National testing from an Australian perspective

Introduction This book examines a pressing educational issue: the global phenomenon of national testing in schooling and its vernacular development in Australia. The Australian National Assessment Program – Literacy and Numeracy (NAPLAN), introduced in 2008, involves annual census testing of students in Years 3, 5, 7 and 9 in nearly all Australian schools. In a variety of ways, NAPLAN affects the lives of Australia’s 3.5 million school students and their families, as well as more than 350,000 school staff and many other stakeholders in education. This book is organised in relation to a simple question: What are the effects of national testing for systems, schools and individuals? Of course, this simple question requires complex answers. The chapters in this edited collection consider issues relating to national testing policy, the construction of the test, usages of the testing data and various effects of testing in systems, schools and classrooms. Each chapter examines an aspect of national testing in Australia using evidence drawn from research. The final chapter by the editors of this collection provides a broader reflection on this phenomenon and situates developments in testing globally...

Performance pay for Australian teachers: A critical policy historiography

In May 2011, the Australian Federal Education Minister announced there would be a unique, innovative and new policy of performance pay for teachers, Rewards for Great Teachers (Garrett, 2011a). In response, this paper uses critical policy historiography to argue that the unintended consequences of performance pay for teachers makes it unlikely it will deliver improved quality or efficiency in Australian schools. What is new, in the Australian context, is that performance pay is one of a raft of education policies being driven by the federal government within a system that constitutionally and historically has placed the responsibility for schooling with the states and territories. Since 2008, a key platform of the Australian federal Labor government has been a commitment to an Education Revolution that would promote quality, equity and accountability in Australian schools. This commitment has resulted in new national initiatives impacting on Australian schools including a high-stakes testing regime 14 National Assessment Program 13 Literacy and Numeracy (NAPLAN) 14a mandated national curriculum (the Australian Curriculum), professional standards for teachers and teacher accreditation 14Australian Institute for Teaching and School Leadership (AITSL) 14and the idea of rewarding excellent teachers through performance pay (Garrett, 2011b). These reforms demonstrate the increased influence of the federal government in education policy processes and the growth of a 1Ccoercive federalism 1D that pits the state and federal governments against each other (Harris-Hart, 2010). Central to these initiatives is the measuring, or auditing, of educational practices and relationships. While this shift in education policy hegemony from state to federal governments has been occurring in Australia at least since the 1970s, it has escalated and been transformed in more recent times with a greater emphasis on national human capital agendas which link education and training to Australia 19s international economic competitiveness (Lingard & Sellar, in press). This paper uses historically informed critical analysis to critique claims about the effects of such policies. We argue that performance pay has a detailed and complex historical trajectory both internationally and within Australian states. Using Gale 19s (2001) critical policy historiography, we illuminate some of the effects that performance pay policies have had on education internationally and in particular within Australia. This critical historical lens also provides opportunities to highlight how teachers have, in the past, tactically engaged with such policies.

Re-thinking ancillary: Australian screen content in education

The use of Australian screen content in Australian schools and universities is undergoing rapid change due to digital and online distribution capacity on the supply side and digital and online affordance embedded in student cultures. This paper examines the ways in which Australian screen content and its distribution are beginning to adapt to educational usage. Issues facing content rights holders, distribution companies and emerging digital platforms reflect broad-based digital disruption patterns. Learning opportunities that can coincide with the growth in uptake of Australian screen content in Australia's education sector are not immune to the challenges posed by emerging digital consumption behaviours and issues of sustainability. At the same time, the growth in the use of digital and online screen content learning resources, under current copyright conditions, poses significant increases in the underlying cost structure for educational interests. This paper examines the innovations occurring in both the supply and the demand sides of Australian screen content and the expanded learning opportunities arising out of emerging digital affordances. Precedents in the UK are explored that demonstrate how stronger connections can be forged between nationally produced film and media content and a national curriculum. While addressing recent issues arising out of the Australian Law Review Commission's inquiry into copyright in the digital economy, the purpose of this discussion is not to assess policy debates about fair use versus fair dealing. What is clear, however, is that independent research is required that draws upon research-based evidence with an aim to better understanding the needs of the education sector against the transformative shifts taking place in digital-based learning materials and their modes of delivery.

