“I am a secondary teacher and I teach history and SOSE” : negotiating pre-service teacher identities in times of curriculum change

Secondary social education in Australia is set to change with the new national history curriculum but integrated social education will continue in the middle years of schooling. Competing discourses of disciplinary and integrated social education approaches create new challenges for pre-service teachers as identification with a teaching area is an important aspect of developing a broader teacher identity. Feedback on a compulsory, final year curriculum studies unit revealed the majority of secondary pre-service teachers identified with at least one social science discipline. However, only a small number listed the integrated social education curriculum of Studies of Society and Environment (SOSE), even though SOSE was an essential part of their brief. More complex identities were revealed in post-teaching practice interviews. In times of curriculum change, attention to pre-service teachers’ disciplinary knowledge is critical in developing a stable subject identity.

Background to the development of a curriculum for the history of “cyber” and “communications” security

For any discipline to be regarded as a professional undertaking by which its members may be treated as true “professionals” in a specific area, practitioners must clearly understand that discipline’s history as well as the place and significance of that history in current practice as well as its relevance to available technologies and artefacts at the time. This is common for many professional disciplines such as medicine, pharmacy, engineering, law and so on but not yet, this paper submits, in information technology. Based on twenty five elapsed years of experience in developing and delivering Cybersecurity courses at undergraduate and postgraduate levels, this paper proposes a rationale and set of differing perspectives for the planning and development of curricula relevant to the delivery of appropriate courses in the history of cybersecurity or information assurance to information and communications technology (ICT) students and thus to potential information technology professionals.

Curriculum history of business computing in Victorian tertiary institutions from 1960-1985

Fifty years ago there were no stored-program electronic computers in the world. Even thirty years ago a computer was something that few organisations could afford, and few people could use. Suddenly, in the 1960s and 70s, everything changed and computers began to become accessible. Today* the need for education in Business Computing is generally acknowledged, with each of Victoria's seven universities offering courses of this type. What happened to promote the extremely rapid adoption of such courses is the subject of this thesis. I will argue that although Computer Science began in Australia's universities of the 1950s, courses in Business Computing commenced in the 1960s due to the requirement of the Commonwealth Government for computing professionals to fulfil its growing administrative needs. The Commonwealth developed Programmer-in-Training courses were later devolved to the new Colleges of Advanced Education. The movement of several key figures from the Commonwealth Public Service to take up positions in Victorian CAEs was significant, and the courses they subsequently developed became the model for many future courses in Business Computing. The reluctance of the universities to become involved in what they saw as little more than vocational training, opened the way for the CAEs to develop this curriculum area.

A history of a policy-level curriculum change in California

With the publication of A Nation at Risk (1983) educational reform has had a prominent place on the agenda of virtually every one of the sovereign states. As in many other states California focused much of its reform effort on the teaching of reading. In a political battle over the reading curriculum, California went from the English/Language Arts Framework of 1987, widely viewed as giving the state's imprimatur to whole language (an approach rooted in the learner's experience), to the English/Language Arts Frameworks (a more traditional or basic approach) of 1998 that called for the inclusion of phonemic awareness as the building block of reading instruction in all elementary schools. This study examined the historical record to determine the major forces behind this curriculum change. The results of this study are helpful to those who wish to better understand the relationship between political forces and curriculum change in the current age of educational reform. ^ This study utilized qualitative research methods and is presented as humanistic historical research (Landes & Tilly, 1971). The organizational framework for the study is taken from the work of M. Frances Klein (1991) which identifies seven different levels of curriculum decision-making. In this analysis particular attention was paid to the interaction of academic, formal, and societal levels, as the problem under consideration casts curriculum decision-making in the political realm. Three sources of information were used to provide the historical record. They include articles from popular newspapers and magazines, government documents, and interviews with individuals directly involved in the political process. ^ The results of this study demonstrate the power of societal forces over formal authority in making curriculum policy decisions. ^

The legacy of Ian Hunter's work on literature education and the history of reading practices : some preliminary remarks

Ian Hunter's early work on the history of literature education and the emergence of English as school subject issued a bold challenge to traditional accounts that have in the main focused on English either as knowledge of a particular field or as ideology. The alternative proposal put forward by Hunter and supported by detailed historical analysis is that English exists as a series of historically contingent techniques and practices for shaping the self-managing capacities of children. The challenge for the field is to advance this historical work and to examine possible implications for English teaching.

Re-reading the reading lesson : episodes in the history of reading pedagogy

Reading pedagogy is constantly an object of discussion and debate in contemporary policy and practice but is rarely a matter for historical inquiry. This paper reports from a recent study of the history of reading pedagogy in Australia and beyond. It focuses on a recurring figure in the historical record—the ‘reading lesson’. Presented as a distinctive trope, the reading lesson is traced in its regularity in and through the discourse of reading pedagogy, starting in 1930s Australia and moving back into 19th-century Europe, and with specific reference to the UK and the USA. Teaching reading is expressly identified as a moral project—something that, it can be argued, clearly continues into the present.

Student knowledge of curriculum literacies as they enter high school

This study explores students' perceptions of their learning, particularly their knowledge of writing, in their first year of high school. Conducted in a large regional high school, the researcher worked with two Year 8 teachers in the subjects of English, Science and History to apply Systemic Functional Linguistics in the development of lessons with a specific focus on writing. This Design Based Research project revealed how external and internal factors are impacting on teachers' abilities to improve students' knowledge and understandings of how specific subjects organise and represent information, particularly through writing.

Curriculum theorising: examining the middle ground of curriculum

Using current data, this article examines the ways in which teachers enact new curriculum prior to classroom implementation. This is new and important research as few, if any, studies have further explored what Goodson termed the 'middle ground' of curriculum (1994). This article locates the middle ground of curriculum between the high ground of curriculum (the formal construction of the written curriculum) and its ground-level implementation in the classroom. A model of the middle ground of curriculum that helps us to understand curriculum change processes from the perspective of those most affected by them - teachers - is subsequently proposed.

A history of the presidency of National Taiwan University: The relationship between the university and an evolving democratic nation

Higher education always plays an important role in the development of a nation. Taiwan is no exception. Graduates of the National Taiwan University have occupied most of the important positions in this country and today many devote themselves to the development of Taiwan since the central government of the Republic of China (ROC) withdrew from Mainland China and re-located to Taiwan in the winter of 1949. The higher education system in Taiwan, including university and junior colleges, received special attention from the government except from 1945 to 1949 during the transitional period; the time of the early restoration year and the central government's retreating period from Mainland China.^ The five presidents of National Taiwan University who served from 1949 to 1993, Fu Szu-nien, Chien Seu-liang, Yen Chen-Hsing, Yu Chao-chung, and Sun Chen, are the subject of this research. All of the presidents were appointed by the government which established a direct connection between the government and the university leadership. The purpose of this study is to understand how each president balanced politically assigned roles and expectations with personal visionary academic responsiveness to the principles which define the university.^ Each president and his tenure were analyzed using historical research, a developed leadership model, an integration of role theory, Locke's leadership model, Wiles and Bondi curriculum leader tasks, and Burn's leadership style. Results of analyses of documents showed that all presidents of the National Taiwan University were highly respected due to their academic background, personal characteristics, and contribution to the university as a leader. Meanwhile, implementation and achievement of the presidents led to the conclusion that appointed university presidents had significant relationships with government policy. Their leadership style was affected strongly by their personal traits and knowledge and the social and political climate of the time. ^