence about effective practice in the design and delivery of digital professional learning for teachers. Its goal was to inform development of principles to guide the design and delivery of LEA’s own digital resources for teachers. The key research question for the review was: What does the research evidence say about the design and delivery of digital / online resources for teachers and what practice implications and recommendations could be made based on this research evidence?

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