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Education reform : the unwinding of intelligence and creativity

Author: Des Griffin, (Museum director)
Publisher: Cham : Springer, [2014]
Series: Explorations of educational purpose, volume 28
Edition/Format:   Print book : EnglishView all editions and formats
Database:WorldCat
Summary:
This book pays special attention to the impact that a student's early childhood and socioeconomic status has on his or her educational achievement. It argues that discussions of education reform need a broader scope, one that encompasses a student's background as well as standardized testing, merit pay for teachers, and other issues regarding the quality of the teaching and learning. Education Reform: the Unwinding  Read more...
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Document Type: Book
All Authors / Contributors: Des Griffin, (Museum director)
ISBN: 9783319019932 3319019937
OCLC Number: 870977698
Description: xxi, 320 pages ; 25 cm.
Contents: Machine generated contents note: 1.What Do We Expect of Education? --
1.1.The Value of Education --
1.2.Education: Its Purpose --
1.3.The Issues for Reform --
1.4.Economics, Community and Inequality --
1.5.Australia: Economic Background --
1.6.Education Reform in Australia --
1.7.Where Should We Start? --
1.8.The Questions to be Answered --
References --
2.A Word on Economics --
2.1.Economics and Education Reform --
2.2.The Basics of Neoclassical Economics --
2.3.Individuals and Choice: Limits to Government --
2.4.Privatisation of Government Services --
2.5.The Global Financial Crisis and Its Consequences --
2.6.An Alternative View: Lessons from Behavioural Economics --
2.7.Reciprocity --
2.8.Mirror Neurons and Belongingness --
2.9.Neoclassical Economics: Adam Smith Made Small! --
2.10.The Consequences for Education --
2.11.The Irrelevance of Market Economics --
References --
3.Community and Inequality: Part 1: Creating an Enabling Environment --
Contents note continued: 3.1.The Importance of Socioeconomic Status --
3.2.The Real Wealth of Nations: Human Development --
3.3.Unequal Society and Its Cost --
3.4.The Great Divergence: Why Nations Fail --
3.5.Personal Development, Home Environment and Child Wellbeing --
3.6.Urban Youth in the US and the UK --
3.7.Education Reform and Economic and Social Disadvantage --
References --
4.Community and Inequality: Part 2: Australia --
4.1.Inequality in Australia --
4.2.Indigenous Australians --
4.3.Indigenous Education and the Home --
4.4.Community and Responsibility --
4.5.The Northern Territory Intervention --
4.6.Self Determination: Sovereignty Matters! --
4.7.Closing the Gap --
4.8.Hope for the Future? --
4.9.Overcoming Inequality: Self-Determination and Ending Discrimination --
References --
5.Early Childhood: A World of Relationships --
5.1.The Critical Importance of Early Childhood --
5.2.Pioneer Studies of Early Childhood --
5.3.The Nature of Early Experiences --
Contents note continued: 5.4.An Environment of Relationships: Healthy Development --
5.5.Personal Development and the Home Environment --
5.6.Attachment Theory, Mothers Memories and Mothers Roles --
5.7.Policies on Parental Leave in Europe and Australia --
5.8.A National Early Childhood Development Strategy in Australia --
5.9.Economic Benefits of Early Childhood Intervention --
5.10.Early Childhood is the Critical Time --
References --
6.Effective Teaching and Learning Part 1: John Hattie, Graham Nuthall and Jonathan Osborne --
6.1.The Importance of Teachers --
6.2.Some Initial Observations --
6.3.John Hattie: The Teacher, Not the School, Makes the Difference --
6.4.Productive Pedagogy --
6.5.Formative Evaluation --
6.6.Graham Nuthall, What Goes on in the Classroom? --
6.7.Learning Outcomes: TIMMS --
6.8.Jonathan Osborne and Argumentation in Science --
6.9.Knowledge of Effective Teaching and Learning is Ignored --
