Teachers, instructors and trainers : An Australian focus
- Authors: Smith, Erica
- Date: 2009
- Type: Text , Book chapter
- Relation: International handbook of education for the changing world of work : Bridging academic and vocational education Chapter VIII.3 p. 1203-1217
- Full Text: false
- Description: 2003007936
On the brink
- Authors: McGraw, Amanda
- Date: 2007
- Type: Text , Book chapter
- Relation: Jousting for the new generation: Challenges to contemporary schooling Chapter p. 118-122
- Full Text: false
- Description: 2003005696
Globalization and educational change : Bringing about the reshaping and renorming of practice
- Authors: Angus, Lawrence
- Date: 2004
- Type: Text , Journal article
- Relation: Journal of Education Policy Vol. 19, no. 1 (Jan 2004), p. 23-41
- Full Text:
- Reviewed:
- Description: The tendency in education writing on globalization has been to examine the congruence of educational policies in western societies and the international effects of global governance of education by powerful transnational institutions such as the Organization for Economic Cooperation and Development and the European Union. The authors tend to identify massive changes in approaches to educational governance, including the establishment of a broadly common policy and management agenda that is characterized by 'new managerialism', devolution, and rigid accountability structures, entrepreneurialism, and school effectiveness, that have been imposed largely as a result of globalization. These measures are often seen as being directly related to the 'hollowing out' of the state, and the emergence of neo-liberalism as the informing ideology of both international capitalism and residual nation-states. There are few studies, however, of the dynamics of educational life and micro-political activities that enable or challenge or bring about the kinds of educational reshaping and renorming that are typically associated with globalization. This study attempts to analyse such micro-shaping, which, through reporting an ethnographic study in a site of educational practice, examines how school managers and teachers dealt with government policy intervention and, in the process, both willingly and unwillingly implemented significant educational change.
- Description: C1
- Description: 2003000752
Young people as powerful learners
- Authors: McGraw, Amanda
- Date: 2007
- Type: Text , Book chapter
- Relation: Jousting for the new generation: Challenges to contemporary schooling Chapter p. 24-27
- Full Text: false
- Description: 2003005609
New teachers, new teaching
- Authors: McGraw, Amanda
- Date: 2007
- Type: Text , Book chapter
- Relation: Jousting for the new generation: Challenges to contemporary schooling Chapter p. 93-95
- Full Text: false
- Description: 2003005690
Critical teaching as the counter-hegemony to neoliberalism
- Authors: Smyth, John
- Date: 2010
- Type: Text , Book chapter
- Relation: Revolutionizing pedagogy : Education for social justice within and beyond global neo-liberalism Chapter 8 p. 187-209
- Full Text: false
Behind the masks: a study of teachers' work, emotions and school change
- Authors: McDonough, Sharon
- Date: 2011
- Type: Text , Thesis , PhD
- Full Text:
- Description: This thesis examines the role of teachers’ emotions in their work, particularly during times of school reform and highlights the important role they play during change processes.
- Description: Doctor of Philosophy
Where is class in the analysis of working-class education?
- Authors: Smyth, John , Simmons, Robin
- Date: 2018
- Type: Text , Book chapter
- Relation: Education and Working-Class Youth: Reshaping the Politics of Inclusion Chapter 1 p. 1-28
- Full Text: false
- Reviewed:
- Description: This chapter provides the backdrop and sets the tone for the book. It begins by scoping out some of the challenges and injustices facing working-class youth, and by highlighting some of the mismatches between the structures and processes of education and the lives of many working-class young people. It then goes on to develop an alternative agenda which, it is argued, is necessary to engage working-class youth in relevant and meaningful ways, and to challenge the dominant structures of schooling and education which systematically disadvantage so many young people. The chapter finishes by proving a brief overview of the chapters which follow, and by highlighting some of the key themes explored in the rest of the book.`
Shaping science, technology, engineering and mathematics curriculum in Australian schools: An ecological systems analysis
- Authors: Falloon, Garry , Powling, Markus , Fraser, Sharon , Hatisaru, Vesife
- Date: 2022
- Type: Text , Journal article
- Relation: The Australian journal of education Vol. 66, no. 2 (2022), p. 171-195
- Full Text: false
- Reviewed:
- Description: Improving young people's engagement in science, technology, engineering and mathematics (STEM) is being promoted worldwide as a means of addressing projected shortfalls in expertise needed to further nations' economic, social and environmental goals. Responding to this, schools are reforming traditional discipline-based curricula into interdisciplinary approaches based on problem and project-based designs, to make STEM learning more relevant and meaningful for students. This study drew on a dataset of 449 Australian principal and teacher interviews, to identify factors influencing STEM curriculum in their schools. It utilised Ecological Systems Theory to build understanding relating to the influence of activities and outputs originating at macro, exo and meso system levels, on STEM curriculum and practices in classrooms. Results demonstrated how many innovative schools were able to successfully leverage community, business and national resources to enhance their STEM curriculum, while others struggled due to limitations imposed by geographic or socio-economic factors, or limited access to resources, expertise or advice. Central to achieving this was the powerful influence of principals' and teachers' 'proximal processes and developmental assets' in establishing effective and engaging interdisciplinary STEM curricula, despite constraints imposed by, at best, ambiguous national and state curriculum and policies, rigid assessment regimes and compliance-focused reporting requirements.
Debating new labour education policy
- Authors: Smyth, John , Gunter, Helen
- Date: 2008
- Type: Text , Book chapter
- Relation: Radical Reforms : Perspectives on an Era of Educational Change Chapter p. 182-195
- Full Text: false