Principals' evaluation of teachers for classroom and administrative promotion was the focus of this study. Data were collected from 230 principals of Victorian high schools by…
Abstract
Principals' evaluation of teachers for classroom and administrative promotion was the focus of this study. Data were collected from 230 principals of Victorian high schools by means of the instrument developed by Moore based on Mitzel's process, product and presage criteria. Findings revealed that although a common body of criteria was used principals placed prime emphasis upon process criteria in evaluating teachers for classroom promotion and upon presage criteria in evaluating teachers for administrative promotion. The study also established relationships between some of the evaluative criteria and certain “biographical” variables such as principal's age and extent of administrative experience.
BARBARA COHEN and E. BARRINGTON THOMAS
This paper is a report of a study which examined patterns of misbehaviour and punishment in 52 secondary schools within the South Central region of the Education Department of…
Abstract
This paper is a report of a study which examined patterns of misbehaviour and punishment in 52 secondary schools within the South Central region of the Education Department of Victoria, Australia, and considered their significance as indicators of the implicit values endorsed by the school and as measures of one aspect of school climate. The results of a factor analysis revealed the existence of four factors, reflecting differing values emphases within schools. A further statistical analysis led to the determination of four categories of climate, designated as “controlled”, “conflictual”, “libertarian” and “autonomous”. The characteristics of each school system were then considered in relation to these groupings.
The main focus of the study is education policy issued from “above”: that is, it is largely an examination of the contribution of Canberra officials and politicians towards…
Abstract
The main focus of the study is education policy issued from “above”: that is, it is largely an examination of the contribution of Canberra officials and politicians towards education for future PNG autonomy and/or independence. It will be argued that Commonwealth policy towards PNG education in the colonial period was limited conceptually by the relatively low priority accorded to PNG affairs by the Australian government, as well as the Commonwealth’s overwhelming emphasis on narrow vocational outcomes for Indigenous people. This meant that educational outcomes vital to successful independence ‐ such as civic awareness and a solid pool of professional workers ‐ were neglected, much to the future cost of PNG as a nation.
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In August 1975, the Commonwealth Council for Educational Administration will be five years old. In furtherance of its seven‐fold objectives CCEA has formulated and embarked on a…
Abstract
In August 1975, the Commonwealth Council for Educational Administration will be five years old. In furtherance of its seven‐fold objectives CCEA has formulated and embarked on a publications programme, organized conferences and seminar/ workshops at which the principles and practice of educational administration were discussed, encouraged the foundation of affiliated groups of educational administrators in Commonwealth countries, carried out its first survey of aspects of educational administration within the Commonwealth, and arranged visits of specialists among countries. Recently its constitution was approved thus enabling CCEA to extent its activities further within the guidelines developed during its first quinquennium.
This paper is based on research into the conduct of PhD vivas, whose aim was to investigate how this examination is experienced by successful candidates, and specifically to…
Abstract
This paper is based on research into the conduct of PhD vivas, whose aim was to investigate how this examination is experienced by successful candidates, and specifically to address a question raised by previous researchers: Why does a successful viva outcome nevertheless leave some candidates feeling negative about their experience? The focus in this paper is on the language – particularly the figurative language – which successful candidates use to describe their oral examination. It explores the fact that those who reported feeling a sense of achievement were found to employ metaphors and similes of sporting competitions or debate, while candidates who report feeling negative, despite their success, employ imagery relating to imprisonment and interrogation. It goes on to argue that neither of these conceptual models is appropriate for the examination of higher degrees, and that such discrepancy may arise from the way some examiners interpret their role.
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The Milk and Dairies Bill introduced by Mr. SAMUEL aims at securing better inspection of dairies, including all premises in which milk is obtained, stored, or sold, such as…
Abstract
The Milk and Dairies Bill introduced by Mr. SAMUEL aims at securing better inspection of dairies, including all premises in which milk is obtained, stored, or sold, such as cowsheds, milk depots, and milk shops. It also aims at the tracing of impure milk and the prevention of its infection, as well as the elimination of cows yielding tuberculous milk.
Gives a brief sketch of the history of education in New Zealand prior tothe publication of the Picot Report in 1988. Comments on the ways inwhich Picot recommendations have been…
Abstract
Gives a brief sketch of the history of education in New Zealand prior to the publication of the Picot Report in 1988. Comments on the ways in which Picot recommendations have been subverted and the effects of the changes to date in the principal′s role. Highlights the need to contest the wholesale imposition of managerialism if the values fundamental to a broad‐based humanistic education system are to be preserved and examines the essential role of the principal in this contestation. Also refers to aspects of professional organizations which could lend support to the principal.