Leadership for an Age of Wisdom: 9 (Studies in Educational Leadership)


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Building bridges was a unique project involving Indigenous preschool-aged children and their families from different regions of Australia. Seven families videotaped their child undertaking normal every day activities at home, in the community and in preschool. Each family then selected from hours and hours of video-tape those aspects of their child's life which best represented the significance of being an Aboriginal child in Australia today. The edited tapes were shared and discussed at a workshop, first with the other families, and then with a broader group of Indigenous and non-Indigenous early childhood professionals.

Subject Headings Aboriginal peoples Children Literacy. This paper argues that living and working in the 21st century demands wisdom capabilities, and that schools should be the major sites for the development of these capabilities. However, in a 'risk society' Beck, , traditional understandings of wisdom as a quality that resides in certain individuals are no longer adequate.

The paper suggests an alternative understanding of wisdom as a process, and then identifies the implication of this for educational leadership, pedagogy and school organisation. Subject Headings Leadership Teaching and learning. It is based on responses to a questionnaire by 95 principals in a range of school types and deciles, teachers from a range of curriculum subjects, school trustees, and parents of students. The study found that students and teachers in high-decile schools, and in state integrated schools, generally have access to better resources, with more funding available to them.

Parents of students in these schools are likely to spend more on their children's education, including after-school activities and tuition, and to be in better touch with teachers and trustees at the school. Students in these schools are likely to have better opportunities to learn because behaviour and discipline issues are less likely to be distractions, even though, where they attend bigger schools, they are likely to be in larger classes.

Other issues covered include: Chapter 3 covers the Department's specific involvement in school education. The Department's medium-term strategic priorities reflect the Australian Government's agenda for school and Indigenous education. Priority areas for support are: How Successful Can Interventions Be? This three-year study is the first comparative account, since the s, of the major intervention projects against school bullying across Europe, North America and Australasia.

It presents evidence that most anti-bullying programs have had only modest success, and that no single approach, whether 'hard' or 'soft', stands out as particularly effective.

Leadership for an Age of Wisdom

However, it also argues that the most successful approaches are those thoroughly supported and implemented, with teachers tending to resist programs imposed on them without their input. It cites evidence of the central role of bystanders in counteracting schoolyard bullying, but also notes that programs successful in primary schools can't be readily implemented at the secondary level, where bullying is more ingrained, subtle and resistant to intervention by the teacher.

See also the commentary by Adrienne Jones in The Age: Education , 22 November This book provides insights into daily life behind the wire of detention centres through real accounts. Desert Sorrow is an account of one man's experience, providing a positive contribution to a controversial chapter of Australian history.

The first part of the book focuses on Mann's observations interspersed with some testimonials in detainees' own words. In the second section of the book, Mann shifts the focus from personal account to policy analysis and social commentary on the issue of mandatory detention. This publication presents project-based evidence suggesting that the application of formative assessment raises students' test scores. The significant improvement in the achievements of the students in this project confirms this concept, while providing teachers, teacher trainers, school heads and others leaders with ideas and advice for improving formative assessment in the classroom.

Assessment for Learning is based on a two-year project involving thirty-six teachers in schools in Medway and Oxfordshire UK. After a brief review of the research background and of the project itself, successive chapters describe the specific practices which teachers found fruitful, and the underlying ideas about learning that these developments illustrate. Also discussed are the problems that teachers encountered when implementing the new practices in their classroom.

Guidance is given for school management to promote and support these changes. This book offers insights into assessment for learning, as teachers describe in their own words how they turned the ideas into practical action in their schools. Subject Headings Assessment Case studies Learning ability. This book examines the growing impact of globalisation on education policy and development in the Asia-Pacific region. It analyses the reaction of selected societies and the strategies that their governments have adopted in response to the tidal wave of marketisation, corporatisation, commercialisation and privatisation.

Particular attention is paid to educational restructuring in the context of globalisation. Topics include the politics of educational reform in Australia and democratic participation and self management in New Zealand.


