Teaching values

Teaching Values has been designed to support teachers to introduce the Nine Values for Australian Schooling (Australian Government 2005) to their students and to build on the work that they and their schools do in the name of values education. It does not set out to be the definitive text rather it contributes to the current and historical discourse in this area by providing a unique approach to this complex area of the school curriculum. Using a range of texts sourced from collections held by the National Museum of Australia the book uses textual analysis as an approach to teaching values.

Changing places : testing the relevance of educational research and teacher education

Frequent reviews of teacher education in recent times seem to indicate that those charged with the responsibility for teacher education have little understanding of the contemporary needs of teachers. Just how does educational research inform teachers in their day-to-day practice and how is its relevance tested? As an educational researcher Professor Shirley Grundy challenges her own notions of 'relevance' by returning from academia to the school system in Western Australia. This experience expanded her understanding of how conceptual frameworks and the realities of schools complemented each other. She reflects on the agenda for change faced by education systems and the ensuing transformation of curriculum planning, pedagogy, assessment and reporting procedures in some schools while not in others.

Her reference to Habermas' work relating to 'system' and 'lifeworld' provided her with an explanation for the social conditions of schooling, while her exploration of discourse theory provides some understanding of the practices related to the exercise of power in school settings. Interchanges such as that experienced by Grundy are to the mutual benefit of both parties.

Beyond crisis: re-imagining science education

Science education is in crisis, which is evidenced by the increasing negative attitudes to Science by secondary school students and decreasing participation in post compulsory Science subjects. There is a need for re-imagining science by adopting contextual learning.

Investigating the factors of professional development programs that effect change in the classroom

This paper reports on the implementation of two professional development programs designed to support ICT based pedagogies in Victorian (Australia) schools. In both programs the teachers participated in an intensive program of professional development designed to assist them in embedding ICT into their classroom practice. There was a large diversity of circumstances experienced by the schools, not only in terms of ICT availability and use, and teacher experience, but also in issues of cultures of curriculum planning and integration, size, communication, and pedagogical presumptions. Both projects were successful in implementing change; however there were teachers in both projects who failed to take advantage of the PD. Some of the limitations with both studies include the high expectations of time comittment by the teachers – who are already fully committed with full teaching loads, and the high expectations of the change that will occur in the teaching and
learning as a result of the PD, wthout consideration of the time needed to learn and adopt new pedagogical practice. In some cases, teachers and the school did not appreciate the necessary commitment to take full advantage of the opportunity being provided. This was compounded by the lack of support and recognition by school management.

History of the Geelong Regional Commission

This thesis is the first systematic history of the Geelong Regional Commission (GRC), and only the second history of a regional development organisation formed as a result of the growth centres policy of the Commonwealth Labor Government in the first half of the 1970s. In particular, the thesis examines the historical performance of the GRC from the time of its establishment in August 1977 to its abolition in May 1993. The GRC Commissioners were subject to ongoing criticism by some elements of the region's political, business, rural and local government sectors. This criticism focused on the Commissioners' policies on land-use planning, their interventionist stance on industrial land development, major projects and industry protection and their activities in revitalising the Geelong central business district. This thesis examines these criticisms in the light of the Commission's overall performance. This thesis found that, as a statutory authority of the Victorian Government, the GRC was successful over its lifetime, when measured against the requirements of the Geelong Regional Commission Act, the Commission's corporate planning objectives and performance indicators, the corporate performance standards of private enterprise in the late 1990s, and the performance indicator standards of today's regional economic development organisations in the United States of America, parts of the United Kingdom and Australia. With the change of Government in Victoria in October 1992 came a new approach to regional development. The new Government enacted legislation to amalgamate six of the nine local government councils of the Geelong region and returned regional planning responsibilities to the newly formed City of Greater Geelong Council. The new Government also made economic development a major objective of local government. As a result, the raison d'etre for the GRC came to an end and the organisation was abolished.

Development of benchmarks for determining infrastructure needs for the aged

This project developed benchmarks and benchmarking procedures to indicate the current and future infrastructure requirements of the aged in regional centres. The benchmarks correlate the infrastructure requirements of the aged with demographic trends. The research also modelled aged infrastructure requirements within the broader context of the sustainability of cities.

Relative affordability

This research attempts to gauge the impact of "Melbourne 2030" policy on relative affordability within the Melbourne metropolitan area. Using price data over eight years, with reference to activity centre's and transport infrastructure. The results indicate this policy has, thus far, had little effect when measured at the suburb level.

Teacher narratives and curricular justice : a study of teachers' work in the disadvantaged schools' program in Victorian education

Investigates teacher contributions to conversations about theory, policy and practice concerning poverty and education. The research examines patterns in teacher interpretive categories drawn from action research texts and associated documentation in the Disadvantaged School Program in Victoria over a twenty year period. Deals theoretically with the sociology of curricular theory, history and practice through the utilisation of feminist, postcolonial and poststructural approaches to society and culture.

Teaching Thai language and culture abroad

Drawing on some principles of action research a systematic curriculum was developed for the Buddhapadipa temple school in London. Data was collected using interview-conversations, reflective episodes, classroom observations. The research was supported by four smaller studies investigating specific aspects of curriculum, language, culture and national identity.

Boom and bust in the Latrobe Valley

This thesis argues for the needs of the individual rather than a nationally imposed curriculum that does not take into account the needs of local communities suffering economic dislocation. Educational and socio-economic change are parallel narratives throughout the thesis.

Exploring the application of Health Impact Assessment in neighbourhood renewal

This thesis explores the role that Health Impact Assessment can play in social exclusion policy contexts focusing specifically on Victoria's Neighbourhood Renewal Scheme. The findings demonstrate that it can play an important role if due attention is given to contextual and procedural factors both within community settings and within government.

Children’s preferences for group musical activities in child care centres : a cross-cultural study

This paper reports on a cross-cultural research study of children’s preferences for group musical activities in child care centres. A total of 228 young children aged 4–5 years in seven child care centres in Hong Kong and in the Adelaide City of South Australia participated in the study. Both qualitative and quantitative data were collected via a mixed method approach. Result showed that dancing/moving was children’s most preferred musical activity in centres. Significant differences were found between children’s cultural contexts and their preferences for three activities: (1) Singing; (2) Listening; and (3) Playing instruments. Qualitative data further revealed the social phenomena of these two cultural contexts which influenced children’s preferences. Implications for the curriculum planning of early childhood music education arising from these findings are discussed.

Exposing young children to music through the production and presentation of music-appreciation television programs

This paper reports on a research study of the effectiveness of a series of music-appreciation activities for young children in Hong Kong. These activities were designed using world music and were presented as part of a local early childhood television program for community interest. One-undred-and-sixty-eight local preschool children (mean age 4.25) and their classroom teachers, from 16 childcare centres or kindergartens, participated in this study. Qualitative data was collected using individual structured interviews with both children and teachers. The data showed that these music-appreciation activities enriched children's musical experiences and teachers' musical repertoires in early childhood settings. Teachers also showed positive preferences to learn the activities using multimedia tools. Implications for the curriculum planning and teacher training of early childhood music education are discussed.