The document discusses educational change in Australia through several initiatives and projects. It describes the Innovation and Best Practice Project which studied 107 schools' responses to internal and external pressures to improve learning outcomes. It also discusses the IDEAS and RAISe projects focused on literacy achievement. Further, it examines phases of change at Rooty Hill High School centered around developing core values, skills for lifelong learning, and an approach to behavior based on student data and portfolios. Finally, it outlines current contexts in Australian schools, higher education, and early childhood centered on reforms, national standards, and improving teaching quality and access.
Blended Librarian Webcast: Becoming an Educational Change Agent on Thursday, May 21, 2009 @ 3pm Eastern
by LearningTimes The current moderation status is approved.Change the moderation status by clicking the following links.Approved1 star of excellence2 stars of excellence3 stars of excellence
Steven Bell and John Shank, co-founders of the Blended Librarians Online Learning Community and their guests, Josh Kim and Barbara Knauff, invite you to join the next webcast, “Becoming an Educational Change Agent” On Thursday, May 21, 2009 at 3 pm. EDT.
Event Description:
In this session, we'll explore the changing role of academic teaching and learning "support" staff. How has it evolved over the past decade, and where are our job descriptions going? How much of our work is reactive, and how much of is advocacy for changes in instructional paradigms? How are the roles between instructional designers and librarians demarcated, and where are they beginning to shift or merge? Is learning technology itself an emerging academic discipline? We'll begin with a brief presentation on these issues by Josh Kim and Barbara Knauff, Senior Learning Technologists at Dartmouth College (see their recent Educause Review column on these issues, "Business Cards for the Future", but the majority of the session will be given over to a participant discussion of these issues
Teacher participation in organisational development efforts: the case of seco...Premier Publishers
The study examined the extent of teacher participation in different areas of decision-making in secondary schools in Bulawayo Province of Zimbabwe and the impact of this involvement on school improvement through organisational development. A survey using self-administered questionnaires with a Likert-type scale assessing teachers’ actual and preferred participation in decision-making was employed. The sample comprised 200 teachers and 20 school heads. Of the sample respondents, 78% were female and 22% were male. Data were collected through semi-structured questionnaires. Descriptive statistical analysis was used to interpret data. The study indicated that the actual teacher participation in decisions concerning learners was fairly high, but quite low in respect of managerial decisions. The difference between the actual and the preferred levels of participation showed high levels of deprivation. Greater involvement in issues concerning learners and the lower levels of participation in respect of managerial issues were attributable to such dimensions as failure to adopt new decisions, passive resistance by teachers, bureaucracy and lack of knowledge by heads. The significance of the results of this study lies on the implications for school improvement practice: heads of schools should enhance teacher participation not only in issues relating to pedagogy but managerial issues as well.
Devono, frank how principals and teachers percieved nfeasj v29 n4 2012William Kritsonis
Dr. William Allan Kritsonis, Editor-in-Chief, NATIONAL FORUM JOURNALS (Founded 1982). Dr. Kritsonis has served as an elementary school teacher, elementary and middle school principal, superintendent of schools, director of student teaching and field experiences, professor, author, consultant, and journal editor. Dr. Kritsonis has considerable experience in chairing PhD dissertations and master thesis and has supervised practicums for teacher candidates, curriculum supervisors, central office personnel, principals, and superintendents. He also has experience in teaching in doctoral and masters programs in elementary and secondary education as well as educational leadership and supervision. He has earned the rank as professor at three universities in two states, including successful post-tenure reviews.
If you take any hundred or so books on change, the message all boils down to one word: motivation. If one's theory of action does not motivate people to put in the effort- individually and collectively- that is necessary to get results, improvement is not possible (Fullan 2006).
Transforming High School Education: Studying and Designing Change ModelsNaima Raza
January-May 2016
The comprehensive journey: the iteration of problem statements, theories, models and prototypes I explore while trying to answer the question, "how can we transform the high school education system on a district-level?"
Looking for studying in Australia in top university and colleges? A.R educational consultants provide the information and assistance for studying in Australia universities and colleges.
This slide provides an introduction to the work of the staff and the children of the St Therese Orphanage in Maubara, Timor Leste - sponsored by the kind donors to the Australia Timor Leste Advancement Society
Blended Librarian Webcast: Becoming an Educational Change Agent on Thursday, May 21, 2009 @ 3pm Eastern
by LearningTimes The current moderation status is approved.Change the moderation status by clicking the following links.Approved1 star of excellence2 stars of excellence3 stars of excellence
Steven Bell and John Shank, co-founders of the Blended Librarians Online Learning Community and their guests, Josh Kim and Barbara Knauff, invite you to join the next webcast, “Becoming an Educational Change Agent” On Thursday, May 21, 2009 at 3 pm. EDT.