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There are separate chapters on the impact of globalisation on education in Singapore, Taiwan, Hong Kong, China, the Philippines, and Cambodia. Also available via DA Information Services. Subject Headings Economic trends Education and state Education policy Educational planning Globalisation International education Multicultural education. Curriculum as a Shaping Force: Toward a Principled Approach in Curriculum D. Nova Science Publishers ,. This book focuses on 'curriculum as a shaping force'. The authors look at the consequences of the curriculum on the development of children's minds in primary and secondary education.

They share a belief that schools are best suited for the development of the mind and, in doing so, enabling all students to get access to the fruits of cultural and scientific developments. It is acknowledged that curriculum is not only about elevated principles and about learning, but is a vehicle for gaining status by acquiring labels conferred by institutions. Students, teachers, parents, and the public are concerned about learning as well as the benefits of membership in institutional categories such as 'graduate', 'advanced placement student', 'honour roll student' or the like.

The contributors to this collection recognise the need for a set of ideas and values in discussion of any curriculum matters, but they do not advocate a specific moral or political framework. Rather, they see a curriculum as a means 'to cultivate a habit of suspended judgment, of skepticism, of desire for evidence, of appeal to observation rather than sentiment, discussion rather than bias, inquiry rather than conventional idealisations'.

Subject Headings Child development Classroom management Education philosophy Primary education Secondary education Thought and thinking. The School Performance Information paper reviews the case for publishing information on school results, and presents the Council's recommendations. The paper should be considered in conjunction with the Council's report on Review of Government Schools Reporting , which outlines a range of measures to improve reporting on student progress, school achievement and system outcomes.

This book takes a practical approach to improving secondary science education with the use of Information and Communication Technology ICT , while considering the broader educational issues that inform and underpin the approach. The material presented explores issues such as the selection of resources; lesson planning; the impact of ICT on classroom organization; and how ICT affects assessment. With topics ranging from using the Internet in school science to handling and interpreting data, Teaching Secondary Science with ICT explores effective use of the ICT 'tools' available to teachers.

Targeted at those involved in science education, including trainee teachers, practising science teachers, and their tutors and mentor, it may provide support to school science department's internal professional development programme. Information Age Publishing ,. Editors Hoy and Miskel have collected essays on topics including: 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. 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. Evaluation of Increased Flexibilities for Year Olds: 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.

A Hidden Variable in Mathematics Education?


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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. 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 Never Mind the Laptops: 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.


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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. Flexibility in the Secondary School Curriculum: Emerging Practice Learning and Teaching Scotland ,.

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. Parsing the Achievement Gap: Baselines for Tracking Progress Paul E. 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. 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.

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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. Between School and Work: 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. Mechanisms for Increasing Employer Contributions to Training: 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. 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.

The Human Rights Handbook: 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. 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.

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. 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.

The Ethical Teacher is aimed at teachers and teacher educators. Key questions regarding social justice in education are explored in this book. Its central theme is how the education system, through its organisation and practices, is implicated in the realisation of just or unjust social outcomes. In particular, the writers examine the ways in which the identities of individuals and groups are formed and transformed in schools, colleges and universities. The book contains examples drawn from early years through to higher education.

The theoretical debates on social justice are explored, including how the concept of social justice can be understood, and theoretical issues around social capital, and class and gender reproduction are examined. Also covered is the formation of learner identities focusing on how these are differentiated by class, ethnicity, gender, sexuality and dis ability. The Ambiguity of Teaching to the Test: Although most experts agree that mandatory testing leads to teaching to the test, they disagree about whether it leads to meaningless drill, wasted time, de-professionalising teachers, and demotivated students, or to more challenging and thoughtful curricula, more engaging teaching, increased student motivation, and increased accountability.

To help sort through this debate, The Ambiguity of Teaching to the Test offers a study of the effects of testing, and examines how test preparation practices are influenced by what teachers know and the leadership in the school. Drawing on data from a three-year study of New Jersey's testing policy in primary mathematics and science, it explains the variety of ways that teachers modify their teaching in response to state tests.

It offers guidance on how policymakers and school administrators can implement policies that will improve educational equity and performance for students. It also offers an analysis of classroom practices that should inform teachers and teacher educators. The Student Assessment Handbook: This book aims to provide a comprehensive guide to assessment issues, particularly for professionals who are coming to terms with the range of new pressures on traditional teaching practices. Changes such as increased use of ICT, flexible assessment methods and quality assurance all converge on the area of assessment, making new demands of assessors.

