Educational leadership that fosters 'student voice'
- Authors: Smyth, John
- Date: 2006
- Type: Text , Journal article
- Relation: International journal of leadership in education: Theory and practice Vol. 9, no. 4 (2006), p. 279-284
- Full Text: false
- Reviewed:
- Description: This special issue focuses on a controversial topic that has been kept off the official agenda for far too long in educational circles. The question of how to pursue forms of leadership that listen to and attend to the voices of the most informed, yet marginalized witnesses of schooling, young people, has to be the most urgent issue of our times.
- Description: C1
- Description: 2003001901
Globalization and the reshaping of teacher professional culture : Do we train competent technicians or informed players in the policy process?
- Authors: Angus, Lawrence
- Date: 2006
- Type: Text , Book chapter
- Relation: Handbook of Teacher Education: Globalization, Standards and Professionalism in Times of Change Chapter 47 p. 141-156
- Full Text: false
- Reviewed:
- Description: This book provides an international review of the current state of teacher education, with chapters from an international group of teacher educators. It focuses on major issues that are confronting teacher educators now and in the next decade. These include the impact of globalization on the profession of teaching, and how teacher education must deal with changing accountability requirements from governments and establish a set of minimum standards acceptable to enable a person to teach. The work also considers aspects of the three major phases of teacher education: the period prior to commencing in the profession, successful induction into the profession, and the ongoing professional development of teachers. Finally, it identifies ways in which new technologies can be used to improve the training and ongoing development of teachers. Cases from different countries are used to provide a rich base of data to help us understand how the profession is moving onwards.
- Description: B1
- Description: 2003002102
IES 4 - Ethics education revisited
- Authors: Dellaportas, Steven , Leung, Philomena , Cooper, Barry , Jackling, Beverley
- Date: 2006
- Type: Text , Journal article
- Relation: Australian accounting review Vol. 16, no. 38/1 (2006), p. 4-12
- Full Text: false
- Reviewed:
- Description: In 2003, the International Federation of Accountants (IFAC) issued a set of International Education Standards (IES). IES 4 Professional Values, Ethics and Attitudes aims to equip candidates for membership of an IFAC member body with the appropriate professional values, ethics and attitudes to function as professional accountants. This paper explores the implications of IES 4 and analyses some of the challenges arising from an international professional accounting body prescribing ethics education. It concludes with an overview of considerations to be addressed to ensure that the implementation of IES 4 is successful.
- Description: C1
- Description: 2003001769
Introduction to themed issue new pedagogies for school and community 'capacity building' in disadvantaged schools and communities
- Authors: Smyth, John
- Date: 2006
- Type: Text , Journal article
- Relation: Learning communities Vol. 3, no. (2006), p. 3-6
- Full Text: false
- Reviewed:
- Description: The educational landscape is changing dramatically and profoundly for schools and communities across Australia and other western countries. It is no longer the case that children automatically do not attend their local neighbourhood school, nor can it be assumed that within public schools that there is a heterogenous social mix. What we have is an increasingly segregated, stratified and residualised system of education in Australia as neo-liberal policies of so-called 'choice' do their pock-marking with those who can afford it 'opting out' to private education, leaving behind those without the resources to exercise choice.
- Description: C1
- Description: 2003001904
Listening to men learning
- Authors: Golding, Barry
- Date: 2006
- Type: Text , Journal article
- Relation: The international journal of learning Vol. 12, no. 9 (2006), p. 265-272
- Full Text:
- Reviewed:
- Description: This paper reports on the results of a study of the learning preferences of adult males in small, rural Australian towns. The researcher employed a survey of men in each of ten towns in 2004 to explore and compare their learning experiences and preferences-in adult and community education (ACE) programs on one hand, and in community-based volunteer organisations (fire services, landcare senior citizens and football clubs) on the other. The research confirms the considerable importance for men of regular learning experienced in less formal learning contexts as community volunteers, and highlights the barriers ICT poses for older men.
- Description: 2003002093
Men's learning in small remote towns in Australia
- Authors: Golding, Barry
- Date: 2006
- Type: Text , Book chapter
- Relation: Lifelong Learning, Participation and Equity Chapter 16 p. 175-203
- Full Text: false
- Reviewed:
- Description: B1
- Description: 2003007641
- Description: 2003002084
The politics of reform of teachers' work and the consequences for schools : Some implications for teacher education
- Authors: Smyth, John
- Date: 2006
- Type: Text , Journal article
- Relation: Asia-Pacific Journal of Teacher Education Vol. 34, no. 3 (2006), p. 301-319
- Full Text: false
- Reviewed:
- Description: This paper argues that we are currently experiencing a debilitating overload of political interference and media hyperbole in respect of teaching and teacher education, and that much of this blitzkrieg amounts to a 'political spectacle' and blatant neo-liberal ideology dressed up as rational analysis. The politics of disparagement being unleashed on public education, and by association teacher education, is intended to laminate over the real issue, which is a cultural war over what is officially allowed to constitute teaching and learning.