Event Description:
In this session, we'll explore the changing role of academic teaching and learning "support" staff. How has it evolved over the past decade, and where are our job descriptions going? How much of our work is reactive, and how much of is advocacy for changes in instructional paradigms? How are the roles between instructional designers and librarians demarcated, and where are they beginning to shift or merge? Is learning technology itself an emerging academic discipline? We'll begin with a brief presentation on these issues by Josh Kim and Barbara Knauff, Senior Learning Technologists at Dartmouth College (see their recent Educause Review column on these issues, "Business Cards for the Future", but the majority of the session will be given over to a participant discussion of these issues
Teacher participation in organisational development efforts: the case of seco...Premier Publishers
The study examined the extent of teacher participation in different areas of decision-making in secondary schools in Bulawayo Province of Zimbabwe and the impact of this involvement on school improvement through organisational development. A survey using self-administered questionnaires with a Likert-type scale assessing teachers’ actual and preferred participation in decision-making was employed. The sample comprised 200 teachers and 20 school heads. Of the sample respondents, 78% were female and 22% were male. Data were collected through semi-structured questionnaires. Descriptive statistical analysis was used to interpret data. The study indicated that the actual teacher participation in decisions concerning learners was fairly high, but quite low in respect of managerial decisions. The difference between the actual and the preferred levels of participation showed high levels of deprivation. Greater involvement in issues concerning learners and the lower levels of participation in respect of managerial issues were attributable to such dimensions as failure to adopt new decisions, passive resistance by teachers, bureaucracy and lack of knowledge by heads. The significance of the results of this study lies on the implications for school improvement practice: heads of schools should enhance teacher participation not only in issues relating to pedagogy but managerial issues as well.
Devono, frank how principals and teachers percieved nfeasj v29 n4 2012William Kritsonis
Dr. William Allan Kritsonis, Editor-in-Chief, NATIONAL FORUM JOURNALS (Founded 1982). Dr. Kritsonis has served as an elementary school teacher, elementary and middle school principal, superintendent of schools, director of student teaching and field experiences, professor, author, consultant, and journal editor. Dr. Kritsonis has considerable experience in chairing PhD dissertations and master thesis and has supervised practicums for teacher candidates, curriculum supervisors, central office personnel, principals, and superintendents. He also has experience in teaching in doctoral and masters programs in elementary and secondary education as well as educational leadership and supervision. He has earned the rank as professor at three universities in two states, including successful post-tenure reviews.
If you take any hundred or so books on change, the message all boils down to one word: motivation. If one's theory of action does not motivate people to put in the effort- individually and collectively- that is necessary to get results, improvement is not possible (Fullan 2006).
Transforming High School Education: Studying and Designing Change ModelsNaima Raza
January-May 2016
The comprehensive journey: the iteration of problem statements, theories, models and prototypes I explore while trying to answer the question, "how can we transform the high school education system on a district-level?"
Looking for studying in Australia in top university and colleges? A.R educational consultants provide the information and assistance for studying in Australia universities and colleges.
This slide provides an introduction to the work of the staff and the children of the St Therese Orphanage in Maubara, Timor Leste - sponsored by the kind donors to the Australia Timor Leste Advancement Society
Australian education, Study in Australia, Higher Education in Australia, Educ...Global Opportunities
Study in Australia with Global Opportunities, higher education consultants in India. We represent the following Australian universities and Australian colleges:
ACE Australia
Australian College Broadway NSW
Australian National Airline College
ACN, Sydney
Australian Institute of Technology & Education
AUSBATAR, Melbourne
ABBEY College
Australian Institute of Technical Training(Melbourne)
Australian Institute of Technology and Education(Melbourne)
Australian Institute of Commerce and Technology(Perth)
Billy Blue School of Graphic Arts
BT Education Limited
Canterbury Business College
Central Queensland University
Charles Darwin University
Charles Sturt University
CIC, Perth
CELUSA, Adelaide
Cambridge International College
Careers Institute Australia
Deakin University
Eynesbury, Adelaide
Education Access Australia(MIE/MITH)
Edith Cowan University
Griffith University
Hales Institute Hospitality Training Australia
Holmes Institute
IIBIT-Ballarat
Insearch, UTS
KBIT
Latrobe University
La Trobe International College/ Latrobe University
MIBT, Melbourne
Macquarie University, Sydney
Macquarie City College
PIBT, Perth
QIBT, Brisbane
RafflesKvB - Sydney, Australia
SAIBT, Adelaide
IBT, Sydney
Shaftson International College
Sheila Baxter
Swinburne TAFE/Swinburne University of Technology
The Meridian International School, Australia
University of Ballarat
University of Southern Queensland
University of Sunshine Coast
University of Tasmania
University of Wollongong
USQ, Sydney Education Centre
UNIVERSAL NETWORK OF INFOTECH(Adelaide)
Victoria University Sydney
William Blue School of Hospitality, Tourism and Leisure
Psycolinguistic
*Production of Speech and Language
*speech production
*language production
*slips of the tongue
*speech error
*formulating linguistic plan
etc
【平成25年度 環境人材育成コンソーシアム(EcoLeaD)事業】
日付:平成25年12月14日
イベント:第3回アジア環境人材育成研究交流大会-国際シンポジウム2部
タイトル:高等教育におけるサステイナビリティの実現に向けて:オーストラリアにおける模範例の紹介 / Leading for sustainability in higher education: Exemplars from Australian contexts
発表者:スー・エリオット 氏(ニューイングランド大学教育学部教授、オーストラリア環境教育学会副会長) / Dr. Sue Elliott(Senior Lecturer, School of Education, University of New England, Vice President, Australian Association for Environmental Education Inc.)
