A snapshot of SOSE in Victorian schools, 2003

Presents a study on teaching Studies of Society and Environment (SOSE) in secondary schools in Victoria. Socio-demographic characteristics of SOSE teachers; Curriculum analysis; Attitudes of teachers and students toward SOSE; Challenges being faced by SOSE teachers; Implications of SOSE on Victorian education.

QTP in Victoria: listening to teachers leads to quality professional development

How do you get information and communication technology working for authentic learning across the curriculum? It depends on quality professional development. The author draws on her research and evaluation work on a Quality Teacher Program pilot project by the Victorian Department of Education and Training to explain why listening to teachers is leading to just that.

'Girls talking about girls' issues' : the importance of girls-only health and physical education in promoting well-being

Recognition of the important role schools play in the promotion of student well-being can be seen in the growing number of policies and programs being implemented in schools across Australia. This paper reports on some initial data from focus group interviews with Year 9 and 10 girls involved in the pilot of a health and physical activity intervention designed to connect them to their local community and reconnect them with their school and their peers. The aim of the program was to build connectedness and resilience by engaging young women in non-traditional physical activities whilst providing them with a sound understanding of health issues relevant to adolescent girls. Situated in a relatively isolated rural community 200 kilometres south-east of Melbourne the program was overwhelmingly delivered by regional and local agencies in conjunction with the local secondary school. The intervention was built on a partnerships model designed with the purpose of increasing participation and access for young women whilst building a sustainable program run in partnership between the school and local agencies and services. The initial data from this pilot indicates the program is having a positive impact on the young women's sense of self and their bodies, their relationships with their peers and in reducing bullying behaviour amongst the girls. However, the data raises some important questions around the adequacy of school-based health education, and the sustainability of approaches designed to be delivered by outside agencies rather than classroom teachers.

Improving primary school health education through action research : a case study

Limited research has been conducted concerning the actual practice of health education in Victorian schools. This study investigates the health education curriculum at a large primary school in the south-eastern suburbs of Melbourne. The investigation involves a critical analysis of current practices in health education in the upper school through the development of a ‘small’ action research group. Data were gathered through document collection, questionnaires, interviews, discussions, diary and reflective journal entries. The action research group, consisting of the teacher-researcher and upper school teachers, developed, implemented and reflected upon units of work piloted with upper school students. Alternative approaches to health education were explored. The aim was to accommodate critically informed discourse amongst colleagues to promote self-reflective enquiry and facilitate improvements to existing pedagogic practices. During the course of the investigation, factors limiting and facilitating action research and curriculum change in health education, became evident. These included personal, practical, curriculum and organisational constraints operating externally and internally on the school and classroom environments. Despite these constraints, it was demonstrated in this study, that action research can contribute to the improvement of pedagogic practices in health education. Small ‘authentic’ action research projects may provide alternative internal professional development structures for teachers and consequently improve learning opportunities for students.

Reengaging 'at-risk' youth in secondary education

A psychosocial study suggesting how 'at-risk' youth may reengage in secondary education. There are four outcomes: first, recognize identity work as key to understanding youth; second, progressively include youth in decision making; third, empower youth through collegial dialogue; finally, share creation of and responsibilities for content, process, assessment and evaluation.

Teacher narratives and curricular justice : a study of teachers' work in the disadvantaged schools' program in Victorian education

Investigates teacher contributions to conversations about theory, policy and practice concerning poverty and education. The research examines patterns in teacher interpretive categories drawn from action research texts and associated documentation in the Disadvantaged School Program in Victoria over a twenty year period. Deals theoretically with the sociology of curricular theory, history and practice through the utilisation of feminist, postcolonial and poststructural approaches to society and culture.

Impact of four foreign aided projects on developments in secondary education in Bangladesh

Examines four foreign aided development projects in the secondary education sub-sector in Bangladesh. Investigates planning and implementation practices employed during the life of the four projects in order to identify factors likely to lead to greater sustainability of development projects financed with foreign aid. A major concern was how foreign aided projects sustain, or lack the means to sustain, developments that have begun when project funding ceases.

State of play in early childhood teacher training in Victoria

The study explores the varying changes in emphasis on play within early childhood teacher training. Differing interpretations as to the importance of play are identified as well as the factors impacting on the future of a play-based curriculum.

Secondary English in the Australian curriculum: Tasmanian teachers’ perceptions of implementation – a conceptual overview

Australian school curricula are currently being reformed with the nation-wide introduction of the Australian Curriculum, designed to bring national subject content and assessment standard conformity through the detailing of the “core knowledge, understanding, skills and general capabilities [that are deemed] important for all Australian students” (Australian Curriculum, Assessment and Reporting Authority [ACARA], 2008). The reform and implementation of any curriculum requires well- structured planning, and at the school level, curriculum implementation requires the input of teachers – the frontline stakeholders. Research suggests that the implementation of a new curriculum requires concentrated support to ensure that teachers are able to work and progress through professional learning effectively (Mulford, 2008; Australian Curriculum Coalition, 2010). This chapter is presented in two parts: a discussion about the incoming Australian Curriculum: English, and an outline of a proposed qualitative case study that will examine English teachers’ perceptions of the implementation of the Australian Curriculum: English in Tasmania.

Australian pre-service secondary teacher education courses : challenges and Dilemmas

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Report of the commissioners on secondary education.

Presented to Parliament by command of Her Majesty.

Information about the Office of Elementary and Secondary Education.

Shipping list no.: 90-693-P.

Problems in Prussian secondary education for boys, with special reference to similar questions in England.

Mode of access: Internet.