- Description: C1
- Description: 2003001902
Walk the talk: the journey towards deconstructing the education environment as a model for anti-oppressive social and community welfare practice
- Authors: Manning, Debra
- Date: 2006
- Type: Text , Journal article
- Relation: Practice Reflexions Vol. 1, no. 1 (2006), p. 27-38
- Full Text: false
- Reviewed:
- Description: As an experienced social welfare practitioner, two years spent living and working as a volunteer in Botswana forced me to reflect critically on my practice, but it was not until I returned that I recognised the pervasive power of our culture to oppress, most visibly, Indigenous Australians. That realisation has led me to focus on issues of power, racism and oppression in my social and community welfare teaching and I am endeavouring to develop a model of teaching that not only raises these issues and strategies to address them for practice but provides an educational environment that enables students to experience such a model. This paper examines the process of integrating my personal experience with my professional teaching and welfare practice and offers some ideas about how social and community welfare students might learn to be genuinely inclusive professional workers through their educational experience.
Why do Chinese universities seek foreign university partners: An Investigation of the motivating factors behind a significant area of alliance activity
- Authors: Willis, Mike
- Date: 2006
- Type: Text , Journal article
- Relation: Journal of Marketing for Higher Education Vol. 16, no. 1 (2006), p. 115-14
- Full Text: false
- Reviewed:
- Description: Considerable research has been undertaken into the issue of Sino foreign strategic alliances in the area of higher education, particularly since the late 1990s, when universities in China signed an increasing large number of alliance agreements with foreign universities (Willis 2000, 2005a). Although there has been considerable research regarding various aspects of these alliances, including the types of activities undertaken, and the levels of alliances formed in this sector (Hayhoe 1989, 1996; Willis 2000), there has been less evaluation of the factors which have motivated the majority of Chinese universities to actively seek suitable foreign partners for collaboration particularly in regard to the delivery of activities and programs within China. This research identifies a range of factors driving the Chinese desire to form alliances with foreign universities. These in general relate to the special and somewhat idiosyncratic role of universities as agents of social and economic change in China. To effect this change they have often sought foreign partners who are able to assist China to develop a market economy. Universities within the Chinese top 100 university system have become increasingly selective in their choice of foreign universities and are requiring far higher levels of commitment than hitherto. It is now not unusual for foreign universities to deliver degree programs in China, and not just via study abroad and distance means. Gradually, over time, Chinese universities have become more discerning, particular and careful in the selection of foreign university partners. To this end, this paper identifies three distinct phases of Chinese university selection of foreign partners, dating back to 1978. The current phase, which emerged around 2000-2001 underscores the growing desire on the part of Chinese universities to select better quality, more committed and longer-term foreign partners-partly an issue of signing agreements with fewer, but better universities than in the past when a more “scattergun” approach was utilised.
- Description: C1
- Description: 2003007125
You don’t have other teachers to bounce ideas off
- Authors: Tytler, Russell , Mousley, Judith , Tobias, Steve , MacMillan, Agnes , Marks, Genee
- Date: 2006
- Type: Text , Book chapter
- Relation: Science, ICT and Mathematics Education in Rural and Regional Australia: State and Territory Case Studies Chapter p. 44-64
- Full Text: false
- Reviewed:
- Description: B1
- Description: 2003002390
About Face : Implications of research into men's learning preferences in rural towns
- Authors: Golding, Barry
- Date: 2005
- Type: Text , Conference paper
- Relation: Paper presented at Emerging Futures 2005: recent, responsive and relevant research Conference, Brisbane : 13th -15th April, 2005
- Full Text:
- Reviewed:
- Description: E1
- Description: 2003001327
Challenges for social work and welfare education in 21st century: A contextual analysis
- Authors: Green, Rosemary
- Date: 2005
- Type: Text , Conference paper
- Relation: Paper presented at the Annual International HERDSA Conference 2005, Sydney : 3rd - 6th July, 2005
- Full Text:
- Reviewed:
- Description: The social work and welfare profession has experienced change and challenge from a number of sources in the late 20th Century. In Western countries, changing government ideology and policy about welfare provision has fundamentally altered the landscape in which social and welfare workers are employed. The role and purpose of the social welfare profession has been interrogated, with a resulting perceived 'crisis' for the profession. Government policies have also affected the provision of education for students, and this, too, has had an impact on the shape and structure of courses, and the work of academics. In addition, broader changes in society have created a challenging environment, for example, there is a general distrust of professionals together with the speaking out by marginalised groups about their place and treatment within society and by professional groups such as social welfare. Such a context affects the profession, and recruitment of students. Within this milieu, social work and welfare education must equip graduates to work effectively in a changing and sometimes hostile world. This paper broadly examines the context affecting provision of education for social work and education in the 21st century. These issues are similar across Western countries, and affect many other professional groups.
