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Translating the Disability Standards for Education 2005 into practice [Doctoral dissertation, University of Newcastle]
No full textThe Australian Disability Standards for Education 2005 (DSE) prescribe minimal standards for required action by education providers for students with disability and the removal of barriers that may impede their inclusion in all aspects of school and community life. Using D.E. Smith’s (2006) framework for institutional ethnography and Bourdieu’s (1992) theory of research practice, in this study I investigated how the DSE were translated into practice. No research project has previously attempted to measure current practice in Australia using the standards as the benchmark.Inductive discourse analysis identified norms established in the DSE regarding intent, knowledge, values, expected actions and procedures. Key education policies and associated documents at national and state levels were interrogated for consistency and discrepancy with the DSE norms. Quantitative and qualitative data were collected over a 12-month period in 2018 via surveys distributed to schools in the state of New South Wales, Australia. Analysis of survey responses from 449 teachers, principals, school counsellors and learning support officers (teaching assistants) investigated enactment of DSE norms. In-depth interviews were also conducted with state and school-level personnel.The discourse analysis suggested inconsistencies and discrepancies within the legislation and education policies. The analysis of aggregated quantitative and qualitative data indicated limited implementation of DSE-expected actions with regard to consultation and collaboration, communication and implementation of individualised learning plans, prevention of discrimination, enrolment and transition procedures, and provision of reasonable adjustments. Multiple regression analyses revealed the culture of a school, understanding of the DSE and attitude to inclusion significantly influenced the practice of consultation, equity, transition processes and individual education plans.Implications and recommendations for reform to legislation, policy and practice at federal, state and school levels are provided. A definition for inclusive education in the Australian context is proposed. This thesis contributes to the literature about inclusive education and provides insight into effective systems that build school capacity, shape an inclusive culture, strengthen staff capability, and ensure quality education for all
Benson, Harry Farmer (1882-1947)
No full textHarry Benson served for over 35 years as a minister and missionary teacher in Japan and Korea. He was the longest serving expatriate missionary in the Far Eastern Division during the pre-Second World War years.https://research.avondale.edu.au/esda/1556/thumbnail.jp
Chone District Mission (1934-1936)
No full textThe Chone District Mission卓尼区会was a short-term sub-entity of the Northwest China Union Mission. Its territory spanned the southeast portion of Qinghai province and the southwest portion of Gansu province, a very mountainous and picturesque district through which flowed the Taohe River. The population was composed of Han Chinese, Muslims, and Tibetans who had migrated north into China. The Tibetans were known as Chone (otherwise Cone, Choni, Zhuoni Xian 卓尼县, or Jonê). Local Chinese called them Sangemao 三根毛, meaning “three bundles of hair” because it was the custom for the women to wear their hair in three thick plaits.https://research.avondale.edu.au/esda/1562/thumbnail.jp
Christensen, Jerald Elvin (1914-2011) and Rose Madonna (Merth) (1915–1989)
No full textJerald Christensen served approximately forty years as a missionary in China, a tenure marked by seemingly endless war conditions for the first decade but then emerging safely to minister for years in the relative peace of Taiwan.https://research.avondale.edu.au/esda/1564/thumbnail.jp
Hunan Mission (1915-1951)
No full textThe province of Hunan (湖南) was considered a part of the South China Mission in 1910. Later, it was placed in the North China Union Mission. Due to a further re-organization of the China field in 1919 it became an entity within the Central China Union Mission. Its headquarters were always at Changsha, the capital of Hunan Province.https://research.avondale.edu.au/esda/1578/thumbnail.jp
Wilcox, Lyle C. (1891-1970) and Hazel Pearl (Lyle) (1895–1987)
No full textLyle Wilcox served as an educator in California, Washington, and Idaho before he and his wife, Hazel, gave 36 years of mission service in China, the Philippines and Malaya.https://research.avondale.edu.au/esda/1607/thumbnail.jp
When is \u27Social Science\u27 an Oxymoron?
Get PDFHow often do we hear the phrase “the research says” in our discussions about improving teaching and learning? What do we mean by the term ‘research’? For many of us, we use this concept under the assumption that something like the ‘scientific method’ has been used to describe educational reality in a way that can help us in our teaching.
This thinking, in turn, sits under our assumptions about the validity of education being part of the ‘social sciences’. But what do we mean, ‘social science’? For some of us, it means using statistical methods to help us discover cause and effects within teaching practice. This can be in the use of ‘qualitative’ as well as ‘quantitative’ methodologies.
Yet it is not uncommon to hear people use phrases such as “But what does the hard data show?” Or, “Was this a real / solid / large enough piece of research?” Such suggestions rely on the assumption that if we use the same scientific method as the physical sciences (which can be referred to as the ‘natural’ or ‘hard’ sciences), then the research is better. This article will review these assumptions with some suggestions for how to be more inclusive in how we conceptualise research with those involved in teaching and learning – i.e. the humans in our classrooms
Generation Alpha: Understanding our Children and Helping them Thrive
Get PDFSocial researchers McCrindle and Fell draw on their experiences in following trends in technology - information management, social media, robotics, and artificial intelligence; demographic trends - aging and diversity in the population, and social trends including interactions between the mix of generations within current society. COVID-19 accelerated and highlighted such trends
Blair, Ross Ewin Goodall (1891–1979)
No full textRoss Ewin Goodall Blair was a secretary/treasurer for several conferences and sales manager for the Signs Publishing Company in Warburton
Cady, Benjamin Jacob (1863–1927) and Iva Rosebud Fowler (1867–1931)
No full textBenjamin J. Cady was a minister who, with his wife, Iva Fowler Cady, devoted two decades to educational, editorial, and evangelistic work as missionaries in the South Pacific