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1. Making Work Private: Autonomy, Intensification and Accountability

Author

Thompson, Greg, Mockler, Nicole, and Hogan, Anna

Abstract

This paper explores perceptions of work intensification around the world. Underpinning this analysis is C. Wright Mills' (1959) argument that many personal troubles are public issues, and the notion that a significant dimension of the privatisation of public education, a concern of public education advocates worldwide, is the ways in which school work has become a private issue. One hundred and thirty interviews were conducted with education stakeholders across Australia, England, New Zealand and Canada exploring the issues of work intensification, school autonomy and accountability policies. The paper argues that the work done in public schools is increasingly becoming a private problem as a result of policy interventions. It suggests that we need to widen the scope of defining publicness in education beyond that of governance and funding to include consideration of how work is organised and experienced.

Published
2022
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2. Teachers and Teaching: (Re)Thinking Professionalism, Subjectivity and Critical Inquiry

Author

Holloway, Jessica

Abstract

The collection of papers presented in this issue of Critical Studies in Education adds to the expansive body of work on teachers and teaching. Collectively, the papers draw our attention to new ways the field is problematising the emerging and evolving conditions that shape the work, lives and identities of teachers. With this editorial introduction to the issue, I not only summarise the various themes of the collection, but also offer a provocation that I hope will inspire new questions moving forward. As critical researchers, we have an obligation to challenge taken-for-granted assumptions -- not only by looking outwards at the policymakers, edu-businesses, and intergovernmental agencies (e.g., the Organisation for Economic and Co-operation Development [OECD]), but also by looking inwards and challenging our own assumptions about power, discourse and subjectivity. The authors in the special issue take up both challenges in their geographically diverse accounts of 'the teacher' and 'teaching', demonstrating what it means to do critical research well.

Published
2021
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3. 51st Yearbook of the National Reading Conference (San Antonio, Texas, December 5-8, 2001)

Author

National Reading Conference, Inc., Schallert, Diane L., Fairbanks, Colleen M., Worthy, Jo, Maloch, Beth, and Hoffman, James V.

