MySchool:whose school? an Australian investigation of the mediatization of educational policy

In investigating how three Australian newspapers and six school principals interacted with a significant policy initiative, namely the MySchool website, this research argues against homogenous views of both print-media and mediatization. It further argues that while press reporting on education policy is often an opportunity for newspapers to present newspaper-specific views of what policy ought to be, mediatization is not a one-way process. Rather, it is a dynamic one, defined and shaped by struggle and contestation, through which the press may also be subject to change. The research further suggests that strong school leaders play a crucial role in enabling schools to resist mediatized efforts to alter their practice and autonomy.

An investigation of the development of navigation design guidelines for online educational applications delivery to a primary school audience

Despite growing interest in educational websites for children, there has been surprisingly little research conducted into the design of websites intended for a younger audience. This research aims to determine how the design principles identified in the extant body of literature, might be fused with the development practices currently employed within a focus organisation (case study organisation), to synthesise and partially validate a set of website navigation design guidelines for use when developing website navigation for primary school students, between the ages of nine and twelve years.

School innovation in science : a model for supporting school and teacher development

‘School Innovation in Science’ represents a model, developed through working with more than 200 Victorian schools, to improve science teaching and learning. SIS works at the level of the science team and the teacher, providing resources to challenge and support the change process. Its emphasis is on strategic planning supported by a framework for describing effective teaching, materials for auditing practice and planning initiatives, and a networked support structure. Experience and results from the project, concerning the nature and extent of change, will be used to provide insight into the multidimensional nature of the change process and to suggest a number of principles concerning support for change. Arising out of this, the major elements of a School Innovation Model are identified, that supports a transformative agenda for schools more generally.

C'mon guys! A program to facilitate father involvement in the primary school environment

This article is written to provide a case study example of a program developed to encourage fathers' engagement with their children in the primary school environment. C'mon Guys! was delivered in a Primary School in Victoria, Australia (unnamed to protect the privacy of the participants). The article begins by first describing the community in which C'mon Guys! was offered and goes on to outline the literature related to aspects pertinent to the program such as father involvement in the lives of children at school, and the role of the social worker in facilitating this type of groupwork in the school setting. Next, the aims of the program are discussed with particular reference to its design, social learning theory, systems theory and groupwork principles and processes. The outcomes of C'mon Guys! are then discussed noting the limitations of the program as well as identifying the extrinsic and intrinsic benefits for the children, their fathers and the community.

Beyond the power of one : redesigning the work of school principals

There is mounting international research evidence that the work of school principals is increasingly difficult, time consuming and more unattractive to prospective applicants. We suggest that the solution to this situation lies in redesigning the work that principals do. Using the New London Group’s (1996) definition of design as both process and product and as a hybrid of existing resources, we offer five cases of redesign: distributed pedagogical leadership, co-principalship, shared principalship, multi-campus principalship, and community-based principalship. We argue that these examples show that redesigns that focus on the school, rather than on the work of the principal, have more far-reaching effects, but are also much more vulnerable to context. We propose three emerging principles for redesign viz. developing a strong warrant for redesign, attending to infrastructure and building organic relations between school and community.

A cross-national comparison of school drug policies in Washington State, United States, and Victoria, Australia

Using mail survey data collected from primary and secondary school administrators in Washington State, United States, and in Victoria, Australia, this study compared aspects of the school drug policy environment in the 2 states. Documented substance-use policies were prevalent in Washington and Victoria but less prevalent in primary schools, especially in Victoria. Victorian school policy-setting processes were significantly more likely to involve teachers, parents, and students than processes in Washington schools. Consistent with expectations based on their respective national drug policy frameworks, school drug policies in Washington schools were more oriented toward total abstinence and more frequently enforced with harsh punishment (such as expulsion or calling law enforcement), whereas policies in Victorian schools were more reflective of harm-minimization principles. Within both states, however, schools more regularly used harsh punishment and remediation consequences for alcohol and illicit-drug violations compared to tobacco policy violations, which were treated more leniently. (J Sch Health. 2005;75(4):134-140)

Using accelerated, whole-of-brain learning techniques in higher education: principles and practice

Accelerated learning is an integrative method of learning, combining both sides of the brain to strengthen a student's relationship with self, teacher, subject matter and other students, and so assists students to achieve deep, rather than surface, learning. While the approach has been used to teach school pupils and trainees in the corporate world, its use in marketing education in universities is limited, and there are no reports of studies focusing on its use in postgraduate coursework degrees. Thus this paper examines how accelerated learning could be used in teaching marketing at universities at the MBA level. Some techniques are synthesised from the literature that are particularly appropriate for the students and constraints of an MBA program in a university. We conclude that accelerated learning techniques can be used and are effective in a MBA program. Essentially, accelerated learning incorporate many, already known ideas but it is a useful comprehensive framework.

