Pub Date : 2019-10-24DOI: 10.1163/9789004417311_013
K. Howells
{"title":"The Transformative Power of Gratitude in Education","authors":"K. Howells","doi":"10.1163/9789004417311_013","DOIUrl":"https://doi.org/10.1163/9789004417311_013","url":null,"abstract":"","PeriodicalId":237272,"journal":{"name":"Harnessing the Transformative Power of Education","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-10-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129490176","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-10-24DOI: 10.1163/9789004417311_008
B. Kameniar, J. Duncan
{"title":"Pedagogies in Science Education for Social Justice","authors":"B. Kameniar, J. Duncan","doi":"10.1163/9789004417311_008","DOIUrl":"https://doi.org/10.1163/9789004417311_008","url":null,"abstract":"","PeriodicalId":237272,"journal":{"name":"Harnessing the Transformative Power of Education","volume":"115 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-10-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124165548","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-10-24DOI: 10.1163/9789004417311_020
A. MacDonald, K. Wightman
A challenge by Tom Bentley to embrace and harness collaboration as a means to creating the next wave of big gains in education planted a seed in the fertile soil of a couple of art teacher minds. The challenge to permeate boundaries and draw together external expertise to co-evolve a ‘many to many’ recipro- cal relationship for teacher professional learning for art teachers became our vision. We devised a question; how can partnerships between schools, uni- versities and other stakeholders be strengthened to support teachers in their implementation of The Australian Curriculum: The Arts? Armed with this question and a curiosity to explore Bentley’s seven key fea- tures of collaboration, we set about assembling a group of contributors, with whom we then pushed the boundaries and thresholds of what we might col- lectively do to support art teachers in their enactment of the curriculum. Arts education volunteers and advocates, early career and senior academics, pro- fessional learning organisations, and arts classroom specialists working at the coal-face poured their collective energies and resources in to the shared ambi- tion of supporting each other towards successful transformation of practice. In our chapter, we share our perspective of navigating the professional learning partnership landscape, and reflect upon our experience of engaging with Bentley’s seven key features of collaboration as a model for cultivating professional learning partnerships.
{"title":"Cultivating Professional Learning Partnerships in Tasmania","authors":"A. MacDonald, K. Wightman","doi":"10.1163/9789004417311_020","DOIUrl":"https://doi.org/10.1163/9789004417311_020","url":null,"abstract":"A challenge by Tom Bentley to embrace and harness collaboration as a means to creating the next wave of big gains in education planted a seed in the fertile soil of a couple of art teacher minds. The challenge to permeate boundaries and draw together external expertise to co-evolve a ‘many to many’ recipro- cal relationship for teacher professional learning for art teachers became our vision. We devised a question; how can partnerships between schools, uni- versities and other stakeholders be strengthened to support teachers in their implementation of The Australian Curriculum: The Arts? \u0000Armed with this question and a curiosity to explore Bentley’s seven key fea- tures of collaboration, we set about assembling a group of contributors, with whom we then pushed the boundaries and thresholds of what we might col- lectively do to support art teachers in their enactment of the curriculum. Arts education volunteers and advocates, early career and senior academics, pro- fessional learning organisations, and arts classroom specialists working at the coal-face poured their collective energies and resources in to the shared ambi- tion of supporting each other towards successful transformation of practice. \u0000In our chapter, we share our perspective of navigating the professional learning partnership landscape, and reflect upon our experience of engaging with Bentley’s seven key features of collaboration as a model for cultivating professional learning partnerships.","PeriodicalId":237272,"journal":{"name":"Harnessing the Transformative Power of Education","volume":"220 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-10-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116367433","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-10-24DOI: 10.1163/9789004417311_012
F. Macdonald, B. Easton, Dorothy Bottrell
{"title":"Beyond Me-Ism","authors":"F. Macdonald, B. Easton, Dorothy Bottrell","doi":"10.1163/9789004417311_012","DOIUrl":"https://doi.org/10.1163/9789004417311_012","url":null,"abstract":"","PeriodicalId":237272,"journal":{"name":"Harnessing the Transformative Power of Education","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-10-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125890172","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-10-24DOI: 10.1163/9789004417311_018
Louisa Ellum
{"title":"Enabling the Work of Flexible and Inclusive Learning Providers through Collaboration, Partnerships and Networks","authors":"Louisa Ellum","doi":"10.1163/9789004417311_018","DOIUrl":"https://doi.org/10.1163/9789004417311_018","url":null,"abstract":"","PeriodicalId":237272,"journal":{"name":"Harnessing the Transformative Power of Education","volume":"25 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-10-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133729825","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-10-24DOI: 10.1163/9789004417311_011
B. Shelley, Georgia Sutton, Kj Eyles
{"title":"Learning with the Children’s University","authors":"B. Shelley, Georgia Sutton, Kj Eyles","doi":"10.1163/9789004417311_011","DOIUrl":"https://doi.org/10.1163/9789004417311_011","url":null,"abstract":"","PeriodicalId":237272,"journal":{"name":"Harnessing the Transformative Power of Education","volume":"51 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-10-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122431646","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.1163/9789004417311_009
K. Riele
Flexible learning programs play a central role in many countries to enable successful learning and completion of upper secondary education by young people from socially disadvantaged backgrounds. While the flexible learning program sector is sizeable, it is also somewhat nebulous and fragmented, which undermines capacity for reflection on what enables success in learning. Research indicates mixed evidence for how well flexible learning programs support young people to gain positive experiences of learning as well as valuable outcomes, including educational credentials. The chapter outlines a Framework of Quality Flexible Learning Programs, based on empirical data from Australian flexible learning programs. The framework is shaped around four interrelated dimensions: valued outcomes, actions, principles and conditions. Rather than mandating exactly what a flexible learning program should look like, the framework is intended to be applied by programs to their own specific context and purposes in order to facilitate success in learning for all their students.