Abstract

This volume presents the 51st Yearbook of the National Reading Conference. Included in this volume are 28 research reports, six invited and award-winning addresses, and a conference summary by Deborah Dillion. Readers will find quantitative, qualitative, and mixed-methods studies throughout the volume about topics ranging from early literacy acquisition, to preservice teacher education, to adolescents' online reading practices. Included in this volume are: (1) Reading Research as an Agenda-Setting Enterprise: Bringing Science to Art, and Art to Science (Peter B. Mosenthal); (2) Words in and out of Print: The Power of Literacy in Community (Concha Delgado-Gaitan); (3) Learning in Semiotic Domains: A Social and Situated Account (James Paul Gee); (4) What I Have Learned Up Until Now about Research Methods in Reading Education (Michael Pressley); (5) Policy in Action: The Influence of Mandated Early Reading Assessment on Teachers' Thinking and Practice (Nancy A. Place); (6) WORDS (on Words in Leveled Texts for Beginning Readers) (James V. Hoffman); (7) Secondary Reading Programs: A Story of What Was (Patricia L. Anders); (8) The National Literacy Strategy in England: Changing Phonics Teaching? (Roger F. Beard and John Willcocks); (9) Literacy Skills of Children with a History of Early Corrective Heart Surgery (Sarah Beck, David Coker, Lowry Hemphill, and David Bellinger); (10) Visual Literacy Education in Canada, Scotland and England: Motives and Methods of Three Teacher Educators (Deborah L. Begoray); (11) Literacy, Technology, and a Room of Her Own: Analyzing Adolescent Girls' Online Conversations from Historical and Technological Literacy Perspectives (Dana W. Cammack); (12) Writing in the Self: Teachers Writing Autobiographies as a Social Endeavor (Lesley Coia and Monica Taylor); (13) A Content Analysis of the Most Frequently Used NCREMAIL Message Headers: Content Analysis of NCREMAIL (Martha Dillner); (14) I Never Thought a First Grader Could Teach Me How to Write: Examining Beliefs and Positions in Author's Circles (Amy Seely Flint, Katie Van Sluys, Y. Gloria Lo, and Debra East); (15) The Effects of Staff Development, Modeling, and Coaching of Interactive Writing on Instructional Repertoires of K-1 Teachers in a Professional Development School (Nancy Frey and Patricia R. Kelly); (16) Text Matters: Readers Who Learn with Decodable Texts (Yetta Goodman, Ken Goodman, and Prisca Martens); (17) On-Line Resources for Fostering Understanding and Higher-Level Thinking in Senior High School Students (Michael F. Graves and Lauren A. Liang); (18) Little Red Riding Hood Goes to College: Inviting the Language of Critique in Teacher Education (Jerome C. Harste, Christine H. Leland, and Cynthia Jackson); (19) Coordinating Writing and Reading Competencies During Early Literacy Development (George Kamberelis); (20) A Focus on Family Stories: Enhancing Preservice Teachers' Cultural Awareness (Julie K. Kidd, Sylvia Y. Sanchez, and Eva K. Thorp); (21) Adaptive Learning Guides in Reading Instruction (Helen S. Kim and Michael L. Kamil); (22) Developing Local Curricula from the National Literacy Core Curriculum for Finnish Six-Year-Old Children: What Happened When Elaboration of Principles Was Left to Teachers? (Riitta-Liisa Korkeamaki and Miriam Jean Dreher); (23) "I Don't Want to Teach It Wrong": An Investigation of the Role Families Believe They Should Play in the Early Literacy Development of Their Children (Diane Lapp, Douglas Fisher, James Flood, and Kelly Moore); (24) An Unchartered Journey: Three Adolescent Technology Experts Navigate the School System (Donna Mahar); (25) Lessons Learned from Preparing Preservice Teachers to Integrate Technology in Their Literacy Teaching (Marla H. Mallette and Rachel A. Karchmer); (26) An Exploration of Children's Understanding of Character in Grades 1-8 (Miriam Martinez, Susan Keehn, Nancy L. Roser, Janis Harmon, and Sharon O'Neal); (27) Prologue to and Object-Agent Theory of Literacy (John E. McEneaney); (28) Reading Hypertext: Comprehension and Strategies of Third Grade Students (Elizabeth S. Pang and Michael L. Kamil); (29) "I Do Have This Right, You Can't Strip That From Me": Valuing Teacher's Knowledge During Literacy Instructional Change (Sharon M. Peck); (30) Bilateracy Development in Two-Way Immersion Classrooms: Analysis of Third Grade Spanish and English Reading (Bertha Perez and Belinda Bustos Flores); (31) Improving Literacy Teaching Through Structured Collaborative Inquiry in Classroom and University Clinical Settings (Catherine A. Rosemary, Penny Freppon, Kathryn Kinnucan-Welsch, Patricia Grogan, Joyce Feist-Willis, Belinda Zimmerman, Lisa Campbell, Jeanne Cobb, Margaret Hill, Barbara Walker, and Miriam Ward); (32) Expressions of Power and Ideology in the National Reading Panel (Patrick Shannon, Jacqueline Edmondson, and Susan O'Brien); (33) Emergent Literacy Skills and Family Literacy Environments of Kindergartners in South Africa (Ingrid A. Willenberg); (34) Teachers Integrate Diverse Students' "Funds of Knowledge" with Popular Culture into Literacy Instruction (Shelley Hong Xu); and (35) Introduction to the Program (Deborah R. Dillion). (Individual papers contain tables, figures, footnotes and references.) [For the 50th Yearbook, see ED522781.]

Published
2002

4. Evidence Based Education Request Desk. EBE #845

Author

Regional Educational Laboratory Southeast (ED)

Abstract

Gifted students have unique educational needs. Although gifted students are as varied as other students in terms of their learning styles and preferences, all gifted learners have exhibited unusual performance or potential and they have distinctive characteristics, shared by most of these students, which require effective responses from educators. Research indicates that gifted students typically feel responsible for their own learning and often learn best alone; they may not need the structure provided by external organization of content and activities. Gifted students also tend to prefer tactile and kinesthetic learning, and may not respond as well to auditory learning modes. These students understand complex ideas, enjoy theory, and often prefer abstract themes and concepts. Gifted students tend to be open and flexible in their learning and to value logic and objectivity (Thomson, 2010). The characteristics gifted and talented students share present a challenge to educators. They must find ways to help these students learn effectively. Information technology offers a means to meet the challenge by merging research-based best practices for these students with online learning. This paper provides best practices in virtual learning environments for gifted students. An annotated bibliography is included.