詳細:http://www.eco-lead.jp/active/seminar/2013-2/
What philosophical assumptions drive the teacher/teaching standards movement ...Ferry Tanoto
What philosophical assumptions drive the teacher/teaching standards movement today? Are standards dangerous?
Week 4 - Reading highlights
Falk, B., 2002 and Tuinamuana, K., 2011
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Ethnobotany and Ethnopharmacology:
Ethnobotany in herbal drug evaluation,
Impact of Ethnobotany in traditional medicine,
New development in herbals,
Bio-prospecting tools for drug discovery,
Role of Ethnopharmacology in drug evaluation,
Reverse Pharmacology.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
We all have good and bad thoughts from time to time and situation to situation. We are bombarded daily with spiraling thoughts(both negative and positive) creating all-consuming feel , making us difficult to manage with associated suffering. Good thoughts are like our Mob Signal (Positive thought) amidst noise(negative thought) in the atmosphere. Negative thoughts like noise outweigh positive thoughts. These thoughts often create unwanted confusion, trouble, stress and frustration in our mind as well as chaos in our physical world. Negative thoughts are also known as “distorted thinking”.
Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptxEduSkills OECD
Andreas Schleicher presents at the OECD webinar ‘Digital devices in schools: detrimental distraction or secret to success?’ on 27 May 2024. The presentation was based on findings from PISA 2022 results and the webinar helped launch the PISA in Focus ‘Managing screen time: How to protect and equip students against distraction’ https://www.oecd-ilibrary.org/education/managing-screen-time_7c225af4-en and the OECD Education Policy Perspective ‘Students, digital devices and success’ can be found here - https://oe.cd/il/5yV
3. 3
Beliefs and
understandings
For consideration – design for improving
learning outcomes
Adapted from Figure 1. General design for improving learning outcomes
(Hill & Crévola, 1999, p. 3)
4. Innovation and Best Practice
Project
107 schools (government, Catholic and independent)
Purpose:
• “to understand how schools respond to both internal and
external sources of pressure and support to improve learning
• and the nature of the evidence they can provide about the
improvement of learning outcomes” (Cuttance & Stokes, 2001,
p. 18)
4
5. Innovation and Best Practice
Project
(cont’d)
School management of project:
• Developed the innovation (= practical action to resolve
problems) (Cuttance & Stokes, 2001, p. 3)
• Controlled funds
• Selected consultant researcher
• Monitored the quality of the research support provided
Time constrained for demonstrating improved student
outcomes
• Changes in teachers’ strategies and professional learning
5
6. Innovation and Best Practice
Project
(cont’d)
• Findings (Cuttance & Stokes, 2001, pp. 23f)
• Critical role of leadership “focused on action, culture-building
and organisation-wide learning” (p. 26)
• Association between extent of innovation and degree of self-
management in the school systems
• “The significant deficit of data analysis skills in schools across
the nation” (p. 27)
• “Teacher-based research and evaluation of their practice is a
necessary component of successful school innovation” (p. 28).
6
7. IDEAS and RAISe
Refer to previous discussion on the IDEAS project (Topic 3)
The article by Wildy & Faulkner (2008) is included for those
who would like to
• read more about IDEAS
• follow up on school improvement in literacy achievement
(RAISe)
7
8. Change at Rooty Hill
High School
1997 – present - 3 phases
Phase 1 (1997-1998) (Cawsey, 2002, pp. 73-76)
• Definition of school’s Learning Principles (core values) by a
conference of students, parents and staff
• statement of purpose
• Analysis of culture
• Artefacts changes in ‘little’ things that people notice
• Socio-facts – e.g. teaching and learning framework, outcomes-
based assessment, technology
8
9. Change at Rooty Hill High School
(cont’d)
Phase 2 (1999-2000) (Cawsey, 2002, pp. 76-80)
• Emphasis on values
• “At RHHS we absolutely believe that students need a rigorous
academic curriculum complemented by an integrated program
of social development” (p. 76).
