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Full-Text Articles in Education
The Politics Of Quality Teacher Discourses: Implications For Pre-Service Teachers In High Poverty Schools, Laura Scholes, Jo Lampert, Bruce Burnett, Barbara M. Comber, Lutz Hoff, Angela Ferguson
The Politics Of Quality Teacher Discourses: Implications For Pre-Service Teachers In High Poverty Schools, Laura Scholes, Jo Lampert, Bruce Burnett, Barbara M. Comber, Lutz Hoff, Angela Ferguson
Australian Journal of Teacher Education
Improving the quality of education for young people growing up in high poverty and culturally diverse communities is an escalating problem in affluent nations with increasing gaps between the wealthy and the poor. Improving the quality of teachers and improving the quality of teaching are amongst the prominent solutions offered to redress the differences between student academic performances related to socio-economic family circumstances. This article examines the different discourses of ‘quality’ in relation to the preparation of pre-service teachers to work in high poverty schools such as graduates of the National Exceptional Teaching for Disadvantaged Schoolspre-service teacher education program. Key …
Education Or Quality Of Teaching? Implications For Australian Democracy, R. Scott Webster
Education Or Quality Of Teaching? Implications For Australian Democracy, R. Scott Webster
Australian Journal of Teacher Education
The argument being made here is that democratic life is more likely if educators actually ‘educate’, rather than comply with quality of teaching approaches as promoted by the Australian federal government. Engaging with some philosophy of education can assist educators to resist being seduced by notions such as ‘quality teaching’, ‘evidence-based’ practices and ‘impact’ and to exercise the intellectual and political resolve necessary to ensure educational practices promote democracy (Biesta, 2010a) and are not surrendered to the control of non-educators. Blake et al. (2000, p. xiii) identify that philosophy is usually avoided in discussions regarding quality, evidence-based approaches and accountability …
Exploring Quality Teaching In The Online Environment Using An Evidence-Based Approach, Elena Prieto-Rodriguez, Jennifer Gore, Kathryn Holmes
Exploring Quality Teaching In The Online Environment Using An Evidence-Based Approach, Elena Prieto-Rodriguez, Jennifer Gore, Kathryn Holmes
Australian Journal of Teacher Education
Online learning is increasingly ubiquitous in higher education. However, research regarding online teaching often focuses on the affordances of the online environment rather than on the quality of pedagogy. In this paper we consider how online learning could be enhanced using rich pedagogical models that are consistent with a wealth of existing knowledge on pedagogy for face-to-face settings. To do so, we apply an established framework, the Quality Teaching model, to explore pedagogy in the online environment and illustrate its potential benefits using a case study of 60 students in a tertiary mathematics teacher education program. We conclude that the …
Is Atar Useful For Predicting The Success Of Australian Students In Initial Teacher Education?, Vince J. Wright
Is Atar Useful For Predicting The Success Of Australian Students In Initial Teacher Education?, Vince J. Wright
Australian Journal of Teacher Education
Quality teaching is the most significant systemic factor contributing to student achievement. Attracting, developing and retaining effective teachers are important goals for Australia as they are for all nations. Debate rages currently about criteria for selection of students into Initial Teacher Education (ITE). The Australian Tertiary Admission Rank (ATAR) is promoted by some commentators as a useful selection measure. The data from six cohorts of students from undergraduate degree programmes at a Melbourne university campus were investigated to evaluate the validity of ATAR as a predictor of academic success and performance on school placement. ATAR was positively related to academic …
Teacher Professional Learning: Learning To Walk And The Nsw Quality Teaching Framework, Steve Wilson, Sarah Powell
Teacher Professional Learning: Learning To Walk And The Nsw Quality Teaching Framework, Steve Wilson, Sarah Powell
Australian Journal of Teacher Education
This paper reports on a research case study, conducted in a school in Western Sydney, Australia, in which teachers worked with researchers and students to create learning experiences that reflected both intellectual quality and significance – two dimensions of the NSW Quality Teaching Framework (QTF). Findings suggest that these dimensions of the QTF were not implemented in a balanced way and this reflected a lack of support for the professional learning of teachers which the researchers could have helped to address, but did not. The paper argues that teachers should be supported by ongoing professional learning in order to sustain …