Published
2011

5. Changing Our Schools: Implementing Successful Educational Reform. Lessons in Learning

Author

Canadian Council on Learning

Abstract

Large-scale educational reform--systemic approaches to changing the way schools operate--helps to meet students' learning needs more effectively. These approaches focus on reorganizing entire school systems, rather than implementing individual school-improvement initiatives. Such reforms require a significant investment of resources and--if unsuccessful-- risk wasting students' and teachers' time and damaging learning outcomes. Thus, what lessons can be drawn from previous attempts at educational reform, and how can these help shape future reform efforts in Canada? This paper presents examples of educational reform programs around the world.

Published
2009

6. Current Educational Topics No. III. I. The Duty of the State in the Medical Inspection of Schools; Results Which the Public May Rightfully Expect; II. Health Problems in Education; III. Sanitation in Rural Communities;. Bulletin, 1912, No. 24. Whole Number 496

Author

Department of the Interior, United States Bureau of Education (ED), Dresslar, F. B., Wood, Thomas D., and North, Charles E.

Abstract

One of the most important factors in the education of children is the establishment of their physical health, without which all learning and training must have less value for the individual and for society than they would have with it. Implicitly in the act creating the Bureau of Education and explicitly in recent acts of Congress, investigations in regard to the health of children, the publication of the results of these investigations, and giving such information as will help teachers and school officers in solving the problems of school hygiene and sanitation are made functions of the bureau. The three papers transmitted herewith, written by F. B. Dresslar, Ph. D., specialist in school hygiene and sanitation in the Bureau of Education; Thomas D. Wood, M. D., professor of physical education in Columbia University;. and Charles E. North, M. D., of New York City, in a very effective way to call the attention of teachers, school officers, and parents to the importance of the health of children, and offer many valuable practical suggestions as to the means of preserving it. (Contains 3 footnotes.) [Best copy available has been provided.]

Published
1912

7. Searching High and Searching Low, Searching East and Searching West: Looking for Trust in Teacher Education

Author

Townsend, Tony

Abstract

This paper considers what has been learned from reviewing the full set of papers in this special issue. It considers some of the major factors that have impacted on education and subsequently teacher education in recent times, namely rapid technological change and increasing globalisation and movement from one country to others, and then focuses on how standards, for schools, for the people in them and for teacher education, have been used to drive improvement in many parts of the world. Key issues that have emerged from this special issue are, first, whether teaching is a craft or a profession, which has implications on how teacher educators view themselves, as practitioners or researchers. Second, what is notable in a number of countries in this issue is the lack of trust being shown by politicians and communities to both teachers and teacher educators. This concluding paper considers why this is so and how it might be changed. (Contains 1 table.)

Published
2011
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8. Teacher Registration and Accreditation of Teacher Education Programs: Crucial Issues for the Profession and Australia.

Author

Deer, Christine E.

Abstract

Australia is a country of fewer than 18 million people and yet, unlike some overseas systems serving larger populations, there are no nationwide teacher registration standards for those preparing to teach in government or nongovernment schools. Each school system supports its own bureaucracy for teacher employment. In the case of employment in government schools, each state or territory is responsible for setting its own minimum qualifications for employment. The qualifications established by each school system, or individual school in the case of some nongovernment schools, may be waived in times of teacher shortage or convenience. These procedures make teacher mobility between states and territories almost impossible for Australian qualified teachers. It is ironic that teachers who qualified overseas must have their qualifications recognized by a national organization to teach in Australia. Similarly, there is no Australia-wide accreditation of teacher education courses which would provide a measure of quality control for an often skeptical public. Finally, there are no standards for the registration of teacher educators. This paper addresses these issues drawing on the recent experience of several overseas countries including Canada, England, New Zealand, Scotland, and the United States of America. (Contains 31 references.) (Author)

Published
1995

9. Institutional Approaches to Teacher Education within Higher Education in Europe: Current Models and New Developments. Studies on Higher Education.

Author

United Nations Educational, Scientific, and Cultural Organization, Bucharest (Romania). European Centre for Higher Education., Moon, Bob, Vlasceanu, Lazar, Barrows, Leland Conley, Moon, Bob, Vlasceanu, Lazar, Barrows, Leland Conley, and United Nations Educational, Scientific, and Cultural Organization, Bucharest (Romania). European Centre for Higher Education.

