List of Titles

Authors: Brandenburg, Robyn
Date: 2004
Type: Text , Journal article
Relation: Australian Journal of Education Vol. 48, no. 2 (2004), p. 166-181
Full Text: false
Reviewed:
Description: This paper is an account of one aspect of a self-study - the 'roundtable reflections' - conducted over two semesters with two cohorts of Bachelor of Education preservice teachers at the University of Ballarat. An innovative approach to learning and teaching mathematics based on negotiation, 'commuting' teaching experience, and systematic reflection was introduced with each cohort and roundtable sessions provided the reflective space for the systematic 'unpacking' of the learning. Analysis of these roundtable sessions has developed understandings of the impact and effectiveness of this approach in redefining the role of both the preservice teacher and the teacher educator as 'co-learners'. The implications for those involved in teacher education are explored as a means of further understanding the nature of teaching and learning about teaching.
Description: C1
Description: 2003000762

Authors: Smyth, John
Date: 2003
Type: Text , Journal article
Relation: Australian Journal of Education Vol. 47, no. 3 (2003), p. 265-282
Full Text: false
Reviewed:
Description: The move to local school management (LSM) in its various formations is one of the most significant educational policy moves to occur in recent times in western countries. Although something is known about the effects on governance, budgeting and resource decision making, relatively little is known about the rhetorical and actual ways teachers' work is affected. Even the proponents admit this, albeit in terms of the little known relay effect on student learning. Drawing on the narrative biography of a single high school teacher, as part of a larger multi-sited ethnography, this study revealed the level of policy incoherence to be such that most of the worst excesses of accountability and marketisation accompanying LSM were minimised. Emerging from a deeply held set of pedagogical values and convictions, this instance confirmed a robust view of teacher identity as lying beyond those of victim construction.
Description: 2003003527

Authors: Angus, Lawrence , Snyder, Ilana , Sutherland-Smith, Wendy
Date: 2003
Type: Text , Journal article
Relation: Australian Journal of Education Vol. 47, no. 1 (2003), p. 18-39
Full Text: false
Reviewed:
Description: By concentrating on cases of family engagement with information communication technologies at a very local level, this paper tries to illustrate that issues related to 'access' and social disadvantage require extremely sophisticated and textured accounts of the multiple ways in which interrelated critical elements and various social, economic and cultural dimensions of disadvantage come into play in different contexts. Indeed, to draw a simple dichotomy between the technology haves and have-nots in local settings is not particularly generative. It may be the case that, even when people from disadvantaged backgrounds manage to gain access to technology, they remain relatively disadvantaged.
Description: C1
Description: 2003000499

Authors: Smith, Patricia
Date: 2002
Type: Text , Journal article
Relation: Primary voices K-6 Vol. 10, no. 4 (2002), p. 31-34
Full Text: false
Reviewed:
Description: Reflects on the articles in this themed issue on reflective practice. Notes that these teacher/authors have been influenced by prior learning, past experience, feelings, attitudes, values, the school constraints on the learning environment, and their own assumptions about teaching. Describes how teachers have formed a learning community to increase awareness of reflective teaching.
Description: C1
Description: 2003000133

Authors: Smyth, John , Hattam, Robert
Date: 2002
Type: Text , Journal article
Relation: British Educational Research Journal Vol. 28, no. 3 (June 2002), p. 375-397
Full Text: false
Reviewed:
Description: Early school leaving is one of the most protracted educational problems around the world, but one of the least understood. Central to the issue itself, is the failure by the educational policy community to have ways of adequately ‘naming’ the problem. The study reported in this paper examines early school leaving from the position of 209 young Australians who had left school or who were at imminent risk of doing so. While acknowledging the considerable complexity of the decision making processes that lie behind this problem, this article provides a tentative theorising that traverses aspects of what we call the ‘cultural geography of the high school’ as a partial explanation of what is occurring. The question being pursued was how the culture of the school contributed to or interfered with early school leaving.

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