• Community conference identified desirable exit behaviours
portfolio project
• Skills for lifelong learning, individual achievement, and living
in a civil society (pp. 76-77)
9
10. Change at Rooty Hill High School
(cont’d)
Phase 3 (2001-2002) (Cawsey, 2002, pp. 80-82)
• Approach to behaviour and discipline
• Based on collection of data over 5 years (QSLS) + portfolios
• 30 teachers trained in Choice Theory and Reality Therapy
(Glasser)
• Community conference – quality behaviour
• “Schools need to be able to teach students about values and
about how to behave for success” (p. 81).
• “The deepest levels of learning occur at the level of values” (p.
82).
10
11. Change at Rooty Hill High School
(cont’d)
Positive outcomes for students:
• Social outcomes (Cawsey, 2002, p. 79)
• Academic performance (Anderson & Cawsey, 2008, p. 53)
Leadership:
• “…principals must have the courage to articulate their own
values and beliefs in support of improving education for
students” (Cawsey, 2002, p. 83)
Journey messy and difficult (p. 77)
11
12. Australia: Present Context
Schools:
• Education Revolution (ER) 2008
• NAPLAN
• My School website
• New Australian Curriculum for Kindergarten to Year 10
• Technology to schools
• National Teaching Professional Framework
• National Partnerships
• Monetary rewards for expert teachers and schools
• Local Schools Local Decisions
• Australian Professional Standards for Teachers
12
13. Australia: Present Context (cont’d)
Higher Education (Bradley Review, 2008)
• Transforming Australia’s HE System (Commonwealth of Australia,
2009)
• $5.4 billion over 4 years
• Support high quality teaching and learning
• Improve access and outcomes for students from low socio economic
backgrounds
• Build new links between universities and disadvantaged schools
• Rewards for meeting quality and equity outcomes
• Improve resourcing for research and invest in world class tertiary
education infrastructure
13
14. Australia: Present Context
(cont’d)
Higher Education (Harvey & Kamvounias, 2008)
• Teacher-as-learner approach to implementation of teaching
and learning policy – focus on students
• A positive and well-intentioned initiative had a minimal effect
on teaching and learning practice and student learning.
• Need for a more integrated approach to teaching and learning
changes in higher education context
14
15. Australia: Present Context
(cont’d)
Early Childhood
• Early Childhood Development Strategy (2009-2020) (DEEWR,
2011)
• Australian Government working with states and territories to
develop a national Early Years Development Workforce
Strategy
• Aim: to improve supply and quality of early childhood
education and care workforce
• Best Practice Guidelines for the Planning and Development of
Child Care Facilities – surveys completed July 2013
15
16. Features of Sustainable
Change
Focus on improving teaching and learning
Reform agenda appropriate to the school
Teachers direct the change process in a community of trust
and collaboration
Data are used to guide changes in pedagogy
A long term perspective is taken (5-7 years)
School leaders guide the innovation
(Fullan, 2011; Goodson, 2001; Hargreaves, 2010; Louis, 2007;
Meiers & Ingvarson, 2005; Smith, 2008)
16
17. 17
Anderson, M., & Cawsey, C. (2008). Learning for leadership: Building a school of professional practice.
Camberwell: Australian Council for Educational Research.
Cawsey, C. (2002). Naming, measuring and modelling the values of public education. In S. Pascoe (Ed.),
Values in education: College year book 2002 (pp. 71-84). Deakin West, A.C.T.: Australian College of
Educators.
Commonwealth of Australia (2009). Transforming Australia’s higher education system. Barton, ACT:
Australian Government.
Cuttance, P., & Stokes, S. A. (2001). Innovation and best practice. In P. Cuttance & Innovation and Best
Practice Consortium (Eds.), School innovation: Pathway to the knowledge society (pp. 1-29). Canberra,
ACT: Commonwealth of Australia.
Department of Education Employment and Workplace Relations (2011). Early childhood workforce.
Retrieved August 20, 2012, from
http://www.deewr.gov.au/Earlychildhood/Policy_Agenda/EarlyChildhoodWorkforce/Pages/home.aspx
Harvey, A., & Kamvounias, P. (2007). Bridging the implementation gap: A teacher as learner approach to‐ ‐
teaching and learning policy. Higher Education Research & Development, 27(1), 31-41. Hill, P. W., &
Hill, P. W., & Crévola, C. A. (1999). Key features of a whole-school, design approach to literacy teaching
in schools. Australian Journal of Learning Difficulties, 4(3), 5-11.
Wildy, H., & Faulkner, J. (2008). Whole school improvement Australian-style: What do IDEAS and RAISe
offer? Leading and Managing, 14(2), 83-96.
References