Abstract

These 15 papers include: (1) "Current Models and New Developments in Teacher Education in Austria" (Michael Schratz and Paul Josef Resinger); (2) "Teacher Education in Canada: Renewing Scholarly, Pedagogical, and Organizational Practices" (Therese LaFerriere, Nancy Sheehan, and Tom Russell); (3) "Current Models and New Developments in Croatian Teacher Education" (Vlasat Vizek-Vidovic and Vesna Vlahovic-Stetic); (4) "Teacher Education in England: Current Models and New Developments" (Bob Moon); (5) "Teacher Education in Finland: Current Models and New Developments" (Pertti Kansanen); (6) "Teacher Education in France: Evolution or Revolution?" (Michele Deane); (7) "Teacher Education in Germany: Current State and New Perspectives" (Ewald Terhart); (8) "Changing Approaches to Teacher Training in Hungary" (Peter Debreczeni); (9) "Teacher Education in Ireland" (Ciaran Sugrue); (10) "Teacher Education in Italy: New Trends" (Marco Enrico Todeschini); (11) "Teacher Education in the Netherlands: Changing Gears" (Marco Snoek and Douwe Wielenga); (12) "Teacher Education in Poland" (Ireneusz Bialecki); (13) "Teacher Education Reform in Romania: A Stage of Transition" (Dan Potolea and Lucian Ciolan); (14) "Institutional Approaches within Higher Education to Reform Teacher Education in Yugoslavia" (Gordana Zindovic-Vukadinovic); and (15) "A Retrospective View of the National Case Studies on Institutional Approaches to Teacher Education" (Bob Moon). (Papers contain references.) (SM)

Published
2003

10. Large-Scale Reform Comes of Age

Author

Fullan, Michael

Abstract

This article reviews the history of large-scale education reform and makes the case that large-scale or whole system reform policies and strategies are becoming increasingly evident. The review briefly addresses the pre 1997 period concluding that while the pressure for reform was mounting that there were very few examples of deliberate or successful strategies being developed. In the second period--1997 to 2002--for the first time we witness some specific cases of whole system reform in which progress in student achievement was evident. England and Finland are cited as two cases in point. In 2003-2009 we began to observe an expansion of the number of systems engaged in what I call tri-level reform--school/district/government. As Finland, Singapore, Alberta, Canada, Hong Kong, and South Korea continued to demonstrate strong performance in literacy, math and science, Ontario joined the ranks with a systematic tri-level strategy which virtually immediately yielded results and continues to do so in 2009. The nature of these large-scale reform strategies is identified in this article. It can be noted that very little productive whole system reform was going on in the United States. Aside from pockets of success at the level of a few districts since 2000, and despite the presence of a "policy without a strategy" in the form of No Child Left Behind the US failed to make any progress in increasing student achievement. In the final section of the paper I consider the early steps of the Obama administration in light of the "theory of action" of whole system reform identified in this article and predict that there we will see a great expansion and deepening of large-scale reform strategies in the immediate future, not only in the U.S. but across the world.

Published
2009
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11. Special Education in Oxfordshire: Some Observations.

Author

Halpern, Honey

Abstract

This paper reports on a series of 1992 visits to special education classes and programs in Oxfordshire, England. Information concerning mainstreaming of special needs students is applied to the situation in British Columbia, where decisions concerning inclusion and neighborhood schools are being made. (Author/JDD)

Published
1993

12. The Politics of Accountability: Educative and International Perspectives. The 1997 Yearbook of the Politics of Education Association.

Author

Macpherson, Reynold J. S. and Macpherson, Reynold J. S.

Abstract

This book reports on the outcomes of an international policy-research project concerned with how power is used in education to construct and discharge obligations among stakeholders. The collection of articles suggests how such processes might better serve educational ends. The research examines how the politics of education at the site and systemic levels have been contributing to the reconstruction of accountability policies in an international policy context, a context characterized by conceptual disarray, multi-reform strategies, blunt administrative instruments, and plurally political cultures. The text is divided into two parts. Part 1 reports on research conducted in North American settings, focusing on low-wealth school districts, on how to enhance accountability, on integrated governance, on authentic education accountability policies, and on patterns of social control in assessment practices. Part 2 provides research reports from England and Wales, and Australia, a comparative study of two Australian and Canadian systems, and then two philosophical chapters that examine some international dilemmas. (RJM)

Published
1998