Occupational injury risk among Australian paramedics: An analysis of national data

Objective To identify the occupational risks for Australian paramedics, by describing the rate of injuries and fatalities and comparing those rates with other reports. Design and participants Retrospective descriptive study using data provided by Safe Work Australia for the period 2000–2010. The subjects were paramedics who had been injured in the course of their duties and for whom a claim had been made for workers compensation payments. Main outcome measures Rates of injury calculated from the data provided. Results The risk of serious injury among Australian paramedics was found to be more than seven times higher than the Australian national average. The fatality rate for paramedics was about six times higher than the national average. On average, every 2 years during the study period, one paramedic died and 30 were seriously injured in vehicle crashes. Ten Australian paramedics were seriously injured each year as a result of an assault. The injury rate for paramedics was more than two times higher than the rate for police officers. Conclusions The high rate of occupational injuries and fatalities among paramedics is a serious public health issue. The risk of injury in Australia is similar to that in the United States. While it may be anticipated that injury rates would be higher as a result of the nature of the work and environment of paramedics, further research is necessary to identify and validate the strategies required to minimise the rates of occupational injury for paramedics.

A comparative study of early childhood curriculum documents focused on education for sustainability in South Korea and Australia

This thesis is about a comparative study of early childhood education (ECE) curriculum documents focused on education for sustainability (EfS) in South Korea and Australia. It examined how the national ECE curriculum documents in two culturally different contexts align with contemporary concepts of sustainability and activist early childhood education for sustainability (ECEfS) principles. Drawing on systems theory, Korean and Australian ECE curriculum documents were used as the primary sources for this study within the framework of critical document analysis (CDA). This study offers a step forward in developing culturally inclusive/holistic understandings of sustainability and more contextualised/localised approaches to ECEfS.

Futures for Australian curriculum studies: metaphors, genres and complicated conversations

My specific brief for the conference presentation on which this essay is based was to speak from the standpoint of a 'curriculum theorist'. However, I rarely use the terms 'curriculum theory' or 'curriculum theorising' other than in the company of US and Canadian colleagues. I prefer to speak of 'curriculum inquiry' or 'curriculum work' and I think of my work as a university teacher and researcher as being directed towards understanding curriculum. From this standpoint I interpret the theme of this Point and Counterpoint, 'Futures for Australian Curriculum', as a focus for speculation on the possible and desirable ways in which the arts of curriculum inquiry can be developed, tested and renewed. In other words, how can we sustain rigorous, vigorous and generative forms of curriculum work?
I will respond to this question by referring to three artefacts of Australian curriculum studies, the first two of which come from the Australian
Curriculum Studies Association's (ACSA) own material history; the third is (arguably) the major synoptic text of North American 'curriculum theory' published during the past decade. I will use these artefacts to illustrate three key issues concerning futures in curriculum inquiry, namely:
• the significance of metaphor;
• questions about genre and a renewed role for
the arts in our work;
• the idea of 'complicated conversation'.

Constructing the Australian musical child

This paper makes use of Foucauldian discourse analysis to examine some of the current directions in Arts education and Music Education, in particular, that are being promoted by education authorities in Australia. Foucault's concept of discourse, and analytical procedures developed from his ideas, have been much discussed recently but have not been applied very rigorously or very widely other than by Foucault himself. This paper will introduce some of the basic concepts and demonstrate how application of these concepts can identify, explain or elucidate basic misconceptions that are currently being promoted as the way forward in arts education.

Curriculum development and implementation has become an important focus for educational policy in the past ten years. Inspired by the work of the Federal Labour government between 1989 and 1994 which developed the national curriculum Statements and Profiles, many states have adopted a model of centralized curriculum development in which learning is mapped out for all students up to the age of eighteen. These learning "profiles" have been developed and disseminated at great expense in terms of time, money and effort. They represent a considerable investment of educational resources. Typically, however the resulting curriculum documents are complex, difficult to understand and use, and can appear unrelated to many of the normal practices in school. This has placed teachers in the position of having either to ignore them or to work against much of their own training and personal assumptions about what constitutes music education.