The authors analyse the effectiveness of traditional methods, and provide suggestions for how these methods may be developed to suit modern learning and teaching practice. This book is a practical resource, with reflection boxes and diagnostic tools that encourage the reader to apply the principles to their own practice.

Optimising New Modes of Assessment: An international group of experts propose solutions to practical issues raised by newly emerging modes of assessment. The Era of Assessment Engineering: Assessing Students' Written Work: Assessment is one of the most powerful tools in teaching, yet it is rarely measured in effort, time and effectiveness; instead, it is usually done alone and against the clock.

This book aims to clarify the concepts and issues, which may make assessment difficult for teachers and students. It is designed to help practitioners who wish to improve their effectiveness in assessing a large and diverse range of students. The text may help teachers to: All areas covered include advice from practitioners.

There is increasing evidence that parent involvement increases test scores. Callison favors raising standards where high levels of assistance are provided to staff, not the testing approach where students may be retained in a grade because of a single test score.

The author also identifies how parents can become involved in programs seeking to help students in meaningful ways. This information is targeted at parents, teachers, and school leaders. This book explores research on how people learn to read, specifically how they recognise, pronounce, and understand printed words. The text examines the normal process of learning to read but also highlights the problems that may underlie dyslexia, a condition in which people are unable to acquire a high degree of reading skill despite adequate intelligence and training.

The editor notes that impairments in reading skill are often seen among children who have problems learning in school. Dyslexia is a brain-based type of learning disability that specifically impairs a person's ability to read. This book contains an overview of dyslexia, as well as current abstracts of the literature which have been carefully selected and edited, and is a guide to other works in the field. Performance Theories in Education: Performance Theories in Education presents a range of approaches to understanding how performance, as a theoretical and pragmatic lens, can be used to view the processes, procedures, and politics of education.

The editors argue that performance and performativity help to locate and describe repetitive actions plotted within grids of power relationships and social norms inside education and schooling. The book brings together performance studies and education researchers, teachers, and scholars to investigate such topics as: With the aim of developing a clearer understanding of the effect, affect, and role of performance in education, the volume provides a starting point for discourse among theorists and teacher practitioners who are interested in understanding and acknowledging the politics of performance and the practices of performative social identities that intervene in education.

This book presents early childhood educators with a range of teaching techniques to support children's learning. It examines twenty-six teaching practices, ranging from describing and listening through to deconstruction and scaffolding. Each technique is defined and includes discussion on how, when, and why educators might use it. In support, the authors have explored current early childhood theory and practice, and discussed how this can impact on the relevance of the technique, as well as on developmental and equity considerations.

Vignettes and examples show how early childhood educators use the techniques to support children's learning. The final chapter presents a strategic approach to selecting teaching techniques, and shows how educational philosophy links with choices about specific teaching methods. Subject Headings Child development Classroom management Early childhood education Learning ability Teacher training Teaching and learning Thought and thinking. Drama and English are key to creative teaching in primary schools.

This book covers activities offering clear guidance on teaching techniques, including step-by-step guides, lesson plans and analysis. Issues of assessment and progression are also covered. The author has provided classroom examples of cross-curricular drama in learning areas such as science, ICT, religious education, the Arts and humanities, as well as discussion of practical issues such as inclusion, citizenship, and whole-school approaches.

This handbook emphasises the role of drama within children's learning. Promoting creativity can be a powerful way of engaging children in their learning. This book offers advice on how to develop children's capacity for creative thinking and achievement, use creativity to increase levels of motivation and self-esteem, and teach the creative skills pupils need for success in learning.

Combining research with practical ideas and tasks, this book is for teachers, educators and students who wish to know more about creativity in teaching and learning. Subject Headings Motivation Professional development Students Teacher-student relationships Teaching and learning Thought and thinking. How to Foster Creativity in All Children is designed for those who want to know more about creativity, creative children, creative teaching and creative activities in all areas of the curriculum. In a world of rapidly changing technology, it is seen as crucial to encourage and cherish creativity in all children.

Creativity is not limited to the Arts; it extends to every curriculum area. The book focuses on creativity in all areas of the curriculum, with dozens of creative experiences related to art, movement, music, mathematics, science, social studies, food, and language. Both two- and three-dimensional activities are used, with each activity including goals, materials, preparation processes, and procedures. Activities appropriate for before- and after-school programs are also included.

