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The Absence of Knowledge in Australian Curriculum Reforms 总被引：2，自引：0，他引：2
This article draws on a study of Australian curriculum shifts between 1975 and 2005 to take up two themes of this special issue: the question about what conceptions of knowledge are now at work; and the consideration of global influences and national specificities in the reformulations of curriculum. It discusses two important approaches to curriculum in Australia in recent times, the 'Statements and Profiles' activity of the early 1990s, and the 'Essential Learnings' formulations of the past decade. The global tendencies we see at work in these two major approaches are, first, an increasing emphasis on externally managing and auditing student progress as a key driver of how curriculum policies are being constructed; and, secondly, a growing emphasis on approaching curriculum aims in terms of what students should be able to do rather than what they should know. We argue that in the contexts we discuss here, these approaches offered a way of marrying 1970s progressive views on child development and knowledge-as-process (views widely held by influential curriculum professionals in Australia) with late 20th century technologies of micro-management and instrumental agendas favoured by politicians — but that many questions about knowledge were left off the agenda. 相似文献
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There is a developing urgency about how Australian universities should best make use of the World Wide Web (WWW) to meet the needs of culturally diverse students, especially those of Asian origin. This urgency is the result of both global and internal pressures, some political, (consider the imminence of the 'Hanson movement' against a multicultural Australia), some economic, some social. Moreover, to miss the current opportunity to exploit WWW technologies to design, implement and market effective instructional courses will only work to disadvantage Australia in a growing but globally competitive educational market. One of the most pressing problems in this context is how to provide instructional materials in a model of teaching and learning that is cost-effective, makes extensive use of WWW technologies to provide for flexibility in learning, and that is culturally appropriate. This paper outlines an approach and model for investigating and developing culturally appropriate instructional materials. It is hoped that through publication, we might obtain feedback on the validity of this model and also widen the potential of its scope beyond its immediate application to the Australian context. The following hypotheses are central to our work: (1) Existing cultural influences in instructional materials designed and delivered on the WWW by Australian universities, and intended for use by culturally diverse students, are minimal and ineffective. (2) The efficacy of learning based in the use of the WWW for instructional purposes can be improved by the adoption of a culturally appropriate model of instructional design. (3) Culture is a significant factor in determining the effectiveness of learning materials created in the WWW and intended for use by culturally diverse students. In testing these hypotheses, we intend to provide the empirical research to help determine the most appropriate ways of using the WWW to stimulate effective learning at tertiary level for all learners, whatever their cultural heritage or perspectives 相似文献
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This article discusses two school‐based case studies of vocational education and training in the areas of information technology and hospitality from the perspective of the agendas of ‘lifelong learning’. Lifelong learning can be seen as both a policy goal leading to institutional and programme reforms and as a process which fosters in learners identities that enable them to thrive in the circumstances of contemporary life. These case studies suggest that current approaches to vocational education and training in schools are enacting the first but not the second of these agendas. Institutional barriers are being removed and work placements drawn in to schooling programmes. However, the pedagogy, assessment and curriculum of the programmes emphasizes short‐term (and conflicting) knowledge objectives rather than orientations to flexible lifelong learning. We argue that it is teachers rather than the students who are thrust most forcibly into adopting new learner‐worker identities consonant with the attributes of ‘lifelong learners’ and the demands of the contemporary workplace. 相似文献
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New theory on adaptive teaching reflects the social dynamics of classrooms to explain what practicing teachers do to address student differences related to learning. In teaching adaptively, teachers respond to learners as they work. Teachers read student signals to diagnose needs on the fly and tap previous experience with similar learners to respond productively. Adaptive teachers use their experience to form flexible groups for learning. Teaching adaptively is intellectual as well as technical, requiring quick response to learner variation. Adaptive teachers create a symbolic area at the center of the teaching ground, a space for easiest teaching. Adaptive teachers aim to keep the most number of students within that center to capitalize on skills across the class, challenge students to share experiences, and develop aptitude. Future work should capture the adaptive strategies of practitioners that illustrate the general principles described to create constituent elements of microadaptive teaching practice. 相似文献
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Globalisation, Knowledge and the Curriculum 总被引：1，自引：0，他引：1
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In this article, Lyn Corno and Edys Quellmalz reflect on their experiences with Merl Wittrock as a supportive mentor early in their careers. 相似文献
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LYN TETT 《International Journal of Lifelong Education》2013,32(3):259-273
In this paper Japanese and Scottish cultural and ideological expectations about the role of parents and communities in schools are examined. Findings from three case studies of a Japanese school, a Scottish school and a group of Japanese parents sending their children to a Scottish school show that there are clear policy differences between the two countries. These differences reflect each country's problems and the purposes of the educational reforms that have been introduced and the different strengths and weaknesses of the two systems. The policy differences in the two systems and how these are translated into practice are examined from the perspective of parents and the wider school community. It is argued that what is missing from the policy and practice context in both countries are the resources to enable teachers, parents and other members of the community to work as equal partners. 相似文献