It will be suggested that there are some basic flaws in the way that many curriculum documents in Australia have conceived of music education and learning. With recent new developments in Victoria, South Australia and Western Australia, there is no indication that this process of profiling student development is really devoted to improving our understanding either of learning or of teaching. In fact, it would appear to be developing a life of it's own, oblivious to the practices and structures of our educational systems. It will be suggested that a more realistic assessment of our practices needs to form the basis of our frameworks and that they should not be developed as abstract theoretical models.

Dietary patterns of Australian adults and their association with socio-economic status: results from the 1995 national nutrition survey

Objective: To describe dietary patterns among men and women in the Australian population, and to explore how these varied according to socioeconomic status (SES).

Design: A cross-sectional self-report population survey, the 1995 Australian National Nutrition Survey (NNS), was used.

Setting: Private dwelling sample, covering urban and rural areas across Australia.

Subjects: Data provided by 6680 adults aged 18-64 who participated in the NNS were used in the analyses.

Methods: Factor analyses were used to analyse data from a Food Frequency Questionnaire (FFQ) completed by participants. Associations between SES and dietary pattens were assessed using ANOVA.

Results: Separate factor analyses of the FFQ data for men and women revealed 15 factors, accounting for approximately 50% of the variance in both men's and women's dietary patterns. Several gender and SES differences in food patterns were observed. Lower SES males more frequently consumed 'tropical fruits', 'protein foods', and 'offal and canned fish', while high SES males more often ate 'breakfast cereals' and 'wholemeal bread'. Lower SES females more often ate 'traditional vegetables', 'meat dishes' and 'pasta, rice and other mixed foods', while high SES females more frequently ate 'ethnic vegetables' and 'breakfast cereal/muesli'.

Conclusions: These findings contribute to a better understanding of the dietary patterns that underscore gender-specific SES differences in nutrient intakes. Analyses of the type employed in this study will facilitate the development of interventions aimed at modifying overall eating patterns, rather than specific components of the diet.

SOSE curriculum structures: Where to now?

The article discusses the Studies of Society and Environment (SOSE) curriculum structures which was originally given at the Australian Curriculum Studies Association Conference held on July 8-10, 2007 in Melbourne, Victoria. It is noted that Key Learning Areas (KLAs) as curriculum organizers was introduced across all Australian States and Territories. An overview of a debate about the purpose and nature of SOSE is given. It also examines political attempts toward a national curriculum as a factor shaping the future of SOSE.

Striving for balance : Australian perspectives on the future of schooling

Interview participants comprised a purposive, theoretical sample of 10 senior education policy leaders from across Australia. Participants argued that the current bureaucratic organisation of schooling would persist in the future because of intensifying pressure for schools to satisfy diverse political priorities; current funding arrangements had established a quasi-market model by default; unresolved tensions about a national curriculum and standardised assessment/accountability for students, teachers, and schools, and a shortage of dynamic, innovative leaders to reconnect public schools with their communities.

As if they could be otherwise...finding spaces for creativity in the enacted curriculum

This chapter inquires into four very different Australian middle-school classrooms where teachers are innovating their practices and developing new approaches to aspects of English curriculum. These classrooms from diverse settings (one middle-class urban, one elite private inner urban, one regional disadvantaged, one middle-class regional) have all taken imaginative leaps and reworked their curricula to put the students’ needs at the centre. At one school, Year 8 students design, make and play their own computer games, at another Year 6 students script, design, craft and shoot their own claymation film; at another, Year 9 students use videogames as texts in their literature studies; and at another, a group of Year 6 students work with a theatre company and their teachers to rework Shakespeare into a contemporary, accessible, enjoyable performance. The chapter considers how in each case these different approaches engage and extend the students in meaningful and relevant ways. The chapter includes a mix of teacher and student interview data, principal data and teacher writing. The chapter investigates how each of these projects worked to achieve its aims and discusses how the single national curriculum might be re-envisioned in local contexts.