{"title":"A Framework for Quality Flexible Learning Programs","authors":"K. Riele","doi":"10.1163/9789004417311_009","DOIUrl":"https://doi.org/10.1163/9789004417311_009","url":null,"abstract":"Flexible learning programs play a central role in many countries to enable \u0000successful learning and completion of upper secondary education by young \u0000people from socially disadvantaged backgrounds. While the flexible learning program sector is sizeable, it is also somewhat nebulous and fragmented, \u0000which undermines capacity for reflection on what enables success in learning. Research indicates mixed evidence for how well flexible learning programs support young people to gain positive experiences of learning as well \u0000as valuable outcomes, including educational credentials. The chapter outlines \u0000a Framework of Quality Flexible Learning Programs, based on empirical data \u0000from Australian flexible learning programs. The framework is shaped around \u0000four interrelated dimensions: valued outcomes, actions, principles and conditions. Rather than mandating exactly what a flexible learning program should \u0000look like, the framework is intended to be applied by programs to their own \u0000specific context and purposes in order to facilitate success in learning for all \u0000their students.","PeriodicalId":237272,"journal":{"name":"Harnessing the Transformative Power of Education","volume":"29 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126516914","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.1163/9789004417311_005
N. Brown, K. Beams
What is our shared understanding of educational attainment? How does it relate to educational participation, educational completion, or achievement of qualifications or awards? How do we currently measure and acknowledge completion of year 12? What counts as completion for different stakeholders? What messages do our current suite of recognition artefacts (certificates, scores, qualifications) send about what is valued? How might we be excluding or disadvantaging some students? These questions are important in the Tasmanian context as we work through implementing the changes to the Education Act, and refresh the framework for accreditation and certification. However, it could be argued that considering these questions is vital in ensuring that stakeholders can work together in taking a student centric view of attainment. Clarification around these questions will also assist evaluators and researchers in devising and conducting meaningful measurement and benchmarking of educational attainment.
{"title":"What Do We Really Mean by Educational Attainment?","authors":"N. Brown, K. Beams","doi":"10.1163/9789004417311_005","DOIUrl":"https://doi.org/10.1163/9789004417311_005","url":null,"abstract":"What is our shared understanding of educational attainment? How does it relate to \u0000educational participation, educational completion, or achievement of qualifications or \u0000awards? How do we currently measure and acknowledge completion of year 12? What counts as completion for different stakeholders? What messages do our current suite of recognition artefacts (certificates, scores, qualifications) send about what is valued? How might we be excluding or disadvantaging some students? These questions are important in the Tasmanian context as we work through implementing the changes to the Education Act, and refresh the framework for accreditation and certification. However, it could be argued that considering these questions is vital in ensuring that stakeholders can work together in taking a student centric view of attainment. Clarification around these questions will also assist evaluators and researchers in devising and conducting meaningful measurement and benchmarking of educational attainment.","PeriodicalId":237272,"journal":{"name":"Harnessing the Transformative Power of Education","volume":"87 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126469437","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.1163/9789004417311_017
E. Stratford, S. Kilpatrick, R. Barnes, G. Burns, S. Fisher
School-parent-community engagement is known to be critically important for educational outcomes. When school personnel, parents, and members of local communities engage with one another there are significant dividends - social capital, trust, and mutual understanding among them. When those dividends multiply, children and young people tend to engage - both more and more often - in their school communities, families, and wider social milieux. In the process, education and learning extend across generations. Evidence suggests that engagement also either flourishes of is attenuated as a result of the settings in which interactions occur. Yet, in the scholarly and policy literature, engagement is often written or reportedly spoken about as though it was an aspatial phenomenon. The aim of this chapter is to explore this tendency to elide the spatialities of engagement by reference to a two-year research project based in 12 public schools in Tasmania, Australia. Our foundational premise is that engagement is always already spatialized. The question we consider in particular is what evidence is there that school personnel, parents, and community members have or do not have explicit or implicit understandings of the spatialities of engagement?
{"title":"The Spatialities of School-Parent-Community Engagement","authors":"E. Stratford, S. Kilpatrick, R. Barnes, G. Burns, S. Fisher","doi":"10.1163/9789004417311_017","DOIUrl":"https://doi.org/10.1163/9789004417311_017","url":null,"abstract":"School-parent-community engagement is known to be critically important for educational outcomes. When school personnel, parents, and members of local communities engage with one another there are significant dividends - social capital, trust, and mutual understanding among them. When those dividends multiply, children and young people tend to engage - both more and more often - in their school communities, families, and wider social milieux. In the process, education and learning extend across generations. Evidence suggests that engagement also either flourishes of is attenuated as a result of the settings in which interactions occur. Yet, in the scholarly and policy literature, engagement is often written or reportedly spoken about as though it was an aspatial phenomenon. The aim of this chapter is to explore this tendency to elide the spatialities of engagement by reference to a two-year research project based in 12 public schools in Tasmania, Australia. Our foundational premise is that engagement is always already spatialized. The question we consider in particular is what evidence is there that school personnel, parents, and community members have or do not have explicit or implicit understandings of the spatialities of engagement?","PeriodicalId":237272,"journal":{"name":"Harnessing the Transformative Power of Education","volume":"25 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130470304","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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