Australian law students' values: how they impact on ethical behaviour

This paper focuses on the values that underpin legal practitioners' behaviour. In a globalising legal profession information about the values bases' of lawyers is critical to understanding the ways in which a "justice agenda" (arguably, a primary responsibility of the profession) may be sustained into the 21st century. However, there has been a dearth of research into the value systems of lawyers or law students. This paper attempts to investigate what values are characteristic of the mass of Australian lawyers in their last year of law school. It is part of a larger longitudinal study, now nearing completion, which aims to provide longitudinal information about the value sets of these same law students, as they become early-career lawyers and to understand how their values develop or degrade over time.

Getting out of deficit: pedagogies of reconnection

The fact that children growing up in poverty are likely to be in the lower ranges of achievement on standardised literacy tests is not a new phenomenon. Internationally there are a myriad of intervention and remedial programmes designed to address this problem with a range of effects. Frequently, sustainable reforms are curtailed by deficit views of families and children growing up in poverty. This article describes an ongoing research study entitled "Teachers Investigate Unequal Literacy Outcomes: Cross-Generational Perspectives", which made teacher researchers central in examining this long-standing dilemma. It outlines the research design and rationale, and analyses how two early career teachers worked their ways out of deficit analyses of two children they were most worried about. It argues that disrupting deficit discourses and re-designing new pedagogical repertoires to reconnect with children's lifeworlds is a long-term project that can best be achieved in reciprocal research relationships with teachers.

Reciprocal mentoring across generations: sustaining professional development for english teachers

This article draws on a collaborative research project entitled Teachers Investigate Unequal Literacy Outcomes: Cross-generational Perspectives, funded by the Australian Research Council 2002-2004 and awarded to Barbara Comber, University of South Australia and Barbara Kamler, Deakin University. The university researchers invited early career teachers in their first five years of teaching, and late career teachers with at least twenty-five years experience, to collaboratively explore the problem of unequal outcomes in literacy. Over a period of three years, the teacher researchers conducted audits of their classroom literacy programs and the effects on different children; case studies of students they were most concerned about; and redesigns of their literacy curriculum and pedagogy.  Bev Maney and Ivan Boyer collaborated as research partners in the context of their work together as English teachers at Portland Secondary College, Victoria. This paper is based on transcripts of their many conversations with one other and the research team and is represented as an interrupted conversation with the university researchers. Here they critique current models of professional development and the effects of standardised testing and argue for the importance of serious teacher conversations and ongoing school-based research.

Preparing Australia's future lawyers: an exposition of changing values over time in the context of teaching about ethical dilemmas

This study investigated what values may be influential to decision making in relation to ethical behaviour for early career lawyers. It adopted a longitudinal approach to investigate how values develop or degrade over time as final year law students move into their first two years of employment or further study. To this end, the study investigated the role that tertiary education and employers fulfill in building and perpetuating ‘appropriate’ professional values? Results demonstrate that, in general, ethical behaviour was not uniformly reinforced over time in the workplace. The undertaking of pro bono work stands out here. Results suggested that certain behaviour relevant values may develop or degrade over the early years of the Australian lawyer's career. The implications of results are discussed in the contexts of ethics education in a tertiary context and the continuing education and regulation of the legal profession.

Almost there : empirical insights into clinical method and ethics courses in climbing the hill towards lawyers' professionalism

Results of a study into the relationships between values and ethical behaviour for early-career legal practitioners - effect of gender, clinical experience and prior ethics education - implications for ethics education in tertiary institutions and after admission to legal practice.

From 'ECR' to 'strategic academic' : reconstucting personal narrative as institutional text

In response to a report that universities focused more on research performance than teaching performance, the Australian government in 2003 introduced a number of policy initiatives including the Learning and Teaching Performance Fund. To establish their eligibility to bid for allocations from this fund, many universities introduced teacher training programs as an integral part of their probation and promotion practices for new academic staff.

As an 'Early Career Researcher' I am currently participating in such a program, in which I must familiarise myself with institutional policies on governance, compliance, and strategic direction, and develop a career plan to position myself to achieve my personal career goals while advancing the organisational and strategic goals of my institution.

This paper uses an institutional ethnographic analysis of my experience to explicate the processes by which an Early Career Researcher actively participates in developing new ways of knowing that construct how I think, talk and write about myself, my goals and my professional work. I argue that developing the required career plan involves producing a text based account that renders selected parts of my work and professional identity visible in terms that are ultimately determined by government policy on higher education.

Property development

David Cadman’s Property Development has long been the standard textbook on the commercial property development process in the UK, and with this fifth edition the book is brought completely up to date for a new generation of readers. Accessible to students of all disciplines within the built environment, the book is geared directly towards students of property development at undergraduate or graduate levels. It provides a clear and practical overview of the property development process, together with critical analysis of the key issues faced by property professionals today.

The fifth edition retains the established structure of previous editions, by focusing on land acquisition, development appraisal, finance, planning, construction, market research and promotion. Additionally, reflecting changes in practice, there is also new material on the environmental impacts of property development, with a chapter on Sustainable Property Development, and on the growth of international working in the property sector. Excellent case studies, which are enhanced by discussion questions, illustrate the process at work. This fully revised and updated edition of a classic text for all property development students will also be of interest to early career professionals and those pursuing a professional degree in the industry.