Subject Headings Children Thought and thinking. The Science Education of American Girls: The Science Education of American Girls provides a comparative analysis of the science education of adolescent boys and girls, and analyses the evolution of girls' scientific interests through the nineteenth and twentieth centuries. Kim Tolley expands the understanding of the structural and cultural obstacles that emerged to transform what, in the early nineteenth century, was regarded as a "girl's subject".

As the form and content of pre-college science education developed, Tolley argues, direct competition between the sexes increased. Subsequently, the cultural construction of science as a male subject limited access and opportunity for girls. Available from DA Information Services. Subject Headings Adolescents Education Science. Leadership and Professional Development in Science Education: This book explores the relationship between professional development and teacher learning, providing insights into the roles of science teachers as learners and thinkers of change processes.

It discusses the challenges teachers face in science teaching as leaders and learners of science education reform.

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Subject Headings Education Professional development Science. Towards Research-based Practice John K. Covers a range of topics within Chemisty education, such as the history of Chemistry, models for learning and teaching, and research and development for the future of Chemical education. The book is a survey of the best science education practices, with special emphasis on scientific research training. Its content provides assistance to teachers dealing with talented students, and to scientists and educators in the field of science education. Focusing on the need to recruit future generations to the field of scientific research, this resource summarises the best contributions from a workshop helping to further research training practices in Central-Eastern European countries.

Adapted from publishers description. Subject Headings Science Science teaching. This resource reviews the theoretical foundations of constructivist learning theory, before introducing the reader to its various forms and strategies, and the place of information technology within them.

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Australian Council of Deans of Education ,. This discussion paper begins from the premise that students in the 21st century should 'create the communities in which they live and learn, rather than live on the margins of those they inherit'. Released in , it looks at the transformative capacity of learning in a knowledge society.

Its objective is to encourage thinking and debate on how teaching and learning can be more connected to a societal context, in order to make it more meaningful and transformative for individuals. The authors go beyond 'real world outcomes', and seek to embed learning in its wider social context, so as to give meaning to the ways individuals connect with their communities. They raise and deal with the implications this kind of learning will have for teacher professional development and school curriculum. Subject Headings Curriculum planning Education Education aims and objectives. Launching Your First Principalship: As the title suggest, this guide will be of interest to all apsiring educational leaders.

It contains hints, strategies and tools for school principals to manage staff, their time and their immediate community. Based on the experiences of principals, this resource also contains tips on accepting the position, handling the first day and avoiding the most common mistakes. Subject Headings Leadership School principals. Better Behaviour in Classrooms: This publication is a collection of course materials on student behavioural management.

Its aim is to assist teachers to bring about positive behaviour changes in students, and outlines the kinds of guidance, skills, strategies and supports teachers should have. The issues addressed by the publication include typical behaviours, class planning, staff support systems, behaviour contracts, learning styles, transition points, playground issues and the relationship between behaviour and learning. Subject Headings Classroom management Conflict management School discipline Teacher-student relationships. Heinemann , — ISBN: This revised collection looks at how schools have become increasingly reliant on corporate funding, and what effects this reliance has on school cultures and curriculum.

In this vein, it gauges the extent of direct corporate influence on the curriculum, and ponders the nature and purposes of education. Subject Headings Education aims and objectives Education and state Education finance Education philosophy Education policy. This work reviews the contribution of Christopher Hodgkinson to the area of educational administration and, in so doing, it examines the practice of educational administration in relation to moral philosophy, with particluar emphasis on the works of philosophers such as Aqinas, Kant, Dewey, Heidegger and Bourdieu.

Cooperative learning offers a different pedagogical approach to the traditional classroom. This edited collection helps teachers to employ cooperative learning approaches with their classes by introducing them to theories of group dynamics and providing practical examples of this educative approach. It addresses issues such as teacher-student interaction, helping students to become collaborative learners, student motivation, peer support and mediation, and assessment of group work.

