Reflexive professionalism: reclaiming the voice of authority in shaping the discourses of education policy     

Theresa Bourke  Mary Elizabeth Ryan  John Lidstone 《Asia-Pacific Journal of Teacher Education》2013,41(4):398-413

The nature and value of “professionalism” has long been contested by both producers and consumers of policy. Most recently, governments have rewritten and redefined professionalism as compliance with externally imposed “standards.” This has been achieved by silencing the voices of those who inhabit the professional field of education. This article uses Foucauldian archaeology to excavate the enunciative field of professionalism by digging through the academic and institutional (political) archive, and in doing so identifies two key policy documents for further analysis. The excavation shows that while the voices of (academic) authority speak of competing discourses emerging, with professional standards promulgated as the mechanism to enhance professionalism, an alternative regime of truth identifies the privileged use of (managerial) voices from outside the field of education to create a discourse of compliance. There has long been a mismatch between the voices of authority on discourses around professionalism from the academic archive and those that count in contemporary and emerging Australian educational policy. In this article, we counter this mismatch and argue that reflexive educators’ regimes of truth are worthy of attention and should be heard and amplified.  相似文献   

Schooling Teachers: Professionalism or disciplinary power?     

Terri Bourke  John Lidstone  Mary Ryan 《Educational Philosophy and Theory》2013,45(1):84-100

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Book reviews     

Maureen Bell  Ann Bourke  P.A. Danaher  Helen Wozniak 《高等教育研究与发展》2008,27(4):415-422

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Strategies for Teaching Listening Skills     

Mrs. Dorothy Reynolds King  Dr. Sid T. Womack 《Clearing house (Menasha, Wis.)》2013,86(7):310-311

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Assessing the Support Needs of Children with a Disability in Regular Classes     

Phil Foreman  Sid Bourke  Gita Mishra  Rick Frost 《International Journal of Disability, Development & Education》2001,48(3):239-252

This paper reports the development of an instrument to assess the support needs of students with a disability in regular classes. The instrument was developed by a University-based research team on behalf of the New South Wales Department of Education and Training, and was used as the basis for providing funding support for over 12,000 students in the year 2000. The developmental process was robust in that it was based on three types of information: assessment approaches being used in other locations; expert judgement by Departmental officers; and statistical analyses of data obtained using an initial form of the instrument. Statistical analysis was based on a final form of the instrument consisting of 11 focus areas structured into three domains - physical needs, learning needs, and social needs of students. These domains had good construct and face validities and high score reliabilities.  相似文献   

Cognitive constraints and the early learning goals in writing     

Lorna Bourke  Anne-Marie Adams 《Journal of Research in Reading》2010,33(1):94-110

This study examined the relative importance of a number of cognitive factors (i.e. working memory, vocabulary knowledge, general cognitive ability and reading skills) in accounting for differences in the rate of progress made by children in the development of emergent writing skills. Sixty-seven children were assessed on tasks measuring the visuospatial, phonological and central executive components of working memory. The children's written texts were analysed according to the assessment scale for writing from the Early Years Foundation Stage Profile. The results indicate that reading performance and visuospatial memory skills are crucial to determining whether or not children aged 4–5 years are able to meet the UK government's prescribed educational standards for writing. The importance of visual skills in the acquisition of orthographic knowledge and writing conventions gained through reading is discussed in relation to current instructional strategies within schools.  相似文献   

Interdisciplinary and transdisciplinary research and practice: Balancing expectations of the ‘old’ academy with the future model of universities as ‘problem solvers’     

Dena Fam  Elizabeth Clarke  Rebecca Freeth  Pim Derwort  Kathleen Klaniecki  Lydia Kater‐Wettstdt  Sadhbh Juarez‐Bourke  Stefan Hilser  Daniela Peukert  Esther Meyer  Andra‐Ioana Horcea‐Milcu 《Higher Education Quarterly》2020,74(1):19-34

Academics are increasingly required to balance the expectations of the ‘old’ academy with a future model of universities as interdisciplinary and transdisciplinary ‘problem solvers’. This paper highlights changing expectations of academics in producing alternative research outcomes in collaborative, practice‐based research. Through a series of workshops with 20 researchers, preferred research outcomes and tensions in achieving these outcomes were identified. The tensions identified are presented as three dichotomies comprising the tension between: (a) ‘I versus We’ ‐ individual versus team expectations & outcomes. (b) Disciplinary outcomes versus inter‐/transdisciplinary outcomes. (c) Learning versus research objectives for the students and academics involved. These tensions reflect the authors' experiences of working in three international sustainability projects, drawing on lessons learned from these projects, with recommendations for universities seeking to implement interdisciplinary and transdisciplinary doctoral and postdoctoral programmes. Recommendations include the need for formal and informal leadership models, strong communication skills, empathy and willingness to learn from each other. A need for more systemic changes within university administration to better reward and value the breadth and depth of collaborative work, while facilitating open learning cultures and practice‐oriented learning opportunities and curricula across faculties was also identified.  相似文献   

Professional development and teacher aides in inclusive education contexts: where to from here?     

Patricia E. Bourke 《International Journal of Inclusive Education》2013,17(8):817-827

During the past 10 years in Australia teacher aides have been employed in mainstream schools as support personnel in special education intervention programmes, and their numbers are increasing. At the same time workplace reform in relation to inclusive education is impacting on their employment and deployment in schools to support students with disabilities and learning difficulties. In Queensland, teacher aides have been offered formal career paths, with increased pay scales, based on the recognition and continuing attainment of qualifications or credentials. However, there is increasing recognition in the educational research community that professional development for any change, and especially the complex changes in culture needed for inclusive education, is about developing and managing a collaborative process of change through reflection on, learning about, and sharing meanings and understandings about effective support of all students, in ways that value the diversities and celebrate the differences of the perspectives of the whole school community. How can we move the process of professional development for teacher aides forward? The experiences and knowledge that teacher aides already can have further inform this process of change through professional development.  相似文献   

Inclusive education reform in Queensland: implications for policy and practice     

Patricia E. Bourke 《International Journal of Inclusive Education》2013,17(2):183-193

In Queensland, Australia, the school system is being reformed to be more ‘inclusive’. However, the enthusiasm for ‘inclusive education’ in Queensland seems to be waning amongst practitioners, and the ‘confusion, frustration, guilt and exhaustion’ that has emerged with teachers and support practitioners in the UK is emerging amongst support practitioners and teachers in Queensland. This paper argues that this is happening because inclusive education reforms that intend to provide an equitable education for all students regardless of cultural, physical, social/emotional and behavioural differences are being introduced, but these policies, procedures and structures continue to label, isolate and segregate students within schools in the way in which segregated special education facilities did in the past. Also, new policies and structures are being introduced without practitioners having the time and support to examine critically the underlying assumptions about disability, difference and inclusion that underpin their practices. These reforms need to be reviewed in terms of their effectiveness in achieving their ‘inclusive’ goals, i.e. in terms of the impacts that these reforms are having on the students themselves, and on the educational practitioners who support the students.  相似文献   

Acceptance of the Samuel Torrey Orton award October 26, 2001, Albuquerque,New Mexico     

Sid Wolinsky 《Annals of dyslexia》2002,52(1):21-23

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