Teaching secondary school mathematics : research and practice for the 21st century

For the last decade or so, educational policy makers and researchers in many countries have been calling for significant changes to the way mathematics is taught in secondary schools. Australian mathematics curriculum documents now promote learning goals that go beyond mastery of a pre-determined body of knowledge and procedures - the traditional emphasis on facts, skills, formulae - to include mathematical reasoning and problem solving, communication, and real world applications. There is also pressure to move away from over-reliance on teacher-centred practices such as exposition and individual seatwork, towards activities that promote learners' involvement in constructing, applying, and evaluating mathematical ideas. Further impetus for reform comes from research recommending that if learners are to develop mathematically powerful forms of thinking and habits of mind, then classrooms should immerse them in the authentic practices of the discipline by supporting a culture of collaboration and sense-making. Teaching Secondary School Mathematics - incorporates recent developments in research and practice and applications to teaching mathematics in Australian secondary schools. Covering such areas as curriculum, pedagogy and assessment; teaching mathematical content; equity and diversity in the classroom; and professional and community engagement, it is an invaluable resource for all practising and pre-service mathematics teachers.

21st century literacy : perceptions of and influences on year 6 teachers in Victorian classrooms

This paper presents a study of teachers’ perceptions of ‘21st century literacy’ practices and the dilemmas teacher face when these perceptions clash with the policies and the practices they feel are expected of them. Using narrative inquiry as its methodology, the paper presents 3 themes identified within the study, namely: ‘Teachers’ insights into 21st century literacy, ‘Teachers’ perceptions of necessary 21st century literacy skills for Year 6 students’ and ‘Influences on teachers’ literacy pedagogical decision-making and practice’. The narratives present two teachers’ perceptions (and misperceptions) of 21st century literacy, their pedagogical approaches, and how various factors influence their work. The paper considers how various factors influence teachers’ pedagogical practices, and highlights discrepancies between teachers’ professional beliefs and their practices based on external classroom influences. Narrative offers an insider’s view of how these discrepancies are lived out in two Victorian classrooms.

Navigating 21st Century multimodal textual environments: a case study of digital literacy

In the 21st century young people live and learn in a technological world that is fast paced and in a constant state of change. As technology becomes more and more accessible outside of the classroom,educators are challenged to re-consider the literacy skills required to be successfully literate. Enacting literacy teaching and learning in and for the 21st century requires teachers to update their pedagogicalknowledge, skills and contextual understanding of the world children live and learn in. This chapter offers a brief overview of the Australian Curriculum, locating it within a 21st century learning discourse.The authors interpret and analyse one young student’s creation of a digital text in a movie modality. Attention is paid to how the case study teacher created meaningful digital literacy learning experiences and opportunities for children to create and interact in social, multimodal textual environments, both within and beyond the school.

New work ethics? Foucault and the spirit of 21st century capitalism

In a corporate environment that is changing at warp speed, performing consistently at high levels is more difficult and more necessary than ever. Narrow interventions simply aren't sufficient anymore. Companies can't afford to address their employees' cognitive capacities while ignoring their physical, emotional, and spiritual well-being. On the playing field or in the boardroom, high performance depends on how much people renew and recover energy as on how they expend it, on how they manage their lives as much as on how they manage their work. When people feel strong and resilient - physically, mentally, emotionally, and spiritually - they perform better, with more passion, for longer. They win, their families win, and the corporations that employ them win. (Jim Loehr and Tony Schwartz (2001) The Making of a Corporate Athlete, p.128)

Managing in the middle: a review of the mddle management experience in the 21st century

Downsizing and organisational restructuring have impacted both the role and the number of middle managers in organisations. .This paper provides a review of recent research on middle management to seek an understanding of the current situation for middle managers as they face the start of the 2rt century. The literature review is presented in two parts - focusing on the position of middle managers as they emerge from downsizing, and drawing attention to the special circumstances for managers "in the middle". The research points to some of the challenges middle managers' experience as they work, live, and survive organisational life, as well as highlighting the need for ongoing investigation of their individual experiences.

Vice chancellors for the 21st century? A study of contemporary recruitment and selection practices in Australian universities

This article is based on recent Ph.D research. The practices for appointing Vice Chancellors (VC's) in Australian Universities were examined, together with the changing role of the VC and new demographic patterns in VC backgrounds. A number of other issues were also examined, including the training and preparation of VC's, mentoring and the changing skill base required to be effective in the role. In addition, the paradox was investigated of appointing academics from the ranks of individuals with non-business backgrounds, to run large enterprises which are being compelled to adopt an increasingly business-oriented focus. The methodology employed involved the use of a survey instrument administered to present and former VC's, Chancellors and members of selection panels, supplemented by interviews. Representatives of the Australian Vice Chancellors Committee (AVCC) and consultants operating in the academic field were also interviewed. In addition, extensive use was made of public domain material. The research was mainly qualitative in nature. However, use was also made of descriptive statistics to provide an insight into how higher education in Australia is changing and to analyse survey findings. Some key results of the research are reported, including the importance of informal processes such as networking in the selection of VC's, the key role played by Chancellors, and the continued practice of appointing VC's from within academia rather than the private sector. This is in spite of evidence that the role of the VC has changed to one of strategic planner and business manager rather than the more traditional role, in the context of a rapidly changing external environment. Suggestions are also made for ongoing research in the area.

Decisionmaking in a glass house : mass media, public opinion, and American and European foreign policy in the 21st century

"Decisionmaking in a Glass House: Mass Media, Public Opinion, and American and European Foreign Policy in the 21st Century" edited by Brigitte L. Nacos, Robert Y. Shapiro and Pierangelo Isernia is reviewed.