Subject Headings Education aims and objectives Education philosophy. MCEETYA's third biennial national report on teacher supply and demand investigates the main characteristics of the labour market for teachers in Australia. All States and Territories have contributed to this report, and, for the first time, the report includes the non-government school sector. The report looks at international examples of labour markets and recruitment policies employed, and analyses the long-term trends emerging in Australia's supply of teachers and the likelihood of future teacher shortages.

An introduction to character education within the British context, exploring its meanings, understandings and rationale, through the perspective of a number of academic disciplines. The author examines character education from a philosophical, religious, psychological, political, social and economic perspective to offer a more detailed understanding of character education and what it can offer. He also considers what lessons can be drawn from the American experience. Children, Health, and Learning: A Guide to the Issues Jennifer A. What is the relationship between health and learning vis-a-vis theory, research, and practice?

The purpose of this book is to examine the critical, historical, and contemporary linkages between health and learning, to review the best practices, and to make resources available for practitioners. Walsh and Murphy review current and historical efforts to provide health services to school children and youth. A list of resources for professionals, parents, and school administrators is provided. Subject Headings Children Education Health.

Forming part of the Longitudinal Surveys of Australian Youth, this research report examines changes in the levels of participation in the senior secondary years of schooling in Australia. Based on data gathered from a large sample of young people in Year 12 in , the report documents the differences in Year 12 participation rates between males and females, according to socioeconomic and cultural background, and against earlier school achievement.

Subject Headings Education research School attendance Secondary education. The End of Desegregation? After more than half a century of court-directed efforts to redress the historical educational chasm between blacks and whites in the United States, both the past achievements and the future direction of school desegregation are uncertain. This book presents the viewpoints and research of some of the most prominent scholars in the field of school desegregation. It covers virtually the entire spectrum of thinking and scholarship on school desegregation and its promise, success, necessity, pitfalls and failures.

This book addresses young people's use of computers in the home, including how they are used, frequency of use and what role the computer plays in the day- to-day lives of families. Bringing together research from the perspectives of psychology, sociology, education and media studies, the authors ask whether we are really witnessing the rise of a new 'digital generation'. This book makes use of case studies, and highlights concerns around issues of equality and access in a wider social context. Principals and Student Achievement: Kathleen Cotton has reviewed thirty years of research in the area of educational leadership, and has distilled 26 key points which will assist principals in reforming schools to improve student achievement.

This resource deals with different kinds of leadership strategies, the influence of the principal on the school, the role of the principal, the difference between male and female leadership, school culture, instruction, communication and accountability. Working from the bases that educational leadership is crucial to student achievement, that leadership includes personal attributes and acquired knowledge, and that leadership evaluation is not an end in itself, this resource provides a system for evaluating leaders and leadership.

As such it addresses personal evaluation, organisational performance and leadership best practice. The authors describe how policy texts come about, how policy activists learn to become effective in influence and text production, how policy problems are constituted, and what happens in difference policy contexts. The book concludes with new theories, perspectives and possibilities. Subject Headings Language and languages Literacy. Controversial issues surrounding values education, or character education, are addressed by Ron Scapp from a broad, progressive and postmodern perspective.

The book examines a range of topics, from multicultural education to the impact of postmodernism on contemporary pedagogy, and from power in the classroom to the question of masculinity. Presenting a range of critical writing, this book deals with issues in values education, such as approaches to teaching values, teacher education and values, research for education in values and international comparative studies.

First published in hardback in , this resource now appears in paperback for the first time, with a new introduction which updates the main ideas and themes. The project surveyed schools across Australia to obtain data on four broad categories of direct costs for schools and non-school organisations. This MCEETYA approved project, under the auspices of the Transition from School Taskforce, has allowed jurisdictions to work together to understand their similarities and differences, and to investigate options to achieve cost efficiencies, while maximising outcomes for students.

The project provides a snapshot of the costs involved with VET in Schools. The data collected shows that final cost outcomes are a reflection of many influences, but the mode of delivery and the jurisdiction are significant. An analysis of the costs of delivering VET in Schools including an analysis of cost efficiencies More details. The Use and Abuse of History: This is a book for anyone interested in history, what it is and where it comes from. It confronts us with the many histories that exist and have existed around the world, from the Zulu kingdoms to Communist China, and considers the extent to which they are distorted to indoctrinate children.

