The relationship of teacher ratings of executive functions to emergent literacy in Head Start

Reading and Writing - The purpose of this study was to investigate the concurrent relationships between selected teacher-rated executive function (EF) and a comprehensive array of emergent literacy...     

Self and peer appraisal in higher education

This paper applies the mathematical technique of Data Envelopment Analysis to the problem of appraisal in Higher Education. The technique can be understood as an idealised self and peer appraisal: evaluating others in the same way that we would optimally evaluate ourselves relative to those others. The technique is applied to examples of student and staff appraisal. Although the main focus of this article is on the technique itself (its rationale, the prerequisites for use, and the insights that it yields), we also discuss the wider implications of having and using such a technique to assist appraisal.     

Science and Mathematics Instruction of Beginning Elementary Teachers

Journal of Science Teacher Education -     

The democratic argument for science curriculum reform in Britain and Australia: 1935–1945

The dominance of “academicism” in science education can be shown over the last century. However in the period of this study, when access to a universal secondary education was the main thrust of social reconstruction in Britain and Australia, a key struggle was for a socially-centred general science. The struggle, concerned the terms on which “the spirit of Science alive in the world”, could enter and transform education in schools to meet human needs. The epistemological arguments of the reformers were pragmatic. This study, set initially in an earlier period of depressive capitalism, is an account of how curriculum and cultural change was mediated by educational actors, employing pragmatic arguments for reform which drew on the metaphoric power of a scientific achievements which emanated from their society, to pursue democratic agendas within their workplace and locality.     

Analysing the experiences of casual relief teachers in Australian primary schools using practice architecture theory

This study examines the professional experiences of casual relief teachers (CRTs) and some of the challenges they face through the lens of practice architecture theory. Practice architecture theory considers human activity through the multi-layered lens of sayings, doings and relatings. A survey was used to collect responses from 104 CRTs who are teaching or have previously taught in Australian primary schools. The responses were examined using thematic content analysis to gain insights into their experiences of professional practice. In addition, the demographic information from the survey identified three main categories of CRTs which contributed to better understanding of distinct needs and experiences of each type of CRT. Results indicate that many participants saw casual teaching as a negative and alienating experience due to lack of access to school information, lack of support for accreditation and feelings of exclusion from school communities. The need for greater access to information about professional learning was also highlighted. However, others enjoyed the flexibility and sense of belonging they experienced as CRTs. The present study contributes to CRT research by identifying similarities and differences across the three CRT groups and applying practice architectures as a new theoretical lens through which to analyse their professional experiences.     

夜的声音

The sound so beautiful
Yet cold inside
Cleela, Cleela,
The crckets chirp.     

Teachers’ Continuing Professional Development and Higher Education

This paper presents and analyses data gathered from a survey of teachers in a range of secondary school English departments. It seeks to establish the ways in which teachers perceive their subject knowledge Continuing Professional Development (CPD) needs and the ways in which they would like to engage with Higher Education (HE) English as part of their CPD. It also explores teachers’ reasons for wishing to undertake such study, and the ways in which they believe such studies could contribute to their development. Finally, it goes on to consider some of the constraints on CPD and the possible implications of this for Higher Education Institutions. The interface between schools and HE has, historically, been limited. However, engagement in CPD is one of the most significant ways in which dialogue between secondary and HE teachers of English can be fruitfully established.