Aligning school reform and teacher education reform in the middle years : an australian case study

This paper discusses the development of a new Bachelor of Education (Middle Years of Schooling) at The University of Queensland. The middle years of schooling have increasingly been the focus of education reform initiatives in Australia, but this has not been accompanied by significant increases in the number of teacher education institutions offering specialised middle schooling-level teacher preparation programmes. Considering the rapidly changing social and economic context and the emergent state of middle schooling in Australia, the programme represented a conceptual and practical opportunity and challenge for The University of Queensland team. Working collaboratively, the team sought to design a teacher education preservice programme that was both responsive and generative: that is, responsive to local school contexts and to current educational research and reform at national and international levels; and generative of cutting-edge theories and practices associated with middle schooling, teachers' work, and teacher education. This paper focuses on one component of the Middle Years of Schooling Teacher Education programme at The University of Queensland; namely, the practicum. We first present the underlying principles of the practicum programme and then examine "dilemmas" that emerged early in the practicum. These issues and tensions were associated with the ideals of "middle years" philosophy and the pragmatics of school reform associated with that new approach. In this paper, and within this context, we explore what it means to be both responsive and generative, and describe how we as teacher educators negotiated between the extremes these terms implied.

Interjurisdictional allocation of multinational banking income : aligning taxation principles with economic activity

This thesis argues that one type of multinational entity – the multinational bank – poses particularly significant challenges to the international tax regime in terms of its current profit allocation rules. Multinational banks are a unique subset of multinational entities, and as a consequence of their unique traits, the traditional international tax regime foes not yield an optimal interjurisdictional allocation of taxing rights. The opportunity for tax minimisation, achievable because of the unique traits, and realised through exploitation of the traditional source and transfer pricing regime, results in a jurisdictional distribution of taxing rights which does not reflect economic reality. There are two distinct ways in which the traditional international tax regime fails to reflect economic activity. The first way that economic activity may not be reflected in the distribution of the taxing rights to income from multinational banking is through the application of traditional source rules. The traditional sources rules allocate income where transactions are completed rather than where the intermediation services are arranged. As a result of their unique commercial role as financial intermediaries, by separating intermediary economic activity from legal transactions with third parties, multinational banks may distort the true location of the activity giving rise to income. The second way in which the traditional tax regime may fail to reflect economic activity is through the traditional transfer pricing regime requiring related or internal transaction to be undertaken at an arm’s length price. The arm’s length pricing requirement is theoretically deficient in its failure to recognise the highly integrated nature of multinational banking. In practice, the arm’s length pricing requirement is also difficult, if not impossible, to apply to multinational banks because of the requirement of comparability. The difficulties associated with the current model have resulted in a subtle move by multinational banks towards global formulary apportionment. This thesis concludes that, for the international taxation of multinational banks, the current source regime should be replaced with a system that allocates profits for tax purposes on the basis of income source, with source determined using a unitary taxation or global formulary apportionment system. It is argued that global formulary apportionment is a theoretically superior model that provides both jurisdiction to tax and allocated profits on the basis of the economic activity that generates the income.

Concepts and principles in unjust enrichment : a comparative study

The Thesis was inspired by a perceived need better to understand the unique description of unjust enrichment by the Australian courts, as a unifying legal concept. It demonstrates that concepts and principles are essential features of the common law because they identify the character and taxonomy of rules. The comparative study, encompassing Australian and English law primarily, and law of other jurisdictions, modern and ancient, elucidates the special characteristics of the concepts and principles of Anglo/Australian unjust enrichment and of concepts and principles generally. A like concept has had a place in the common law since its inception under several characterisations. It bears the mark of ancient Roman jurisprudence, but relates to independent principles. The jurisprudence was formed by special characteristics of its history. It is distinct from modern Roman/Dutch law but the doctrinal overtones of its foundational case law reflect the basis of reasoning which in Continental law, is found in the adopted ancient codes. It is this foundation of reasoning and the firm rejection of a normative general principle that makes Anglo/Australian law different in character and jurisprudence from unjust enrichment in USA and Canada. Stifled for centuries by quasi contract misconceptions, the law of unjust enrichment entered the modern law in the 20th C through the seminal judgements of Lord Wright in Fibrosa Spolka Akcyjna v Fairbairn Lawson Coombe Barbour Ltd, and related cases and through the strong judicial and juristic following they inspired. That “…any civilised system of law is bound to provide remedies for … unjust enrichment…” became an imperative across the common law world: it has long held a place in the Roman Dutch jurisdictions of South Africa and Continental Europe. The special character of unjust enrichment in Anglo/Australian law is focussed upon a unique action where-by the law imposes an obligation upon the establishment of a recognised ground. The notion of breach of a primary rule does not arise: the obligation is therefore a primary obligation imposed by law, as distinct from a remedy for a breach. Important consequences flow from the characteristic. The juristic development of unjust enrichment in the common law has long been the sole prerogative of the superior courts. The place of historical features of the jurisprudence has however been subsumed by modern judicial methodology that is slowly assuming a unifying pattern of reasoning from case to case; from one ground to another. This is the special characteristic of the unifying legal concept and English principle of unjust enrichment. The thesis draws widely based conclusions about concepts and principles of unjust enrichment and the actions and obligations they sponsor. It portrays them as the substance of legal reasoning and analyses underlying theory. to this end, it addresses counter juristic and historical arguments. Its central conclusion are that there are sound jurisprudential arguments for actions based upon a unifying legal concept and English principle of unjust enrichment, and that the explanation of the unjust enrichment concept as the foundation of an independent branch of the common law and taxonomy is theoretically sustainable. In this manner concepts and principles of the common law are demonstrated as critical characteristics of the common law at large.