Out of print for over a decade, the book has been extensively revised with a new preface by the author. Legacies of White Australia: Current and historical concepts of Australian nationalism are examined by Robert Manne, Ann Curthoys and a range of other contributors. The concept of White Australia continues to permeate the way Australians think of citizenship or civic nationhood. According to Laksiri Jayasuriya, 'biological racism' has been replaced by 'cultural racism', and the Tampa crisis has redefined Australians' sense of who they are and where they are heading.

Silicon Literacies unravels the key features of the new communication order to explore the social, cultural and educational impact of silicon literacy practices. Written by leading international scholars from a range of disciplines, the essays in this collection examine the implications of text produced on a keyboard, visible on a screen and transmitted through a global network of computers. The book covers topics as diverse as role-playing in computer games, the use of graphic symbols in on-screen texts and Internet degree programmes to reveal that being literate is to do with understanding how different modalities combine to create meaning.

Recognising that reading and writing are only part of what people have to learn to be literate, the contributors enhance our understanding of the ways in which the use of new technologies influence, shape and sometimes transform literacy practices. This book about valuation processes in educational administration has a particular focus on the notions of community and professionalism.

The volume brings together the work of some of the best-known and most respected philosophers, theorists and researchers working in this field. It will be relevant to researchers, and educational administrators working in schools and senior departmental roles. Until recently the separation of pupils according to religion was felt to be compatible with a comprehensive education. That consensus no longer holds, and there is a strong, positive lobby either to abandon 'faith schools' within the state system, or at least to dilute their membership, ensuring they include children from other faiths or no faith.

This book is intended to address the current concerns, questions and interest surrounding the legitimacy, support and intended expansion of faith schools. Divided into five sections, the book includes chapters on the legal frameworks for faith schools; the rights of the child; faith-based schools in Britain, Northern Ireland, France and the USA; the impact of faith schools on pupil performance; political and research issues; and the relationship of religious education, faith schools and citizenship.

Research into teaching practices undertaken for the New South Wales Professional Support and Curriculum Directorate PSCD has identified three key elements in quality teaching, which are documented in this discussion paper. Intellectual quality refers to pedagogy focused on producing deep understanding of concepts, skills and ideas. Quality learning environment relates to teachers' ability to create a classroom conducive to learning, which includes developing positive relations amongst students and between students and staff.

Significance refers to pedagogy that makes learning meaningul through links to students' prior knowledge and identities, including cultural background. The Directorate will use the paper in preparing resources for teachers. Focussing on teaching in secondary and tertiary science classrooms in the USA, this working model aims to help secondary and tertiary science faculties examine and redefine their roles in the classroom. It will also help to define a framework for thinking about active learning, and for the creation of an active learning environment. It will provide the assistance needed to build successful active learning environments in their classrooms.

For Australia to develop as a highly successful knowledge-based economy and society, it needs to raise the scientific literacy of its citizens, train students to become world class scientists and innovators, and support the development of a new generation of excellent teachers of science, technology and mathematics. Topics in this Interim Report include teacher recruitment strategies, teacher education, induction, professional standards, career pathways, and school leadership roles.

Young People, Schools and Innovation: The Commonwealth is undertaking a Review of Teaching and Teacher Education in consultation with State and Territory governments, with a particular emphasis on science, technology and mathematics, in order to identify the skills and support needed by teachers to build a culture of continuous innovation at all levels of schooling in Australia. The second phase of the Review, discussed in this paper, focuses on developing an innovation action plan for the school sector.

This Discussion Paper is intended to stimulate comment on the development of an innovative capacity in students and a culture of innovation in schools. They show that primary school student assessment results in Listening and Viewing, and in Health and Physical Education, have been maintained during the period This book looks at the extent of Internet use by Australians at home and in the workplace, and also investigates the regulatory and censorship concerns over children's access to pornography and the use of online filters.

In addition it considers online gambling, data and personal privacy, hacking and other e-crime, and chat and pornography addiction. It includes reports from the National Office for the Information Economy, the Australian Broadcasting Authority and the Australian Bureau of Statistics, with updated information available from the websites listed in the back of the book. Subject Headings Computers in society Internet Social welfare. I Think, Therefore I Learn! Pembroke , — ISBN: This book is based on the premise that students who develop thinking strategies which complement their specific needs are better learners in school and in life.