Lawyers and ethics in practice : the impact of clinical and ethics curricula on lawyers’ ethical decision-making

The authors have conducted a longitudinal study exploring the relationships between values and ethical behaviour for early-career legal practitioners. The study comprised a representative Australian cohort of final-year law students and tracked them through their first two years of employment or further study. It examined changes to ethical decision-making by presenting participants with hypothetical scenarios that provided ethical dilemmas. A questionnaire utilising hypothetical situations was presented in 11 scenarios. This chapter examines responses to the scenarios across the three years of the study, particularly exploring changes over time. Of particular interest were the effects of gender and prior ethics education on changing responses. Findings suggested significant differences between males and females in their ethical responses. They also suggested that involvement in clinical practice, in particular during the law degree, may have a positive impact on future willingness to assist access to justice (insofar as such lawyers were more inclined to participate in later pro bono activity).

Pietro Bernini (1562-1629) : an investigation of the sculptor in the context of his time

An overview of the career of Pietro Bernini, identifying his style while challenging some interpretations and attributions. The sculptor is evaluated amidst a cultural and artistic circle that includes some hitherto ignored contemporaries. Light is cast upon the early career of his son Gian Lorenzo, the doyen of Baroque art.

A partnership in induction and mentoring : noticing how we improve our practice

This article focuses on the induction and mentoring of early career teachers. The context is a suburban primary school in Victoria, Australia, as the school develops mentoring networks for graduate and beginning teachers. Instigated from a school–university partnership, the research draws from the traditions of practitioner research. In the research design and likewise in successful mentoring the importance of a genuine commitment to the discipline of reflective practice or what we have come to describe as “ noticing ” (Mason, 2002; Moss et al., 2004) is illustrated. The approach offers a new method for small scale–close up research in teacher education.

Inside guide to getting published

In this seminar Dr Georgina Kelly gave useful advice to Higher Degree students and early career researchers on “When to publish what during your PhD; publishing in conferences and journals; impact versus reputation; and how to get your paper read by others’. Professor Terry Evans spoke of the importance of ‘Being strategic about publishing with(in) a thesis: the public and accessible nature of contemporary PhD theses and the implications for publishing during candidature and for subsequent publications’. In her presentation, ‘Transitioning: riding the wave’, Associate Professor Karen Stagnitti’s drew on her experiences as an HDR student and Early Career Researcher, raising the importance of recognizing opportunities for presenting at conferences, networking and publishing. Associate Professor Rohan Bastin, discussed benefits of ‘Developing pragmatic and rewarding publishing strategies; strategies and opportunities for having multiple publication projects on the go; tailoring one's output to the esteem criteria relevant to disciplines as well as one's own esteem criteria relevant to one's specialist area’.

Dorothy Gordon

Perhaps due to her later fame as the newspaper columnist and controversial radio personality known as “Andrea,” the early film career of Dorothy Gordon has been largely overlooked. Certainly her significant celebrity in Australia in the 1 960s overshadowed her comparatively lesser achievements as a silent cinema extra, actor, screenwriter, and art director. The recognition of her contribution to the Australian film industry is further diminished by the loss of her major work as star of Raymond Longford’s Hills of Hate (1926). In addition, her reputation as an entertaining raconteur fond of telling tall stories, especially about herself, leav es much room for doubt about the recorded detail of her early career in both Holly wood and Australian silent films.

Australian primary in-service teachers’ conceptions of geography

This paper reports on the second part of a two pronged qualitative investigation that examines the ways in which Australian primary teachers conceptualise geography and geography teaching. In the first part of the project, 47 pre-service primary teachers were surveyed. In this paper, I draw on interviews with six in-service primary teachers to explore their experiences, conceptions and perceptions of geography. The findings indicate a noticeable difference between the conceptions of geography held by experienced teachers and those of early career, in-service teachers. Similar to the pre-service teachers studied in part one of this study, the early career teachers had a narrow, information-oriented conception of geography and geography education. Conversely, the experienced teachers portrayed more complex, relational and process-oriented perspectives. The paper concludes by exploring some of the implications for the implementation of the new National geography curriculum in Australia.

Longitudinal Teacher Education Workforce Study [LTEWS] final report. November 2013

The Longitudinal Teacher Education Workforce Study (LTEWS) investigated the career progression of graduate teachers from teacher education into teaching employment in all states and territories across Australia in 2012 and the first half of 2013, and tracked their perceptions, over time, of the relevance and effectiveness of their teacher education programs. Specifically, it investigated: The career progression of the 2011 teacher education graduates from teacher education into, andpossible exit from, teaching employment, including their utilisation into teaching, their retention and attrition in teaching in their early years, and their geographic and schools sector mobility; and, The views of teacher education graduates over time on the relevance and effectiveness of their teacher education for their teaching employment, including the relationship between their views of their teacher education and their early career teaching career.LTEWS was conducted concurrently with the Studying the Effectiveness of Teacher Education (SETE) project, which is a three-year project investigating these issues in Queensland and Victoria. SETE is funded by the Australian Research Council, the Victorian Department of Education and Early Childhood Development (DEECD), the Queensland Department of Education, Training and Employment (QDETE), the Victorian Institute of Teaching (VIT), and the Queensland College of Teachers (QCT). LTEWS focused on data collection in states and territories other than Queensland and Victoria. The findings from the SETE study were incorporated with the LTEWS findings to provide a national data set.