Fictions for representing and generating semiotic consciousness: the crime story and educational inquiry

This essay appraises the work of fiction in representing and generating semiotic consciousness in education by examining three intertextual continuities between crime fiction and stories of educational inquiry. First, many reports of educational research resemble detective stories in their quests to determine the (or a) “truth” about something that is problematic or puzzling and this essay describes some of the ways in which the characteristic investigatory methods of fictional detectives resemble forms of educational inquiry. Second, the characteristic ways in which detective stories generate interpretations are compared with the textual strategies deployed in producing meanings and narratives in educational inquiry. Third, recent transformations of both detective fiction and educational inquiry are shown to be comparable — and intertextually linked — manifestations of cultural and semiotic shifts associated with postmodernity. I conclude by suggesting that authors of “anti-detective” crime fiction might provide more appropriate models of educational inquiry than do fictional detectives.

Is it only 'what works' that 'counts' in new knowledge economies? Evidence-based practice, educational research and teacher education in Australia

Recent texts on globalisation and education policy refer to the rapid flow of education policy texts producing or responding to common trends across nation states with the emergence of new knowledge economies. These educational policies are shaping what counts as research and the dynamics between research, policy, and practice in schools, creating new types of relationships between universities, the public, the professions, government, and industry. The trend to evidence-based policy and practice in Australian schools is used to identify key issues within wider debates about the ‘usefulness’ of educational research and the role of universities and university-based research in education in new knowledge economies.

The impact of educational research: alternative methodologies and conclusions

Recent controversy regarding the nature, organization and impact of educational research in the UK (Hargreaves, 1996; 1997; 1999; Hammersley, 1997; Tooley, 1998; Hillage et al., 2000; Ball, 2001) seems to devote little attention to research on the impact of educational research. This paper examines a recent Australian report (The Impact of Educational Research, DETYA, 2000) in terms of both its conclusions and its methodologies. It suggests that the impact of educational research on both policy and practice is often complex and indirect rather than linear and straightforward and that the methodologies employed in assessing such impact need to be similarly complex. Moreover, it would appear that this particular research supports Atkinson's (2000) contention that the ways in which educational research is typically produced and utilized is as part of a complex conversation about a diversity of purposes, effects and judgements rather than a more technically oriented implementation of 'what works'.

Ethnography and the Australian drug field: emaciation, appropriation and multidisciplinary myopia

In this paper, I provide a critical commentary on the current state of drug ethnography in Australia. I identify and discuss funding problems and the appropriation of ethnography by qualitative and quantitative researchers, both of which undermine the credibility and potential contribution of ethnography to the Australian drug field. I also interrogate the much-heralded but little-scrutinised idea of ‘multidisciplinary drug research’, drawing on examples of non-drug multidisciplinary research to argue that, while multidisciplinary drug research is a worthy goal, the research vision offered by advocates of such research is frequently an intellectually impoverished one. I conclude by suggesting possible ways to strengthen Australia's capacity to conduct both stand-alone ethnographic drug research and high-quality multidisciplinary drug research involving ethnography.

Administering the global trap : the role of educational leaders

This article begins with an analysis of Martin and Schumann’s thesis that globalization is (a) enhancing the power of corporations and undermining the sovereignty of nation states and (b) in the process consuming social capital at an alarming rate, thus producing a loss of social cohesion. Globalization is then discussed in terms of the transformations of technology, finance, production and culture, and Gray’s account of differing relationships between markets and cultures in differing forms of capitalism is introduced. The Third Way is then analysed as a specific attempt to resolve cultural contradictions and its limitations are set out. As a possible way forward Amartya Sen’s account of ‘development as freedom’ is outlined and the implications for the role of educational leaders are discussed.

Phelan's bibliometric analysis of the impact of Australian educational research

Phelan (2000) has produced a complex bibliometric analysis of the international contribution of Australian educational research based upon publications and citations reported in the journals indexed by the Institute for Scientific Information - the Standards & Poors of the academic world. This paper examins Phelan's analysis, showing its strengths and weaknesses, as well as examining his proposal for the establishment of an Australian database along the lines of the ISI's index.

Peer groups, power and pedagogy : the limits of an educational paradigm of separation

In contrast to the plethora of literature that suggests that the increasing gulf between teachers and young people is due to the shifting interests and expectations of young people, the focus of this paper is on the roles teachers play in this relationship. Provoking interest is a concern that some of the assumptions that underpin 'mainstream' pedagogic theory and practice might actually contribute, albeit unwittingly, to hardening rather than softening the communication divide. Drawing on an incident that took place between a group of 7–8 year old males in a primary school setting, the authors reveal the limits of a teaching paradigm that encourages teachers to adopt authoritative positions from which to separate and individualise student behaviour. In theoretical terms, they argue that the application of this paradigm asserts an exaggerated notion of agency to individuals in the construction of identity. In practical terms it promotes processes that individualise behaviour as a way of dealing with miscreance. Together these manifest themselves as a 'pedagogy of separation'. The process of building more productive pedagogic relationships, it is concluded, needs to begin with teachers better recognising and engaging with the collective investments of young people.