The humanities curriculum in a changing world

In this article Harvie discusses the perceptions that pre-service teachers have about Humanities teaching & learning.Harvie expresses the importance of a sound humanities program in schools is central to developing individual members of society that are informed about Values, Citizenship, Australian and Global History, Geography and Economics.

Distorted representations of the‘capability approach’ in Australian school education

Recently, curriculum developments in Australia have seen the incorporation of functionalist ‘general capabilities’ as essential markers of schooling, meaning that any pedagogical expression of classroom-based practice, including subsequent instruction, should entail the identification and development of operational general capabilities. The paper questions and critiques recent curriculum developments in Australia that characterises capabilities purely in functionalist terms, something that the broader capabilities literature eschews. The analysis is informed by aspects of the theoretical frameworks of Martin Heidegger and Pierre Bourdieu. It examines the notion of ‘general capabilities’ in the Australian Curriculum. The paper argues that there is an inherent contradiction in Australian education policy, namely a vocationally oriented national school curriculum with implied functionings that cannot fulfil designated purposes. The paper finds that the curriculum's connection to increased individual and national economic prosperity, one championing ‘jobs and careers of the twenty-first century’, is evident, although current populous forms and categories of employment seem to suggest otherwise.

Honouring the incomparable: Honours in Australian universities

The Honours undergraduate degree in Australia is unlike that in most other countries. It has taken on a particular significance as a qualification, as a pathway to and a pre-requisite for direct entry into doctoral programs. This paper explores the outcomes of a study that suggests that the aims, outcomes, curriculum, pedagogical practices, purposes and enrolment patterns of Honours vary substantially across disciplines and university types. It addresses the questions about the diverse nature of Honours programs and questions what this diversity means for Australian higher education in the context where global standardisation of awards is rapidly occurring. Honours is seen variously as a qualification, an experience, or a program. These variations are discussed and it is demonstrated that Honours globally has not one, but many meanings. These meanings are often poorly understood within, and outside the academy. These multiple meanings create confusion about what Honours stands for and inhibit communication about the role and purpose of Honours both within Australia and in a global context. © 2011 UK Crown: The Australian National University.

The place of place-based education in the Australian primary geography curriculum

The idea for this paper emerged from a recent qualitative investigation which examined the ways in which six Australian primary teachers conceptualised geography and geography teaching (Preston, 2014b). A finding of this research was a strong correlation between the breadth of geographical understandings and the years of experience and age of participants. For early career teachers, conceptions of geography were narrowly confined to information-oriented perceptions. Whereas, the two teachers, with more than 30 years in primary schools, portrayed much more complex understandings. Their conceptions depicted geography as process-oriented and in relational terms, that is, understandings of geography that recognise the interactions and interdependence of people and environments (Bradbeer, Healey, & Kneale, 2004). Both these experienced teachers were also committed to place-based, inquiry approaches to geography teaching and had been using placebased methodologies long before it became a new movement in education (Morgan, 2009, p. 521 ). This prompted me to question why geography education seldom features in discourses of place-based education and to contemplate the oft-cited argument (at least in the United States) that the recent focus on curriculum standards is incompatible with locally responsive curriculum (Jennings, Swidler, & Koliba, 2005).
In order to answer these questions, I explore the intersections and divergences between place-based education and geography education in the Australian context. Drawing on Smith's (2002) and Gruenewald's (2003) conception of place-based education, and the new. Australian geography curriculum document, I argue that primary geography education has strong synergies with place-based education methodologies and aims. I further suggest that a geographical perspective can augment placebased education to enrich and broaden students' understandings of the complex interactions between and within places. This argument is balanced with a critical examination of the practice of geography education acknowledging that the tradition of fieldwork might benefit from placebased education approaches that enable more embodied, socially engaged interactions with places. Thus, I contend, place-based education and geography education are mutually supportive and each can extend the other. The paper concludes with a reflection on the challenges in Australia in preparing primary teachers for the implementation of the new (place-based) geography curriculum.