Educational administration and the management of knowledge: 1980 revisited

This paper revisits the thesis of a 1980 paper that suggested a new approach to educational administration based upon the New Sociology of Education. In particular it updates answers to the six key questions asked by that paper: what counts as knowledge; how is what counts as knowledge organised; how is what counts as knowledge transmitted; how is access to what counts as knowledge determined; what are the processes of control; what ideological appeals justify the system. These questions were foundational in the development of a socially critical perspective and a cultural approach to educational leadership and administration.

An anarchy of cultures: aesthetics and the changing school

It is the contention of this paper that schools are currently sandwiched between demands of the economy on one side and increasingly fundamentalist communities on the other; that schools need some degree of autonomy from each; that the greatest challenge of the century is how we can live together despite our differences; and that the only way of successfully meeting this challenge is for schools to put social justice at the heart of their activities, activities that are best informed by the cultivation of reasoned imagination – that is, by an aesthetic approach to the development of intellectual, social, cultural, economic and personal identities.

Is global citizenship possible, and can international schools provide it?

This article questions the notion of global citizenship, arguing that it is not possible in strictly legal terms as there is no global state that could guarantee citizenship. However, metaphorically there are several possible conceptions of global citizenship. These are examined along with associated notions of global education. The issue of for whom such global citizenships might be possible is addressed, as is the issue of what citizenship might mean in failed states. It is suggested that international schools will respond variously to this variety of conceptions of global citizenship, and that where they locate themselves within this complex of metaphors will have major impact on their presentation of curriculum, pedagogy and assessment.

Investigating the effectiveness of teacher education for early career teachers in diverse settings: analysis of large-scale survey data

‘As researchers and practitioners in the field of teacher education, we seem ill prepared to respond to critics who question the value of professional education for teachers with evidence of our effectiveness’ (Grossman, 2008, p.13). While there are many small-scale, nuanced case studies that speak about the particularities of specific teacher education practices, large scale, systematic, longitudinal studies that can provide rich and comprehensive data about the effectiveness of teacher education are limited (Cochran-Smith & Zeichner, 2005). In Australia, the Studying the Effectiveness of Teacher Education (SETE) project is addressing this gap by investigating the effectiveness of teacher education programs in preparing teachers for the variety of school settings in which they begin their careers. This three-year study utilises large-scale surveys and case studies to construct a deeper understanding of early career teachers’ experiences. It tracks all 2010/2011 teacher education graduates in Queensland and Victoria to investigate the effectiveness of particular characteristics of their teacher education programs in equipping them with the capacity to meet the learning needs of young people in a diverse range of Australian school settings.

This paper will discuss findings from the first of a series of online surveys completed by teacher education graduates in Queensland and Victoria (March-April 2012). Survey data includes teacher demographic information which form independent variables to inform inferential statistical analysis. Beginning teacher responses are mapped against key characteristics of participants' pre-service programs and framed in relation to the key themes of curriculum, pedagogy, assessment, behaviour management, and engagement with school stakeholders and local community. The findings will assist teacher educators design teacher education programs for effective beginning teaching in diverse settings and will also provide an evidentiary basis for policy decisions regarding teacher education and beginning teaching.

Microscopic / telescopic (universes unfold)

This exhibition was inspired by lens based observation; what is observed through the microscope – plankton and single cell organisms – finds its origin in what is observed through the telescope – stars and galaxies. The project explores two spatially divergent contexts. Artist, Melinda Capp explores the micro-scopic with porcelain objects, artist books and images derived microscopes and Daniel Armstrong references the macro-scopic with video, photography, lens based objects and installation of interactive sculpture / optical instruments to create an experiential connection between celestial phenomena/images and the viewer.

Epigenetic deregulation in pediatric acute lymphoblastic leukemia

Similar to most cancers, genome-wide DNA methylation profiles are commonly altered in pediatric acute lymphoblastic leukemia (ALL); however, recent observations highlight that a large portion of malignancy-associated DNA methylation alterations are not accompanied by related gene expression changes. By analyzing and integrating the methylome and transcriptome profiles of pediatric B-cell ALL cases and primary tissue controls, we report 325 genes hypermethylated and downregulated and 45 genes hypomethylated and upregulated in pediatric B-cell ALL, irrespective of subtype. Repressed cation channel subunits and cAMP signaling activators and transducers are overrepresented, potentially indicating a reduced cellular potential to receive and propagate apoptotic signals. Furthermore, we report specific DNA methylation alterations with concurrent gene expression changes within individual ALL subtypes. The ETV6-RUNX1 translocation was associated with downregulation of ASNS and upregulation of the EPO-receptor, while Hyperdiploid patients (> 50 chr) displayed upregulation of B-cell lymphoma (BCL) members and repression of PTPRG and FHIT. In combination, these data indicate genetically distinct B-cell ALL subtypes contain cooperative epimutations and genome-wide epigenetic deregulation is common across all B-cell ALL subtypes.