- Exploring equality and equity in education
- Boys’ ‘Underachievement’
- Students, Schools, and Their Social Contexts
- Deciphering the Sociopolitical Context of School Reform - The Edvocate
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Information Age Publishing ,. Editors Hoy and Miskel have collected essays on topics including: the punctuated equilibrium of national reading policy: literacy's changing images and venues; productive campus leadership responses to accountability: principals as policy mediators; sources and consequences of organic management in elementary and secondary schools; and principals respond to the school environment with fluidity, alignment, vigilance, and fear.
Also included are writings on the use of tacit knowledge in educational administration and transformational leadership and trust. In its report, Footprints to the Future , the Prime Minister's Youth Pathways Action Plan Taskforce identified a range of concerns about career and transition services around Australia, and made a series of recommendations. In response, the Australian Government Department of Education, Science and Training DEST established 23 Career and Transition CAT pilots, which gave communities the opportunity to explore appropriate models of career and transition service provision, within a flexible, action learning framework.
This evaluation report, prepared by Miles Morgan Australia Pty Ltd, has found that the CAT Pilot has had a significant and immediate impact on a large number of students, on several school communities, and on many parents keen to support their children's career and transition development. The report looks at the impact of baby boomer retirements on industry and markets, Australia and Asia, and job growth by sector. Topics include: skilling Australia; organisational change in a networked world; the future of vocational education and training; the employment push for skills; the impacts of staff turnover, looming retirements and the ageing Australian population; overseas markets; and factors affecting future industry skill needs.
In order to identify and effectively support a new cohort of school leaders, the NSW Department of Education and Training commissioned the Quality Development Unit of the University of Technology, Sydney UTS to research effective approaches to school leaders' professional development. The data in this study has been drawn from a sample of school principals, representative of the many distinctive operating contexts for government schools across New South Wales.
The research indicates that productive learning requires workplace relevance; 'just-in-time' access to relevant resources and ideas; active not passive learning strategies; ongoing peer support and access to proven solutions to agreed improvement priorities; problem-based learning; and the use of practice as both a site and source for learning.
Adapted from the text.
Britain's Increased Flexibilities for year olds Programme IFP was introduced in , aiming to 'create enhanced vocational and work-related learning opportunities for year olds of all abilities who can benefit most'. A total of partnerships between schools and external providers were formed in the first year to achieve this aim. The report is based on an analysis of the baseline surveys of Year 10 students, schools and colleges and training providers which were carried out by NFER in the spring term of The report notes the benefits of the program in terms of staff development, improved understanding of schools, additions to the curriculum, and increased student motivation.
Gilah C. Mathematical beliefs are considered from a variety of perspectives. The publication covers the conceptualisation and measurement of beliefs, and research on teachers' and students' beliefs about mathematics. A diversity of instruments are used for data collection, including surveys, interviews and observations, as well as other, more innovative approaches.
See publisher's description and contents page. Subject Headings Mathematics teaching Students. A draft handbook for principals taking up their first principalship, prepared by Tasmania's Office for Curriculum, Leadership and Learning.
Exploring equality and equity in education
Handbook for a Principal's First Appointment has been compiled by principal consultants and experienced principals over recent years. It has been updated to take into account feedback from new and acting principals in Topics include: leadership in transforming schools; school culture and organisation; policies and planning documents; school grounds, buildings and equipment; grievance procedures; emergencies; and principals' well-being. Bob Johnston tells the story of the world's first laptop school, an independent girls' school in Melbourne, where laptops were made mandatory and how their example spread to thousands of other schools worldwide.
Based on hundreds of interviews, Johnstone reveals how the school solved all the obstacles to laptop learning, and how it inspired the largest educational technology initiative in United States history, with the State of Maine issuing laptops to every seventh-grader in its public school system.
This report covers recent influences on Scotland's secondary school curriculum, and describes opportunities for increased flexibility and innovation in curriculum design. This publication is the result of a collaborative project involving Learning and Teaching Scotland, and Her Majesty's Inspectorate of Education. See commentary in The Scotsman. In the context of the passage of the No Child Left Behind Act, with its commitment to base educational policy on established research findings, Paul Barton synthesizes a large body of research that identifies factors associated with educational attainment, and then looks at their relationship to differential performance by groups in the United States.
Barton looks at what research has told us about the life and educational experiences associated with continual development and school achievement. For example, if low birthweight adversely affects cognitive development, is there a greater incidence of low birthweight in minority populations?
If changing schools is frequently associated with achievement, in which population subgroups do children most frequently do this? And if length of teachers' experience is associated with achievement, what are the differentials in experience for students in different population subgroups? Answering such questions may help in 'parsing the achievement gap'. This edited collection contains contributions from some of the leading figures in educational leadership research, and will assist school leaders with strategic planning by alerting them to many of the emerging issues and trends in education.
It deals with issues such as recruitment, assessment, high-stakes testing, teacher quality and technology.
Students, Schools, and Their Social Contexts
This series centres around the various skills specified in the assessment objectives AOs for English courses in England. Focusing on the AOs most relevant to language, this books sets out to help students to develop their knowledge and abilities through analysis of texts and contemporary data. Included are accessible explanations, examples, exercises, a glossary of key terms, and suggested answers.