Restructuring educational leadership in changing contexts: a local/global account of restructuring in Australia

The 1990s saw considerable structural reform in school education in many Anglophone nation states, marked by trends towards school-based, site-based, self-managing and self-governing schools. This article illustrates through a case study of educational restructuring in Victoria, Australia, how leadership, as a discursive practice, is redefined in the context of spatial and cultural restructuring. Restructuring produced a spatial redistribution of educational provision and individual opportunities as a result of structural adjustment reforms. These same policy moves towards post-welfarism also produced cultural shifts in attitudes to education with the rise of the new instrumentalism and entrepeneurialism. For school principals at the forefront of self managing schools, this meant shifts in resource distribution through new policy mechanisms of managerial and market accountability, and also new priorities impacting on leadership practices with a move from dialogic to decisional modes of management. The question is how recent policy moves towards learning networks and reinventing systematic support with a focus on locational disadvantage are addressing what were increased educational disparities between schools and students. Does this provide scope for more equity-driven leadership practices?

E-commerce and graduate education: is educational quality taking a nose dive?

Purpose: Online education has been growing rapidly, but has not had the benefit of the extensive teaching pedagogy development of traditional face-to-face teaching. This paper aims to provide a review of the current literature and present the results of a survey, conducted to determine the effectiveness of a graduate online subject. Design/methodology/approach: The literature was reviewed to identify measures of success and quality in online education delivery. These measures were then considered in relation to their application in practice via a case study based around a survey conducted at Deakin University in Australia. Findings: A total of 16 relevant measures of teaching quality were identified in the literature. Most measures had elements of bias and some were more generally applicable to online learning. The case study suggested that the value of computer mediated learning in an online environment was limited and that a combination of print and computer mediated conferencing performed better in more of the identified quality matrices. Practice implications: Online learning does not save teaching resources if standards of quality are maintained. It can be used to provide a remote teaching facility, provided it is backed up by resources such as printed study guides. For the subject evaluated, online mediated learning did not the provide the same quality of education. Originality/value: Whilst some research has been conducted in this area, no substantive grounded theory has been applied to postgraduate or fee-paying online education regimes. As a result, case studies of such applications can be very helpful in the design of future teaching systems.

Does a continence educational brochure promote health-seeking behavior?

OBJECTIVE: This study reviewed whether participants who were given a continence education package, which included a Continence Educational Brochure (CEB), and who indicated that they were bothered by incontinence symptoms changed health-seeking behaviors about their incontinence problem because of being given the brochure.
METHOD: This study used a descriptive and exploratory design. Participants were given the CEB and asked to read the information. They were also asked to complete a continence questionnaire and mail this back to the research team. Participants who indicated that they were bothered by a continence problem and consented to being interviewed were telephoned 2 to 3 months later. They were asked questions to determine their actions and progress in relation to managing their continence problem and whether the CEB had influenced their behavior.
SETTING AND SUBJECT: A total of 631 participants (352 females, 55.8%; 279 males, 44.2%) from 4 rural and regional settings in Victoria, Australia, participated. Of this sample, 111 participants (78 females, 70.3%; 33 males, 29.7%) who reported that they were bothered by a continence problem were interviewed 3 months after being given the CEB.
RESULTS: Two thirds of the total sample of participants (n = 111) sought help for their continence problem. Approximately 70.3% (n = 78) continued to have a continence problem. Of this group, 84.6% were still bothered by the continence problem and 65.4% had taken action to treat their incontinence. Forty-nine participants (44.1%) indicated that they had discussed the issue of bladder or bowel problems with someone directly because of this study or the information contained in the brochure. More than 94% of participants who remembered the CEB indicated that they believed the brochure would be helpful if given to other people.
CONCLUSIONS: These findings suggest that the CEB prompted individuals to discuss their continence problem and in fewer cases to seek professional help. Given these findings, distribution of a continence education package is advocated as a continence health promotion strategy.

The effects of specific educational preparation on emergency nurses` clinical decisions regarding supplemental oxygen administration

Abstract The use of supplemental oxygen by emergency nurses has important implications for patient outcomes, yet there is significant variability in oxygen administration practises. Specific education related to oxygen administration increases factual knowledge in this domain; however, the impact of knowledge acquisition on nurses' clinical decisions is poorly understood. This study aimed to examine the effect of educational preparation on 20 emergency nurses' decisions regarding the assessment of oxygenation and the use of supplemental oxygen. A pre-test/post-test, quasi-experimental design was used. The intervention was a written, self-directed learning package. The major effects of the completion of the learning package included no change in the number or types of parameters used by nurses to assess oxygenation, a significant decrease in the selection of simple masks, a significant increase in the selection of air entrainment masks, fewer hypothetical outcomes of unresolved respiratory distress and more hypothetical outcomes of decreased respiratory distress. As many nursing education programs are aimed at increasing factual knowledge, while experience remains relatively constant, a greater understanding of the relationship between factual knowledge and clinical decisions is needed if educational interventions are to improve patient outcomes.