Search results for: Australia
Page 19/19 184 items
A Sound Research Base for Beginning Teacher Education: Robust hope, action policy analysis and Top of the Class
The article addresses a report of an inquiry into teacher education in Australia, based on Raymond Wiliams' strategies for 'making hope practical.' The report explored the relationships between the five interdependent strategies, and their relationship to sound educational research. The five strategies included critical self-reflection regarding good educational research; identifying good sense in policies and challenging teacher educators to advance life-enhancing agendas; engaging in research with winners and losers in education; assessing the desirability and dangers in current teacher education policies, and communicating the spirit of teacher education publicly.
Updated: Jan. 07, 2008
Computer-based Learning in a Primary School: Differences between the early and later years of primary schooling
Following the increasing expectations that all primary schools students and teachers actively use information and communication technology, the article explores the implementation of those efforts. Research indicated that the ICT programs established within schools often favor the later primary year levels over the early primary school years in terms of learning environment and programs in terms of early childhood philosophies during the first years of school.
Updated: Jan. 07, 2008
In discussing the relevant theory and the issues identified in focus groups and interviews held with the young researchers, we, firstly, consider the exclusion of some student voices from education discourse. We then identify the features of students as researchers programmes, focusing on the Student Action Research for University Access (SARUA) project, which promote student voice on educational issues.
Updated: Jan. 01, 2008
Mainstreaming education for sustainable development in initial teacher education in Australia: a review of existing professional development models
In an effort to mainstream teacher education programs for sustainability, the Australian Research Institute of Education for Sustainability |(ARIES) appraised models of professional development underpinning a range of teacher education programs. The article describes three models of professional development, and concludes by arguing that a systemic approach that engages the whole of the teacher education system is necessary if ESD is to be successfully mainstreamed in initial teacher education.
Updated: Dec. 31, 2007