It answers questions confronting teachers as they implement new curriculum initiatives and promote thinking in the core subject areas: Based on extensive classroom testing, this book provides teachers with practical ways to help students analyse tasks thoughtfully, consider options, monitor the effectiveness of their choices, set goals for future learning, and achieve better results on performance tests.

Commissioned by the Commonwealth Department of Education, Science and Training, this report aims to improve the preparation and support of beginning teachers in Australia in their transition from initial training to teaching in schools. The report also contains recommendations for possible national projects.

New school leadership - Donte Quinine - TEDxWenatchee

This book sets out the agenda for the future of modern language teaching in schools. It aims to look beyond the dominant methods of second language teaching to a new approach emphasising the integration of language learning within the wider curriculum. Through research and case studies from the UK, France, Spain, Italy, Germany, Belgium and Finland, this publication shows how teachers and policy makers are increasingly moving towards a system where second languages are taught through other curriculum subjects, rather than alongside them.

Qualities of Effective Teachers James H. This book provides clear guidelines on hiring the right teachers and focusing their professional development. The guidelines assist in discovering which teacher preparation factors are most influential in affecting student achievement, including educational coursework, ability test scores, certification and content knowledge. Subject Headings Teacher training Teachers' employment Teaching and learning. The purpose of this newsletter is to encourage participation and discussion within the Australian education and training sector about the development and use of technical standards, specifications and application profiles, which support interoperability in the use of online content and learning activities in education and training.

The newsletter is available free via email send an empty email to mailto: Within the United Kingdom, questions about the relevance of educational research and its relationship to policy have recently been the centre of a prolonged public debate. The chapters in this book illustrate the ability of ethnographic work to assist in understanding the effects of educational policies and how they gradually influence the policy discourse.

Subject Headings Education policy Education research. Building Learning Communities with Character: The authors spell out a nine-step problem-solving approach that addresses the obstacles administrators can face when initiating and maintaining a reform program.

Subject Headings Educational planning Leadership. This new edition of The Literacy Centre provides guidance for teachers in setting up literacy-rich classrooms that support guided reading or other small-group teaching. It is supported by Dr. Morrow's extensive research in motivation theory and exemplary instruction. The first section gives the research background and rationale for using literacy centers and provides tools for their design and use, along with hints on how to motivate students.

The second section provides activities for modeling literature to interest children in reading in social collaborative settings, designed to foster the development of comprehension skills and strategies through the use of children's literature. The book gives equal time to the development of word study skills, such as phonemic awareness and phonics, with manipulative materials to ensure fluent reading.

Subject Headings English language teaching Literacy. The Australian Journal of Emerging Technologies and Society AJETS is a multi-disciplinary web-based journal, focusing on the relationship between science and technology and their wider socio-cultural contexts.

It is designed as a forum for informed discussion and debate about the role of technology in society, drawing on a variety of viewpoints from all branches of the social and behavioural sciences and humanities. The Review describes the number of schools and students who are undertaking VET in Schools Programs, the types of industries in which they are involved and the Department of Education's performance against the agreed vocational education and training principles and guidelines.

All curriculum statements for languages contain strong references to the importance of culture. But the practical problems of how to teach culture effectively, how to teach it specifically for a language, and how to teach it in a way that does not lead to stereotyping remain. This publication contains a discussion of what researchers and classroom teachers think and do about culture in language education. Subject Headings English language teaching Multicultural education. Workplace communication is a research report produced by the ALNARC Tasmania and investigates the effectiveness of training packages in the workplace, particularly in relation to literacy and numeracy components.

It examines how those with lower level literacy and numeracy skills are dealing with training packages so that literacy and numeracy levels can be maintained. The book has case studies of programs which provide good examples of the experience of organisations in delivering training packages. Through the studies the contributors have described workplace assessment, recognition of competency standards, introducing and integrating training packages into enterprises and inclusion of literacy and numeracy training in vocational training.

The case studies provide the basis of a framework for the evaluation of the effectiveness of the literacy, language and numeracy components of the training packages in the final chapter. The benefits and uses of assessment are still very much open to conjecture. This resource demonstrates some of the practical outcomes in using assessment as a tool for measuring and informing learning, as opposed to accountability and achievement.