- Description: E1
- Description: 2003001260
Choice, training, community, transition
- Authors: Marks, Genee
- Date: 2005
- Type: Text , Book
- Full Text: false
- Reviewed:
- Description: A1
- Description: 2003001339
From supervising practica to mentoring professional experience : Possibilities for education students
- Authors: Zeegers, Margaret
- Date: 2005
- Type: Text , Journal article
- Relation: Teaching Education Vol. 16, no. 4 (2005), p. 349-357
- Full Text:
- Reviewed:
- Description: This paper explores the possibilities presented in examining taken for granted aspects of pre-service teacher practicum practices, especially in terms of naming and positioning within teacher education, as they present at a regional university in Ballarat, Australia. The University of Ballarat has introduced a new P-10 teacher education course which is about to enter its fourth year. The course has focused some of its attention on traditional aspects of paid supervisory and assessment roles of practising teachers in relation to student teachers. As a result, changes have been made, with reconfigured foci on the roles of both practising teachers and undergraduate students, as well as those of other staff who support the new programme. One such focus is on what Schön described as "indeterminate zones of practice," and the result has been a research programme exploring those zones as part of mentorship in relation to mandated supervision and assessment requirements for graduate registration. Examination of data provided by transcripts of focus groups conducted with the students, mentors, community coordinators, and university teachers involved in the programmes suggests possibilities that may serve to inform efforts to meet a major part of the challenge to better prepare pre-service teachers in finding innovative and relevant ways to improve practicum experience from the outset of undergraduate education. Those involved in the programme at the University of Ballarat have examined assumptions underlying participants' roles in relation to partnerships within communities of practice in relation to the roles of university and educators in the field, as well as critically examining concepts of mentoring that guide reflection on practice and scaffold student learning. Such considerations go beyond concerns of individual pre-service teacher classroom performances, focusing on the generalizability of pre-service teacher experience in relation to the profession as a whole. © 2005 School of Education, University of Queensland.
- Description: C1
- Description: 2003001329
Not exactly rocket science : Replicating good practice in meeting diverse client needs
- Authors: Golding, Barry
- Date: 2005
- Type: Text , Book
- Full Text:
- Reviewed:
- Description: A1
- Description: 2003001325
Policies, practices and professional development : A study of curriculum implementation within an Australian high school
- Authors: O'Meara, James
- Date: 2005
- Type: Text , Thesis , PhD
- Full Text: false
- Description: The overall aim of this portfolio is to discuss [...] understanding of the curriculum process surrounding the development of the Health and Physical Education Curriculum and Standards Framework II (HPE CSFII) and its implementation in a Victorian secondary school. The unit of analysis was a group of physical educators from Newviews Secondary College. Throughout 2002, interviews, surveys and document analysis were used to see how 'how and if' the HPE CSFII was being adopted and 'implemented' by the group.
- Description: Doctor of Philosophy
School leadership that is informed by students' and teachers' voices of hope : Reclaiming our lost ways from an Australian perspective
- Authors: Smyth, John
- Date: 2005
- Type: Text , Journal article
- Relation: Journal of School Leadership Vol. 15, no. (2005), p. 130-142
- Full Text: false
- Reviewed:
- Description: C1
- Description: 2003001468
Self-study as a means of understanding and embracing the complexities of (re)learning as a teacher educator
- Authors: Brandenburg, Robyn
- Date: 2005
- Type: Text , Conference paper
- Relation: Paper presented at Challenges for the profession: Perspectives and directions for teachers, teaching and teacher education Conference 2005, Sydney : 2nd June, 2005
- Full Text:
- Reviewed:
- Description: E1
- Description: 2003001319
Standards of critical inquiry
- Authors: Smyth, John
- Date: 2005
- Type: Text , Book chapter
- Relation: Standards for Instructional Supervision Chapter 14 p. 91-105
- Full Text: false
- Reviewed:
- Description: B1
- Description: 2003001463
Sustainability and community based organisations : The adult and community education sector in Victoria
- Authors: Harman, Jessie , Lowe, Julian , Campbell, Dianne
- Date: 2005
- Type: Text , Conference paper
- Relation: Paper presented at the 2005 ARNOVA Conference, Washington DC, USA : 17th November, 2005
- Full Text: false
- Reviewed:
- Description: E1
- Description: 2003001460