References --
Contents note continued: 7.Effective Teaching and Learning Part 2: Lessons from the US --
7.1.School Reforms in the US: Follow Through and Direct Instruction --
7.2.US Reforms: The Last 20 Years --
7.3.The South Side of Chicago --
7.4.Nested Learning Communities and Accountable Talk --
7.5.Ricky DuFour and Professional Learning Communities --
7.6.Class Size Matters in Early Grades When Carefully Planned --
7.7.A Note on Homework --
7.8.What do Children Want from School? --
7.9.Leadership, Student Engagement and Support --
References --
8.Teacher Pay, Performance and Leadership --
8.1.The Call for Accountability --
8.2.Teacher Performance and Evaluation --
8.3.Merit Pay --
8.4.Teacher Certification, Evaluation, Career Paths and Rewards --
8.5.School Leadership: Leadership in Education --
8.5.1.Transformational Leadership --
8.5.2.Transformational Leadership in the School --
8.6.International Perspectives on School Leadership --
8.7.Teacher Profession and School Leadership --
Contents note continued: References --
9.Public or Private Schools, Tests and League Tables, Parental Choice and Competition in Australia, the USA and Britain --
9.1.The Australian School System --
9.2.Australia and Government Funding of Independent Schools After 1996 --
9.3.Student Socioeconomic Background and School Environment --
9.4.The Rudd and Gillard Australian Governments and Independent Schools --
9.5.Choice and Competition in the US School System --
9.6.Independent Schools in the UK --
9.7.Market Mechanisms --
9.8.Tests and League Tables: A Democratic Right to Know? --
9.9.Evidence is not Always Sufficient! --
9.10.No Child Left Behind (NCLB) --
9.11.Standardised Testing in the UK --
9.12.Value-Added Tests --
9.13.Intrinsic Motivation --
9.14.Important Issues Missed --
9.15.Effective Student Engagement and Ineffective Standardised Tests --
References --
10.Curriculum Matters --
10.1.What Should Students be Taught? --
10.2.A National Curriculum --
Contents note continued: 10.3.The History Wars --
10.4.Science Education for What? --
10.5.Science Education in the European Union --
10.6.Mathematics: Not Just Skills but a Discipline Requiring Understanding --
10.7.Curriculum Reform Must Focus on Understanding and Intellectual Development --
References --
11.Creativity to Free Choice Learning --
11.1.What Creativity is --
11.2.Creativity is What Makes us Human --
11.3.The Arts in Schools --
11.4.Reggio Emilia --
11.5.Success and Failure at School --
11.6.Organisations Encouraging Creativity and Innovation --
11.7.Free Choice Learning: Learning in Informal Settings --
11.8.Lifelong Learning and Public Broadcasting --
11.9.Education Means Creativity Means much more than School --
References --
12.International Comparisons --
12.1.Misinformation and Urban Mythologies --
12.2.Successful Schools --
12.2.1.Finland --
12.2.2.New Zealand --
12.2.3.China --
12.2.4.Singapore --
12.2.5.Japan --
12.2.6.Canada --
12.2.7.Korea --
Contents note continued: 12.2.8.Sweden --
12.3.Lessons from PISA 2009 for the US (and Other Countries) --
12.4.Successful Systems Share Common Feature: All Children Can Learn --
References --
13.Universities and Tertiary Education --
13.1.Universities and Society --
13.2.Issues for Universities --
13.2.1.Issues of Access --
13.2.2.Corporatisation, Managerialism and Leadership in Universities --
13.2.3.What do University Students Know? --
13.3.Tertiary Education Reform in Australia --
13.4.The Bradley Review in Australia --
13.5.Assessing the Value of Universities --
13.6.Universities and Research: Why Can't We Have a Silicon Valley in Australia? --
13.7.Universities and Skills Training --
13.8.Teacher Training --
13.9.The Importance of Government Investment in Tertiary Education --
References --
14.Policy Development in Education and Schooling in Australia --