Language and Social Contexts considers language within the social contexts in which it is used and understood; covers the key skills and topics, including social contexts, transcripts and the contexts of speech, language and age, language and gender and regional talk; and analyses a variety of spoken and written texts, from conversations and text messages to wedding invitations, road signs, police warnings and advertisements.
Deciphering the Sociopolitical Context of School Reform - The Edvocate
Tuomi-Grohn, Y. This book explores theoretical perspectives and practical possibilities in order to analyse the learning opportunities emerging in the transitional zones between educational institutions and workplaces. International contributors draw on a range of ideas developed within constructivistic, socio-cultural and activity theory, and focus on the processes of transition, transfer and boundary crossing as central to learning, especially in vocational and professional education contexts.
Topics covered include: transfer and transition in vocational education; knowledge propagation through social organisations; developing competence during practice periods; and learning in workplaces. The level of enterprise expenditure on training in Australia appears to be growing, and now compares favourably with countries often held as models for national policy and practice. This report outlines a range of policy options employed internationally, including levies, leverage and partnership arrangements to enhance employer contributions to training.
- Process Plant Design: Project Management from Inquiry to Acceptance.
- “It’s a Matter of ‘Tastes’”: Social Distance and Racial-Ethnic and Class Relations.
- آخرین پستها;
- Gender in the classroom - Today's Parent.
- Gender performance in an out-of-school science context | SpringerLink!
- Measuring School Contexts.
- Boys’ ‘Underachievement’ – GEA – Gender and Education Association!
Ultimately, the authors find decisions about expenditure on training depend on employers' interests, values and commitments. If new policies are to be effective and build upon enterprises' commitment to training, it is critical they align with employers' needs. For government, a key strategic policy goal is to improve employers' perceptions of the value of training to increase levels of expenditure. Trentham Books ,.
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In the British Government mandated the integration of human rights into the Citizenship component of Britain's National Curriculum. The Handbook was written in response to that development. Chapters are organised around topics such as genocide, freedom of religion, the right to development, and children's rights. The Handbook critically examines the historical background in each case. For example, in relation to the issue of asylum, it notes that ordinary Jews fleeing Nazi persecution were banned from entry into Britain and the United States, while wealthy Jews were granted citizenship.
It also extensively documents primary source material from the United Nations, offering a critical history and political context surrounding UN treaties, and noting the disingenuous appropriation of human rights rhetoric by some governments. Adapted from book review in Harvard Educational Review Fall See also publisher's description. The series presents empirical studies, computational models, pedagogical scenarios, and conceptual frameworks. Scholars of education technology and related disciplines explore representational guidance for collaborative inquiry, argumentation as negotiation in electronic collaborative writing, designing external representations to support solving problems, and supporting argumentation in everyday and scientific issues.
Arguing to Learn focuses on how new pedagogical scenarios, task environments and communication tools within Computer-Supported Collaborative Learning CSCL environments can favour collaborative and productive confrontations of ideas, evidence, arguments and explanations, or arguing to learn.
All chapters present analyses of the processes by which the interactive confrontation of cognitions can lead to collaborative learning, on the basis of a wide variety of theoretical models, empirical data and Internet-based tools. Topics covered include: representational guidance for collaborative inquiry; constructive discussions through electronic dialogue; and using CMC to develop argumentation skills in children with a 'literacy deficit'.
Dividing Classes offers an ethnographic account of the relationship between social class structures and educational success. Instead of studying the historically marginalised lower classes, this book looks beyond the values of dominant groups to explain the reproduction of social class. Drawing on interviews with 31 administrators, principals, and teachers, and 20 middle class mothers in a small Indian town in which the author lives, Ellen Brantlinger discovers the power the middle class wields in determining school policy and practice to secure educational advantages for their children.
With the insight gained from this perspective, the roots of increasingly conservative educational policy and the idea of class as an organising category in education are examined. Topics covered include: class position, social life, and school outcomes; social class reproduction; and positions and outlooks of teachers at different schools.
Limitations and Possibilities of Dialogue examines the political dimension of efforts to connect the work of educational researchers, policymakers and practitioners. An international group of scholars, many of whom have also worked as policymakers and practitioners, provide cross-national comparisons that attempt to illuminate the challenges and opportunities for such efforts. Topics covered include: ideology in educational reform in the United States; reinventing research for educational reform; and dialogue between 'academic' and 'community' participatory researchers.
This book presents the concept of ethical knowledge, and how it may be used in schools. It combines empirical expressions of teachers' beliefs and practices, with a discussion of the connections between the moral dimensions of schooling and applied professional ethics in teaching. It illustrates the fact that ethical knowledge relies on the teacher's awareness, understanding, and acceptance of the demands of moral agency, and that ethical knowledge becomes compromised by moral dilemmas and complexities that routinely challenge teachers.
Moral tensions may be eased by a renewed sense of teacher professionalism, renewed school cultures, and renewed teacher education and professional learning. Topics include: the teacher as a moral educator; challenges to ethical professionalism; dilemmas in teaching; and 'collegial fear'.