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This unique book explores school improvement policy - from its
translation into national contexts and school networks to its
implementation in leader and teacher practices in individual
schools and classrooms within this network of schools and its
impact on students' learning. It draws on multiple conceptual and
theoretical resources to explore the complexities attached to a
school improvement process in a network of schools in Australia.
These conceptual and theoretical resources include discourse,
practice, representation and network, concepts common to both
policy research as well as studies of leadership and classroom
practice. They lead to a more detailed understanding of the
intersections between educational policy and intervention
processes, and the complex reality of school processes and teaching
practices. In the book we trace the implementation of school
improvement policies through its multiple phases, levels and
contexts. Our data-collection and analysis methods draw on a
variety of perspectives in the way different players perceive their
roles and the nature of the initiative and the ways in which these
intersect. The research findings are used to seek productive
approaches to school improvement that combine policy integrity with
local flexibility. The book contributes to the school improvement
literature through its exploration of tensions between global and
systemic settings and local practices and histories.
This unique book explores school improvement policy - from its
translation into national contexts and school networks to its
implementation in leader and teacher practices in individual
schools and classrooms within this network of schools and its
impact on students' learning. It draws on multiple conceptual and
theoretical resources to explore the complexities attached to a
school improvement process in a network of schools in Australia.
These conceptual and theoretical resources include discourse,
practice, representation and network, concepts common to both
policy research as well as studies of leadership and classroom
practice. They lead to a more detailed understanding of the
intersections between educational policy and intervention
processes, and the complex reality of school processes and teaching
practices. In the book we trace the implementation of school
improvement policies through its multiple phases, levels and
contexts. Our data-collection and analysis methods draw on a
variety of perspectives in the way different players perceive their
roles and the nature of the initiative and the ways in which these
intersect. The research findings are used to seek productive
approaches to school improvement that combine policy integrity with
local flexibility. The book contributes to the school improvement
literature through its exploration of tensions between global and
systemic settings and local practices and histories.
Academic capitalism (Slaughter and Leslie, 1997) and the
globalisation of political economies at the beginning of the twenty
first century have led to a further destabilisation of the patterns
of university professional work that had developed over the past
hundred years. Faculties are now positioned squarely in the
marketplace and increasing competition amongst universities for
revenue producing students has led many universities to
enthusiastically embrace the marketing possibilities of online
teaching and learning and the discourse of the market place.
Globally, universities are increasingly promoting online teaching,
so it was timely to carry out this research which places the case
study of one academic community within the wider global context.
Drawing particularly on the theoretical resources of Foucault this
work presents the lived experience of being academic and the often
contradictory subjectivities within the power relations of the
managed university in the 21st century.
Becoming a Teacher of Language and Literacy explores what it means
to be a literacy educator in the 21st century. It promotes a
reflective and inquiry-based approach to literacy teaching and
examines three central questions: 1. How do teachers approach the
teaching of reading and writing, speaking and listening within a
digital age? 2. How do teachers approach the standardisation of
literacy, including high-stakes testing? 3. How do teachers work
within the framework of the Australian curriculum: English? The
book covers a range of contemporary topics in language and literacy
education, including reading and creating digital texts, supporting
intercultural engagement in literacy education and developing
community partnerships. Each chapter features teacher narratives,
current theoretical perspectives, examples of practice and
reflective questions. The narratives are designed to prompt
reflection about teachers' professional practice within local
school settings. They convey the voices of teachers as they grapple
with the challenges of their professional practice.
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