14.1.Public Policy and the Education Debate --
14.2.Australian Students Educational Achievement --
Contents note continued: 14.3.The Rudd and Gillard Education Revolution --
14.4.The State and Territory Ministerial Declarations --
14.5.Australian Business --
14.6.Australian Literacy and Numeracy --
14.7.Testing Australian Students: NAPLAN and My School --
14.8.Improving Australian Teaching Standards --
14.9.The Gonski Review --
14.10.States Announce Their Own Education Policies --
14.11.Funding the Gonski Reforms; the National Plan for School Improvement --
14.12.Education Reform: A Future of Equity or a Future of Privilege? --
References --
15.Concluding Essay: What Have We Learned and Where are We Going? --
15.1.Centuries of Thought and Decades of Research: Critical Conclusions --
15.2.Early Childhood --
15.3.Schooling, Schools and Teaching --
15.4.Community and Inequality --
15.5.Universities and Other Places of Learning --
15.6.Misinformation and Its Consequences --
15.7.The Future of Australian Education Reform --
15.8.Everything is Connected --
References --
Contents note continued: 16.Postscript: Australian Educational Futures After the 2013 Federal Election --
16.1.A New Australian Government: Policies Compared --
16.2.The Human Development Report --
16.3.Adult Literacy and Numeracy --
16.4.Challenges for a New Government --
References.
Series Title: Explorations of educational purpose, volume 28
Responsibility: Des Griffin.
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Education Reform and Community Development  Read more...

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   schema:description "Contents note continued: 14.3.The Rudd and Gillard Education Revolution -- 14.4.The State and Territory Ministerial Declarations -- 14.5.Australian Business -- 14.6.Australian Literacy and Numeracy -- 14.7.Testing Australian Students: NAPLAN and My School -- 14.8.Improving Australian Teaching Standards -- 14.9.The Gonski Review -- 14.10.States Announce Their Own Education Policies -- 14.11.Funding the Gonski Reforms; the National Plan for School Improvement -- 14.12.Education Reform: A Future of Equity or a Future of Privilege? -- References -- 15.Concluding Essay: What Have We Learned and Where are We Going? -- 15.1.Centuries of Thought and Decades of Research: Critical Conclusions -- 15.2.Early Childhood -- 15.3.Schooling, Schools and Teaching -- 15.4.Community and Inequality -- 15.5.Universities and Other Places of Learning -- 15.6.Misinformation and Its Consequences -- 15.7.The Future of Australian Education Reform -- 15.8.Everything is Connected -- References --"@en ;
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   schema:description "Contents note continued: 3.1.The Importance of Socioeconomic Status -- 3.2.The Real Wealth of Nations: Human Development -- 3.3.Unequal Society and Its Cost -- 3.4.The Great Divergence: Why Nations Fail -- 3.5.Personal Development, Home Environment and Child Wellbeing -- 3.6.Urban Youth in the US and the UK -- 3.7.Education Reform and Economic and Social Disadvantage -- References -- 4.Community and Inequality: Part 2: Australia -- 4.1.Inequality in Australia -- 4.2.Indigenous Australians -- 4.3.Indigenous Education and the Home -- 4.4.Community and Responsibility -- 4.5.The Northern Territory Intervention -- 4.6.Self Determination: Sovereignty Matters! -- 4.7.Closing the Gap -- 4.8.Hope for the Future? -- 4.9.Overcoming Inequality: Self-Determination and Ending Discrimination -- References -- 5.Early Childhood: A World of Relationships -- 5.1.The Critical Importance of Early Childhood -- 5.2.Pioneer Studies of Early Childhood -- 5.3.The Nature of Early Experiences --"@en ;
