Teacher Change: Problems and Possibilities
Summary and sigificance of programme:
This programme brings together faculty educational researchers, who work from widely divergent theories and methodologies, to focus on the central dilemma facing educational policy today: teacher change. With more than a century of limited educational reform success, current policy initiatives around the globe have come to focus directly on the teacher; however, educational research on the question of teacher change has remained paradigmatically fragmented. By structuring our internal research dialogue and debate, we can cut into new frontiers and position the Educational Research Institute, Newcastle and its members at the forefront of educational research and policy.
Cliff, K. & Wright, J. (2010). Confusing and contradictory: considering obesity discourse and eating disorders as they shape body pedagogies in HPE. Sport, Education & Society. 15 (2), 221 ‑ 233.
Cliff, K. (2010) Disciplinary power and the production of the contemporary ‘healthy citizen’ in the era of the ‘obesity epidemic’. In Z. Millei, T. Griffiths & R. J. Parkes (Eds.) Re‑Theorizing Discipline in Education: Problems, Politics, and Possibilities (p.104 ‑ 119). New York: Peter Lang.
Cliff, K. (in press). A sociocultural perspective as a curriculum change in health and physical education. Sport, Education and Society.
Eacott, S. & Holmes, K. (2010). Leading mathematics education reform: solving a complex equation. Mathematics Teacher Education and Development, 12, (2), 84-97.
Eacott, S. (2010). Bourdieu’s strategies and the challenge for educational leadership. International Journal of Leadership in Education, 13, (3), 265-281.
Eacott, S. (2010). Challenging the orthodoxy of school leadership. Perspectives on Educational Leadership, 20, (7), 1-2.
Eacott, S. (2010). Lacking a shared vision: practitioners and the literature on the topic of strategy. Journal of School Leadership, 20, (4).
Eacott, S. (2010). Strategy as leadership: an alternate perspective to the construct of strategy. International Studies in Educational Administration, 38, (1), 55-64.
Eacott, S. (2010). Studying school leadership practice: a methodological conversation. Issues in Educational Research, 20, (3), 221-234.
Eacott, S. (2010). Tenure, functional track and strategic leadership. International Journal of Educational Management, 24, (5), 448-458.
Eacott, S. (2011). Book review: The pendulum swings by Bernard Baker. Journal of Educational Administration and History, 43, (3), 83-84.
Eacott, S. (2011). Leadership strategies: re-conceptualising strategy for educational leadership. School Leadership & Management, 31, (1), 35-46.
Eacott, S. (2011). New look leaders, or a new look at leadership. International Journal of Educational Management, 25, (2).
Eacott, S. (2011). Preparing ‘educational’ leaders in managerialist times: an Australian story. Journal of Educational Administration and History, 43, (1), 43-59.
Eacott, S. (in press). Book review: Australian school leadership today edited by Neil Cranston and Lisa Ehrich. Australian Educational Researcher, [accepted 16 Dec 2009].
Eacott, S. (in press). Introducing under-graduate students to school leadership concepts. Journal of Educational Administration [accepted 8 Jan 2011].
Gore, J.M., Ladwig, J.G., Amosa, W.A., & Griffiths, T.G. (in press). On the status and quality of Physical Education as school subject: An empirical study of classroom and assessment practice. Sport, Education and Society.
Griffiths, Tom G. (in press). Las reformas curriculares y la educación Bolivariana: Una perspectiva del análisis sistema-mundo [Curricular reform and Venezuela's Bolivarian education: A world-systems perspective]. Ensayo y Error XIX (38)
Groundwater‑Smith, S. & Mockler, N. (in press). ‘Learning Communities in Australasia’. In C. Day and A. Lieberman (Eds.) International Handbook of Teacher and School Development. London: Sage
Ladwig J G (2010), Curriculum and Teacher Change. In: Penelope Peterson, Eva Baker, Barry McGaw, (Editors), International Encyclopedia of Education. Vol. 1, pp. 374-378. Oxford: Elsevier.
Ladwig, J.G (2010). Beyond Academic Outcomes. Review of Research in Education, 34, (1), 113-141.
Millei, Z. & Sumsion, J. (2011). The ‘work’ of community in Belonging, Being and Becoming: The Early Years Learning Framework for Australia. Contemporary Issues in Early Childhood.12, (1).
Mitchell, J., Hunter, J. & Mockler, N. (2010). ‘Connecting Classrooms in Rural Communities Through Interactive Whiteboards’. Australasian Journal of Educational Technology, 26, (4), pp.464‑476.
Mockler, N. & Groundwater‑Smith, S. (2011). ‘Weaving the Web of Professional Practice: The Coalition of Knowledge‑Building Schools’. In R. Lingard, P. Thomson and T. Wright (Eds.), Changing Schools: Making a World of Difference. Abingdon: Routledge.
Mockler, N. & Sachs, J. (Eds) (2011). Rethinking Educational Practice Through Reflexive Inquiry. Dordrecht: Springer.jlk
Mockler, N. (forthcoming). ‘Being Me ‑ In Pursuit of Authenticity’. In J.Higgs, A.Titchen, D.Horsfall and D.Bridges (Eds), Creative Spaces for Qualitative Researching: Living Research. Rotterdam: Sense.
Mockler, N. (2011). ‘Becoming and ‘Being’ a Teacher: Understanding Teacher Professional Identity’. In N.Mockler and J. Sachs (Eds). Rethinking Educational Practice Through Reflexive Inquiry: Essays in Honour of Susan Groundwater Smith. Dordrecht: Springer.
Mockler, N. (in press). ‘Beyond ‘What Works’: Understanding Teacher identity as a Practical and Political Tool. Teachers and Teaching: Theory and Practice.
Mockler, N. and Sachs, J. (2011). ‘Rethinking Educational Practice Through Reflexive Inquiry: An Introduction’. In N.Mockler and J. Sachs (Eds). Rethinking Educational Practice Through Reflexive Inquiry: Essays in Honour of Susan Groundwater Smith. Dordrecht: Springer.
Parkes, R.J., Gore, J.M., & Elsworth, W. (2010). Poststructuralism as social justice pedagogy. In T. Chapman and N. Hobbel (eds). Social Justice Pedagogy across the Curriculum: The Practice of Freedom. New York: Routledge.
Sachs, J. & Mockler, N. (in press). ‘Performance cultures of teaching: threat or opportunity?’. In C. Day and L.Lo (Eds.) International Handbook of Teacher and School Development. London: Sage.