Empirical applications of economic principles in producer price index analysis

The research analyses economic linkages of producer price indices of the construction industry in Australia and relationships between construction and house prices. A range of econometric techniques are applied to analyse construction and house prices. The economic equilibrium and dynamic relationships among regional markets are investigated based on producer price index analysis.

Role of school principals within a context of changes in the management of Victorian education 1982-1992

Change occured rapidly and was far reaching in Victoria's educational system in the 1980's and early 1990s. The Labour Party for the first time in 27 years formed a government in 1982. The Educational Minister sought input from many of the groups within the education community and the resulting Ministerial Papers set scence for change. Principles of Victorian Schools were now required to operate within a climate of participative democrary and this brought changes to the way ion which they had been used to operating. As more and more changes took place there were some changes of direction which affected the context within which affected the context within which principals principals operated. How did this affect the role of of the principals? What were the changes in their practices and organisation of work?

Reproduction, resistance and transformation at Marantha High School

The focus of this thesis is the attempt by the Seventh-day Adventist Church to reproduce SDA culture in students attending one of its schools, Maranatha High School. As a 'critical ethnography', it adopts a theoretical perspective from critical social theory to examine problems associated with this attempt. These problems are reflected in data gathered by a range of ethnographic techniques. The study first portrays the socio-political dynamics underlying the historical creation of Adventist culture generally, its embodiment in institutional forms, and the development of a substantial educational structure intended to transmit that culture to succeeding generations.

The study then focuses on current SDA educational philosophy, and the assumptions underlying the principles of selection, organisation, transmission and evaluation of knowledge considered to be valid. It then examines how Maranatha High School itself seeks to implement those principles. In this context, the study also reflects on the political implications of the modes of management and institutional control adopted at various levels of the organisation and in the school.

As a dialectical study, the thesis views the school as a social setting in which knowledgeable humans engage in communicative interaction. Rather than promoting smooth reproduction, the school is portrayed as a site of struggle, negotiation and potential transformation as participants resist forces that they perceive to be constraining and oppressing them. Consequently the thesis examines the perceptions of the various groups of participants, and the nature and impact of their interaction. In as much as teachers are official 'managers' of SDA culture and knowledge, this examination focuses especially on their personal definitions of the situation, the dilemmas that confront them from internal and external sources, the development of their own cultural forms in response, and the implications this action has for cultural reproduction and continuity.

The principles of learning and teaching (PoLT)

In Victoria, Australia, under the Blueprint agenda, The Principles of Learning and Teaching (Department of Education and Training, 2005) are being used to operationalise pedagogical change and curriculum renewal. The University of Melbourne is one of the three contracted providers and in 2005 and 2006 has supported 450 teachers from state, independent and special schools in Victoria and 70 teachers in Singapore. The paper outlines the workings of the model and illustrates how through a deeper and renewed focus on pedagogy schools are being asked to examine and change their practice for all students. One benefit of the initiative is that special schools are an integral part of the cluster network and are reconsidering their role in school renewal and systems transformation more broadly. However the regime of pedagogical renewal must be understood as part of the past and the present, multiple transgressions and intense struggles in reform practices more broadly. None the least being the persistent stratification of schooling into special and regular in the Victorian context and professional learning being constructed as weak professional socialization. Working visually and reading intertextually undoing some of the problematics of the implementation process the challenges of system wide professional learning and curriculum reform are exposed.