   schema:description "Contents note continued: 7.Effective Teaching and Learning Part 2: Lessons from the US -- 7.1.School Reforms in the US: Follow Through and Direct Instruction -- 7.2.US Reforms: The Last 20 Years -- 7.3.The South Side of Chicago -- 7.4.Nested Learning Communities and Accountable Talk -- 7.5.Ricky DuFour and Professional Learning Communities -- 7.6.Class Size Matters in Early Grades When Carefully Planned -- 7.7.A Note on Homework -- 7.8.What do Children Want from School? -- 7.9.Leadership, Student Engagement and Support -- References -- 8.Teacher Pay, Performance and Leadership -- 8.1.The Call for Accountability -- 8.2.Teacher Performance and Evaluation -- 8.3.Merit Pay -- 8.4.Teacher Certification, Evaluation, Career Paths and Rewards -- 8.5.School Leadership: Leadership in Education -- 8.5.1.Transformational Leadership -- 8.5.2.Transformational Leadership in the School -- 8.6.International Perspectives on School Leadership -- 8.7.Teacher Profession and School Leadership --"@en ;
   schema:description "Contents note continued: 10.3.The History Wars -- 10.4.Science Education for What? -- 10.5.Science Education in the European Union -- 10.6.Mathematics: Not Just Skills but a Discipline Requiring Understanding -- 10.7.Curriculum Reform Must Focus on Understanding and Intellectual Development -- References -- 11.Creativity to Free Choice Learning -- 11.1.What Creativity is -- 11.2.Creativity is What Makes us Human -- 11.3.The Arts in Schools -- 11.4.Reggio Emilia -- 11.5.Success and Failure at School -- 11.6.Organisations Encouraging Creativity and Innovation -- 11.7.Free Choice Learning: Learning in Informal Settings -- 11.8.Lifelong Learning and Public Broadcasting -- 11.9.Education Means Creativity Means much more than School -- References -- 12.International Comparisons -- 12.1.Misinformation and Urban Mythologies -- 12.2.Successful Schools -- 12.2.1.Finland -- 12.2.2.New Zealand -- 12.2.3.China -- 12.2.4.Singapore -- 12.2.5.Japan -- 12.2.6.Canada -- 12.2.7.Korea --"@en ;
   schema:description "Contents note continued: References -- 9.Public or Private Schools, Tests and League Tables, Parental Choice and Competition in Australia, the USA and Britain -- 9.1.The Australian School System -- 9.2.Australia and Government Funding of Independent Schools After 1996 -- 9.3.Student Socioeconomic Background and School Environment -- 9.4.The Rudd and Gillard Australian Governments and Independent Schools -- 9.5.Choice and Competition in the US School System -- 9.6.Independent Schools in the UK -- 9.7.Market Mechanisms -- 9.8.Tests and League Tables: A Democratic Right to Know? -- 9.9.Evidence is not Always Sufficient! -- 9.10.No Child Left Behind (NCLB) -- 9.11.Standardised Testing in the UK -- 9.12.Value-Added Tests -- 9.13.Intrinsic Motivation -- 9.14.Important Issues Missed -- 9.15.Effective Student Engagement and Ineffective Standardised Tests -- References -- 10.Curriculum Matters -- 10.1.What Should Students be Taught? -- 10.2.A National Curriculum --"@en ;
   schema:description "Contents note continued: 5.4.An Environment of Relationships: Healthy Development -- 5.5.Personal Development and the Home Environment -- 5.6.Attachment Theory, Mothers Memories and Mothers Roles -- 5.7.Policies on Parental Leave in Europe and Australia -- 5.8.A National Early Childhood Development Strategy in Australia -- 5.9.Economic Benefits of Early Childhood Intervention -- 5.10.Early Childhood is the Critical Time -- References -- 6.Effective Teaching and Learning Part 1: John Hattie, Graham Nuthall and Jonathan Osborne -- 6.1.The Importance of Teachers -- 6.2.Some Initial Observations -- 6.3.John Hattie: The Teacher, Not the School, Makes the Difference -- 6.4.Productive Pedagogy -- 6.5.Formative Evaluation -- 6.6.Graham Nuthall, What Goes on in the Classroom? -- 6.7.Learning Outcomes: TIMMS -- 6.8.Jonathan Osborne and Argumentation in Science -- 6.9.Knowledge of Effective Teaching and Learning is Ignored -- References --"@en ;
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