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Grouping & Regrouping Using Mixintools: An Exploratory Study, Richard G. Berlach, Keith Mcnaught
Grouping & Regrouping Using Mixintools: An Exploratory Study, Richard G. Berlach, Keith Mcnaught
Richard Berlach
On a regular basis, teachers find it necessary to place children into groups for instruction. Random assignment is typically the norm when group composition is immaterial to the task. When member-sensitive groups need to be created, teachers might associate specific assignment with colours, numbers or other coding systems. Mixintools offers the teacher a strategy for creating groups in an enjoyable, expedient and variable fashion. Or does it? The purpose of this research was to determine whether the resource had any value from the perspective of both the teacher and the student. Data were sourced from three primary schools and one …
Outcomes Based Education? Rethinking The Provision Of Compulsory Education In Western Australia, Richard G. Berlach, Keith Mcnaught
Outcomes Based Education? Rethinking The Provision Of Compulsory Education In Western Australia, Richard G. Berlach, Keith Mcnaught
Richard Berlach
Outcomes based education (OBE), which emphasises a radical reinterpretation of the enterprise of education, is a phenomenon enveloping the Australian compulsory education sector. This paper examines the theoretical tenets of OBE as articulated by its chief exponent, William Spady. It then explores the effects that OBE implementation is having on the Western Australian educational fraternity, touching upon current tensions and emerging consequences. Implementation exigencies in one area of the WA curriculum (Mathematics) are then considered; and finally, possible future ‘outcomes’ are suggested should the identified concerns fail to receive due attention.
Outcomes-Based Education And The Death Of Knowledge, Richard G. Berlach
Outcomes-Based Education And The Death Of Knowledge, Richard G. Berlach
Richard Berlach
In a far off time, in the confederacy of Oz, teaching and learning coexisted in an artistically symbiotic relationship. Then the experts came along. No, not experts in educational theory, but experts in the art of Isms – scientific rationalism, reductionism, Fordism, Taylorism, sophism, postmodernism and above all, obscurantism. They took their Isms and applied them to the art of education, and lo and behold, outcomes-based education was born. The Ismistic parents cooed and gloated over their cleverly conceived offspring. In fact, the Ismites within one state of the confederacy hailed this birth as a watershed in education, a paradigm …