Making the pedagogic relay inclusive for indigenous Australian students in mathematics classrooms

Many students are unsuccessful in the study of school mathematics, not because of some innate ability, but because of pedagogical practices. Bernstein () has argued that pedagogy serves as a mechanism for cultural reproduction, so that for those students whose cultures are different from that represented in and through pedagogy, the task of constructing school mathematics is made more difficult. The paper explores the ways in which a teacher changes the pedagogic relay in order to be more inclusive of her students. Her practice is informed by understanding the ways in which pedagogy is a subtle tool for marginalization in mathematics.     

The challenge of managing technical and vocational curricula in schools

The main arguments advanced in this article are that major curriculum innovations are likely to be most fruitfully developed if they incorporate the best features of tried and tested models existing both in the UK and abroad. Also a coherent approach to the management of innovations is a sine qua non for their success. Both TVEI and CPVE are considered comparatively and relevant management issues outlined. It is concluded that the secret of success lies to a great extent in management training. Both the HMI report (1986) on education in the FRG and the White Paper (Education and Training, 1986) add eloquent testimony to the message of this article.     

Getting closer: workplace guidance for lifelong learning

The purposes of this article are twofold. First, it considers the policy links between guidance and lifelong learning, highlighting in particular the implications of findings from a recent study by the Organisation for Economic Co‐operation and Development (OECD). Secondly, it critically compares two approaches to workplace guidance about education and training, drawing upon evaluations of various initiatives organized by trade unions and employers in Denmark and the UK. These evaluations are based on qualitative data collected from in‐depth interviews with those responsible for organizing and giving the guidance, as well as those who received it. Five interviews were conducted with recipients of guidance in each country, either face‐to‐face or by telephone, using a semi‐structured interview schedule. The conclusions suggest some issues that need to be addressed by guidance practitioners and policy makers, including employers and trade unions.     

Faculty Development through Computer Awareness

Although the use of microcomputers and their associated software programmes has the potential to help faculty work more efficiently, their use is not yet as widespread as it might be and many faculty members are still unaware of how they might use computers both to facilitate their own research and report writing and as an adjunct to their teaching. Efforts to encourage greater usage of computers which emphasise the acquisition of appropriate skills only, in many instances appear to have limited long-term effectiveness. A multi-dimensional model for the promotion of educational change has been developed and tested in a stafl development programme to promote the awareness and use of computers to assist faculty at a large Australian institute of technology. The beginnings of the model and the programme are described together with the results of an initial post-programme survey. These represent the preliminaly findings of a longitudinal study of effective models for the promotion of educational innovation in higher education. The initial results suggest implications both for the teaching of computer awareness and for the building of an effective theory of innovative change in higher education [1].