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The change process is described in this text which examines the
historical, social and economic influences on education policy
reform. Chapters look at cross-cultural experiences of educational
change and policy implementation as the authors lead us to an
understanding of processes and forces involved. The three themes
covered in this volume are: politics and reform; politics into
policy and policy implementation; and educational reform phenomena.
The authors argue that change takes a predictable format and, once
understood, can be directed and managed.; This text is intended to
be of interest to those involved in the planning and implementation
of change and, along with Volume 2 "Case Studies in Educational
Change," point the way to effective management of such change
processes.
Australia is a vast sparsely populated land and from an early date
this created problems in terms of providing educational facilities.
As part of the solution the nation has had a long tradition of
using distance education methods to provide an education for its
isolated primary and secondary school students. Western Australia
epitomises the problems inherent in having a large land area with a
highly urbanised population and a small but scattered rural one.
Initially, the State established a Correspondence School in 1918.
There have been various developments since then, culminating in the
establishment of the Schools of Isolated and Distance Education
(SIDE) in 1995. Since then the staff at SIDE have investigated and
developed ways of providing their students with innovative
educational materials in an effort to ensure that the best possible
services are provided. Despite its innovative nature, very little
research has been conducted on SIDE. The research project reported
in this book is one contribution to rectifying the deficit. It had
three main aims. The first was to develop an understanding of the
emergence of SIDE. Secondly, an understanding of the key functions
of SIDE was sought. The third aim was to develop an understanding
of the issues which present themselves for those working at SIDE..
Implications for policy, practice and future research in relation
to the education of children in geographically remote regions
through distance education are deduced, and not just in relation to
the state of Western Australia, but internationally.
Australia is a vast sparsely populated land and from an early date
this created problems in terms of providing educational facilities.
As part of the solution the nation has had a long tradition of
using distance education methods to provide an education for its
isolated primary and secondary school students. Western Australia
epitomises the problems inherent in having a large land area with a
highly urbanised population and a small but scattered rural one.
Initially, the State established a Correspondence School in 1918.
There have been various developments since then, culminating in the
establishment of the Schools of Isolated and Distance Education
(SIDE) in 1995. Since then the staff at SIDE have investigated and
developed ways of providing their students with innovative
educational materials in an effort to ensure that the best possible
services are provided. Despite its innovative nature, very little
research has been conducted on SIDE. The research project reported
in this book is one contribution to rectifying the deficit. It had
three main aims. The first was to develop an understanding of the
emergence of SIDE. Secondly, an understanding of the key functions
of SIDE was sought. The third aim was to develop an understanding
of the issues which present themselves for those working at SIDE..
Implications for policy, practice and future research in relation
to the education of children in geographically remote regions
through distance education are deduced, and not just in relation to
the state of Western Australia, but internationally.
Recent research on literature education in Singapore has
highlighted the state of ambivalence of the literature curriculum
and suggested possibilities for its reconceptualisation, taking
into consideration the contemporary Singaporean environment and the
impact of globalisation; and considering the offering of
alternative curricula. This book explores the state of literature
as a subject in Singapore secondary schools in relation to this
recent research by considering its role in the current political,
economic, social and educational climate. It presents the findings
and analysis of students' and teachers' perspectives on literary
studies in Singapore secondary schools in order to generate theory
on how students and teachers deal with literature in English
studies. In-depth interpretivist case studies were conducted at
five sites, purposively selected to incorporate the range of school
types in Singapore. Emergent themes included: the insignificant
impact of local literature on the study of literature, the low
status of subject and the lack of desirability of literature as a
course of study. The findings drawn from original empirical data
from students and teachers have implications for theory, policy and
practice. The work further delineates a need for further research
into continued development of the literature curriculum in the
Singapore education system, such as exploring the role of local
literature, as articulated in the vision of Singapore as a
world-class city.
Northern Soul is a cultural phenomenon twice removed from its
original source in Britain in the late 1960s. Rooted in gospel and
rhythm and blues music, with pounding "four-to-the floor" beats, it
is often accompanied by swirling strings, vibraphone flourishes,
and infectious clapping. Since the 1960s Northern Soul has spread
globally, via the Internet and migration, to such unlikely places
as Medellin in Colombia. By giving voice to the members of this
scene, this book explores theories about how identity and cultural
literacy evolve through engagement with popular culture. It seeks
to contribute to understandings about patterns of economic and
media consumption, informal learning, intercultural communication,
and about how migrants perceive themselves and form connections
with others.
This book has three main areas of focus. The first area of focus is
the historical background to the place of 'teachers' who work in
Western Australian Technical and Further Education (TAFE) colleges
and their large Vocational Education and Training (VET)
institutional counterparts. The second area of focus is the
contemporary functions of these personnel, who have responsibility
for providing a diverse range of training services to meet changing
community, industry and individual needs. The third area of focus
is the contemporary concerns of these personnel.
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