It contains lesson plans and a discussion on the changing role of schooling. Helping students to engage in philosophical inquiry assists them in becoming critical thinkers, and equips them with moral and ethical values. This publication aims to help teachers introduce philosophical approaches in their classrooms, and in so doing, help create 'communities of inquiry' across the curriculum. In this course students learn and practice the skills necessary to evaluate the use of educational technology in learning environments and educational settings.

The course covers a range of alternative and mixed methods for data collection, such as observation, interviewing, the use of surveys, and analysis of data. The advanced applications course provides students the opportunity to individualize their program experience, to sharpen existing skills, to gain new skills, and to pursue their educational technology interests related to curriculum and professional development in support of technology-based programs. This course supports the development of leadership expertise in an area designated by the student as a set of skills needed to advance the individual in their chosen area of study and professional practice.

The seminar focuses on examining the constructs of educational technology topics and culminates in the student creation of his or her online portfolio. The portfolio showcases the products and skills developed by learners during the core courses throughout the term of their academic studies. The goals of the seminar are to engage and support participants in understanding the historical, cognitive, technical, political, and sociological issues involved in the effective use of technology in education and particularly in the integration of technology into instruction.

The increasing impact of a knowledge economy and globalization has been a catalyst to the fields of knowledge management and organizational decision-making. This course is designed to introduce knowledge management concepts into an educational context and to provide an in depth focus on data-driven decision making in educational organizations and institutions. Participants investigate how decisions and strategies are developed and how tacit or explicit knowledge can be identified, captured, structured, valued and shared for effective use.

Course topics include leadership and strategic management relative to organizational decision-making, managerial and organizational structures, organizational learning, and decision support systems. A related intent is to develop an understanding of data mining metrics that can be used to create predictive models that support systemic change in schools. Education leaders need to understand the use of technology for teaching, learning, and managing their school environment. These skills include schoolwide technology planning and leadership that incorporate instructional design, curriculum integration with standards, logistics of technology implementation, professional development, and evaluation.

Students will develop an understanding of how to create and support technological change through a systems approach. Topics include sources of resistance to change, tools for planning, decision making and change, creating and supporting a culture for learning and change, and managing and institutionalizing change systems. Participants explore the possible ways technology can be integrated with core content standards. Technology enhanced progress tracking, evaluation and measurement tools are explored from both a hardware and software perspective.

Online resources utilized to enhance curriculum and classroom learning are investigated, evaluated and discussed in an open forum. Students explore untapped technology resources and work collaboratively to design and develop learning opportunities aligned with their professional context. Electives may consist of rotating seminars on timely topics in the field, courses from other specializations, and courses from other programs or certificates by approval.

An advisory council comprised of the following leaders in the field of educational technology provided input to the revised program design. Students enrolled in the Master of Science in Education: Digital Age Learning and Educational Technology program may not simultaneously enroll in, nor are they eligible to earn, the Certificate in Graduate Leadership in Technology Integration. This credit online certificate program prepares master teachers to become proficient at integrating technology into standards-based curriculum to improve student learning.

Candidates become technology leaders in the classroom, school, and district. Number of Credits Required: Core Course Requirements 15 credits. Building upon a research-based instructional design model, participants will plan online learning experiences that combine pedagogy, organization, design, and technology.

Participants will be able to design media-enhanced, engaging online activities and assess learning.

Leadership for an Age of Wisdom: 9 (Studies in Educational Leadership) Leadership for an Age of Wisdom: 9 (Studies in Educational Leadership)
Leadership for an Age of Wisdom: 9 (Studies in Educational Leadership) Leadership for an Age of Wisdom: 9 (Studies in Educational Leadership)
Leadership for an Age of Wisdom: 9 (Studies in Educational Leadership) Leadership for an Age of Wisdom: 9 (Studies in Educational Leadership)
Leadership for an Age of Wisdom: 9 (Studies in Educational Leadership) Leadership for an Age of Wisdom: 9 (Studies in Educational Leadership)
Leadership for an Age of Wisdom: 9 (Studies in Educational Leadership) Leadership for an Age of Wisdom: 9 (Studies in Educational Leadership)

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