1,721,102 research outputs found
Changing Perceptions of Knowledge: Evaluation Of An Innovative Program For Pre-Service Secondary Teachers
Full text linkPre-service programs for secondary teachers have traditionally involved method subjects, where participants are inducted into the curriculum practices of two disciplinary or subject areas. In 2003, Victoria University of Technology, Melbourne, enrolled a small group of fourteen pre-service teachers into an innovative Graduate Diploma of Secondary Education that directly challenged these program assumptions. Method subjects were collapsed into an integrated study of the theory, skills and practices of classroom work and connections were drawn between all enrolled subjects or knowledge. Another key feature of the program involved all pre-service teachers being placed at the one school for their partnership experience, including classroom teaching and a requirement to undertake an applied curriculum project negotiated as being important for the school. Mentor teachers from the school presented a series of evening tutorials on issues such as systemic requirements, curriculum innovation, school organization. This approach to Site-Based Teacher Education builds on a project funded by Department of Education, Science and Technology and conducted by Victoria University some years previously. The paper describes the evaluation of the program including suggested curriculum changes and the resources required. It also provides some advice for the establishment of similar site-based work that attempts to break the mould of traditional thinking on separated knowledge in teacher education
Will the Australian curriculum up the intellectual ante in primary classrooms?
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What is surprising in the last two years of debate over an Australian national curriculum has been the failure to engage with research on the enacted curriculum: on what actually goes on in Australian classrooms.
Important contributions to this edition of Curriculum Perspectives will focus on the specific inclusions and exclusions of the draft versions of the Australian Curriculum. My brief comments here set out to refocus attention on the shaping of classroom practice: on the potential impacts of the Australian Curriculum on everyday teaching and learning.
Specific content aside, any official curriculum – its developmental skill and knowledge taxonomies, textbooks and learning materials, standards and levels statements – comes to ground via an enacted curriculum of teaching and learning events ‘lived’ by students and teachers. Practically, the new national curriculum will trigger a set of institutional interventions (e.g., teacher education, national and state dissemination and implementation, professional development, monitoring and evaluation). These processes will set the resources and contexts for the face‐to‐face recontextualisation of the officially designated ‘stuff’ (i.e., knowledge, skill, capacity) into actual teaching and learning. The results could have significant material, institutional and educational consequences for learners, and, reflexively, for teachers, schools, communities and, if we are to take this curriculum on its word, the nation. They could, alternatively, confound an already difficult situation.
Professor Allan Luke, Centre for Learning Innovation, Queensland University of Technology.
This paper was presented at a national symposium in Sydney, entitled, Advice for Ministers and ACARA on NAPLAN, the use of Student Data, My School and League Tables
Lead the change series: Q & A with Allan Luke
No full textAn overview of current issues in school and system reform
English and the NCEA: the impact of an assessment regime on curriculum and practice.
No full textThe National Certificate of Educational Achievement (NCEA) will enter the first year of implementation for Year 11 students in 2002. A number of educators have raised concerns in relation to the NCEA in respect of such issues as validity, reliability, moderation, the lack of uniformity in respect of re-testing policy and manageability. This article argues that attention also needs to be directed at ways in which the NCEA constructs curriculum, assessment and pedagogical practice. Using English as an example, it does just that by examining the English matrix, a specific achievement standard and examples of assessment tasks. It argues that the pervasiveness of summative assessment and the provision of centrally designed materials will legitimise some versions of the subject and certain teaching practices over others. It suggests that this form of legitimating control undermines teacher professionalism and subject innovation
Going Beyond Counting First Authors in Author Co-citation Analysis
Full text linkThe present study examines one of the fundamental aspects of author co-citation analysis (ACA) - the way co-citation
counts are defined. Co-citation counting provides the data on which all subsequent statistical analyses and mappings
are based, and we compare ACA results based on two different types of co-citation counting - the traditional type that
only counts the first one among a cited work's authors on the one hand and a non-traditional type that takes into
account the first 5 authors of a cited work on the other hand. Results indicate that the picture produced through this non-traditional author co-citation counting contains more coherent author groups and is therefore considerably clearer. However, this picture represents fewer specialties in the research field being studied than that produced through the traditional first-author co-citation counting when the same number of top-ranked authors is selected and analyzed. Reasons for these effects are discussed
Variations on the Author
Full text link“Variations on the Author” discusses two of Eduardo Coutinho’s recent films (Um Dia na Vida, from 2010, and Últimas Conversas, posthumously released in 2015) and their contribution to the general question of documentary authorship. The director’s filmography is characterized by a consistent yet self-effacing form of authorial self-inscription: Coutinho often features as an interviewer that rather than express opinions propels discourses; an interviewer that is good at listening. This mode of self-inscription characterizes him as an author who is not expressive but who is nonetheless markedly present on the screen. In Um Dia na Vida, however, Coutinho is completely absent form the image, while Últimas Conversas, on the contrary, includes a confessional prologue that moves the director from the margins to the center of his films. This article examines the ways in which these works stand out in the filmography of a director who offers new insights into the notion of cinematic authorship
Globalisation and the reconstruction of the literate child
Full text linkIn New Zealand, the turn from the welfare state since 1984 to a global market driven economy in the early mid 1990s has affected the way that primary curriculum documents have been developed and implemented. Those documents, together with teachers’ handbooks, have in turn affected the way that teachers teach. In particular, the construction of literacy and what constitutes literacy teaching in these documents have affected teachers’ work and have also constructed and are reconstructing childhood and the child literate. The way that teachers teach literacy depends on their constructions of children and childhood and that as their views of childhood and children change, so too do their views of the teaching of literacy. Against this background of locating childhood and children in educational and literacy discourses, other discourses of new technologies, cultural diversity, time and space of “new times” are also challenging the construction of literacy, the literate child and childhood
Appropriate Similarity Measures for Author Cocitation Analysis
Full text linkWe provide a number of new insights into the methodological discussion about author cocitation analysis. We first argue that the use of the Pearson correlation for measuring the similarity between authors’ cocitation profiles is not very satisfactory. We then discuss what kind of similarity measures may be used as an alternative to the Pearson correlation. We consider three similarity measures in particular. One is the well-known cosine. The other two similarity measures have not been used before in the bibliometric literature. Finally, we show by means of an example that our findings have a high practical relevance.information science;Pearson correlation;cosine;similarity measure;author cocitation analysis
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