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Full-Text Articles in Education
What Counts As Accountability? : Towards An Accountability Framework For The Pre-Primary, Lennie Barblett
What Counts As Accountability? : Towards An Accountability Framework For The Pre-Primary, Lennie Barblett
Theses: Doctorates and Masters
Accountability in the pre-primary year has become a focus for attention as schools develop corporate school plans. Pre-primary teachers can no longer work in isolation and are required to implement the school development plan in order to account for their portion of the school's work. This study aimed to find out how pre-primary teachers accounted for their educational programs and what factors influenced their accountability notions and practices. The study conducted in Western Australia used an ecological theoretical framework. Data was collected using multi-modal techniques and analysed using an interpretive-constructivist approach. Three case studies, a questionnaire and focus groups of …
Implentation Of A School-Based Science Programme : A Case Study, Adrianne Kinnear
Implentation Of A School-Based Science Programme : A Case Study, Adrianne Kinnear
Australian Journal of Teacher Education
This paper tells the story of the first two years of a science programme which was planned and implemented by the staff of a local primary school. The programme formed the core of a submission for government funding as a school-based innovation. The study describes the degree to which the submission's aims were achieved and attempts to analyse the factors contributing to the project's outcomes.
Training Teachers To Plan, Philip Deschamp, David Tripp
Training Teachers To Plan, Philip Deschamp, David Tripp
Australian Journal of Teacher Education
As part of an attempt to understand why teachers use particular approaches to planning, this study addressed the question of how primary teachers are taught to plan by training institutions in Western Australia. The main reason for conducting this survey was the assumption that, although teachers' planning is influenced by other factors (such as the particular requirements ofthe schools in which they teach, what they believe to be their role as teachers, and the characteristics of the particular students) a major influence, especially if they are new to teaching, is how they were taught to plan during their initial training.