The implementation of the policy of devolution in the government school system of Victoria, Australia, has significantly enhanced the opportunities for teachers to become involved…
Abstract
The implementation of the policy of devolution in the government school system of Victoria, Australia, has significantly enhanced the opportunities for teachers to become involved in the decision making of schools. This article reports on a study designed to investigate the factors associated with involvement. Analysis of the data found teacher involvement in the decision making of schools to be associated with: gender; seniority and organizational responsibility; age and teaching experience; affiliation with the teachers association; the influence of the principal; the individual's sense of personal, political and professional efficacy; the individual's confidence and trust in the organization and its administration; the conflicting demands, anxiety and pressure of time; and the perceived effects of participation on curriculum and teaching practice.
This paper reports on the design of an attitude scale to be used in studies investigating relationships between principals and members of school councils in Victoria. The scale…
Abstract
This paper reports on the design of an attitude scale to be used in studies investigating relationships between principals and members of school councils in Victoria. The scale, which is composed of twenty‐four items, measures attitudes toward principal domination of council. The Likert method of scale construction was used. Item analysis demonstrated that all items discriminated between high and low scorers (Edwards t≥3.17). Internal consistency, estimated by using Kuder Richardson and Cronback's Alpha, yielded a coefficient of .80705. The corrected split‐half reliability based on the responses of 297 principals and council members was .72835. Test‐retest reliability was .69314.
Discusses the main advances in epistemological perspectives andmeta‐theoretical frameworks within which recent research and academicwork in the field of educational administration…
Abstract
Discusses the main advances in epistemological perspectives and meta‐theoretical frameworks within which recent research and academic work in the field of educational administration in Australia has been articulated and developed. Arising from work currently undertaken by the OECD and considerations of developments in educational policy and administration throughout Australia, puts forward a proposal for a new set of agenda for research and professional advancement in the field.
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Tony Chapman, Deborah Forbes and Judith Brown
To study the reasons why UK social enterprises are not yet fulfilling their potential due to the lack of support and trust on the part of key decision makers.
Abstract
Purpose
To study the reasons why UK social enterprises are not yet fulfilling their potential due to the lack of support and trust on the part of key decision makers.
Design/methodology/approach
The study was based in Tees Valley, the southernmost sub‐region in northeast England, which has suffered from a decline in its traditional industries over the past 30 years. Reports the results of in‐depth qualitative interviews with 18 local authority economic regeneration officers and leading local strategic partnership managers across the five borough councils as key stakeholders across Tees Valley to explore potential barriers to the development of the social enterprises sector in this sub‐region. Explains that each interview focused on: perceived differences in the culture of the social enterprise sector compared with private business and the public sector; representation of the sector in key decision making in the sub‐region; the potential for developing entrepreneurship and foresight in the sector; and opinions on the level of support required for capacity building.
Findings
The results indicated that key stakeholders in the public sector assume that there is a value continuum between the voluntary and community sector, through the social enterprise sector, to the small and medium enterprise (SME) sector, while the assumption is also that the closer an organization is to the voluntary and community sector, the more likely that it will be driven by its social values. Supports the view that social enterprises are both “value led” and “market driven”.
Originality/value
Draws on previously unpublished data from a research project that aimed to assess the size, shape and scope of the social enterprise sector for Tees Valley Partnership.
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Patricia Cartwright, Judith Chapman, Judith Chapman, Jacqueline McGilp, Malcolm Skilbeck, Ron Toomey, Marian de Souza, Janet Gaff and Irene Williams
In this article, we focus on the practices which have helped overcome a range of specific barriers to participation in adult and community education, and in the process have…
Abstract
In this article, we focus on the practices which have helped overcome a range of specific barriers to participation in adult and community education, and in the process have contributed to cohesion of the group involved and the community in which the program operates. In building and promoting social cohesion we can view learning as a personal journey, and search for meaning as well as a “map that can be used to guide learners along a learning route” (McGivney, 1999, p. 11). As claimed by Chapman and Aspin (2001), lifelong learning for social cohesion will become a reality if we show a readiness to invest in people.
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This index accompanies the index that appeared in Reference Services Review 16:4 (1988). As noted in the introduction to that index, the articles in RSR that deal with specific…
Abstract
This index accompanies the index that appeared in Reference Services Review 16:4 (1988). As noted in the introduction to that index, the articles in RSR that deal with specific reference titles can be grouped into two categories: those that review specific titles (to a maximum of three) and those that review titles pertinent to a specific subject or discipline. The index in RSR 16:4 covered the first category; it indexed, by title, all titles that had been reviewed in the “Reference Serials” and the “Landmarks of Reference” columns, as well as selected titles from the “Indexes and Indexers,” “Government Publications,” and “Special Feature” columns of the journal.