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Strategic HR Review, vol. 17 no. 4
Type: Research Article
ISSN: 1475-4398

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Article
Publication date: 12 November 2020

John Pardy

Technical education in the twentieth century played an important role in the cultural life of Australia in ways are that routinely overlooked or forgotten. As all education is…

218

Abstract

Purpose

Technical education in the twentieth century played an important role in the cultural life of Australia in ways are that routinely overlooked or forgotten. As all education is central to the cultural life of any nation this article traces the relationship between technical education and the national social imaginary. Specifically, the article focuses on the connection between art and technical education and does so by considering changing cultural representations of Australia.

Design/methodology/approach

Drawing upon materials, that include school archives, an unpublished autobiography monograph, art catalogues and documentary film, the article details the lives and works of two artists, from different eras of twentieth century Australia. Utilising social memory as theorised by Connerton (1989, 2009, 2011), the article reflects on the lives of two Australian artists as examples of, and a way into appreciating, the enduring relationship between technical education and art.

Findings

The two artists, William Wallace Anderson and Carol Jerrems both products of, and teachers in, technical schools produced their own art that offered different insights into changes in Australia's national imaginary. By exploring their lives and work, the connections between technical education and art represent a social memory made material in the works of the artists and their representations of Australia's changing national imaginary.

Originality/value

This article features two artist teachers from technical schools as examples of the centrality of art to technical education. Through the teacher-artists lives and works the article highlights a shift in the Australian cultural imaginary at the same time as remembering the centrality of art to technical education. Through the twentieth century the relationship between art and technical education persisted, revealing the sensibilities of the times.

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History of Education Review, vol. 49 no. 2
Type: Research Article
ISSN: 0819-8691

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Book part
Publication date: 3 December 2018

Jan Keane

Abstract

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National Identity and Education in Early Twentieth Century Australia
Type: Book
ISBN: 978-1-78769-246-6

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Article
Publication date: 30 January 2009

Bill Mulford, Bill Edmunds, John Ewington, Lawrie Kendall, Diana Kendall and Halia Silins

Who are late‐career school principals? Do they continue to make a positive contribution to their schools? Do they feel tired and trapped or do they maintain their commitment to…

1247

Abstract

Purpose

Who are late‐career school principals? Do they continue to make a positive contribution to their schools? Do they feel tired and trapped or do they maintain their commitment to education and young people? The purpose of this paper is to explore these issues, employing the results of a survey on successful school principalship with the population of Tasmanian government school principals.

Design/methodology/approach

Surveys on successful school principalship were distributed to a population of 195 government schools (excluding colleges and special schools) in Tasmania. Return rates were 67 per cent for principals and 12 per cent for teachers. Surveys sought responses in areas such as demographic characteristics, leadership characteristics, values and beliefs, tensions and dilemmas, learning and development, school capacity building, decision making, evaluation and accountability, and perceptions of school success.

Findings

The findings confirm other research indicating that pre‐retirement principals, when compared with other principals, are more likely to have a strong work ethic, to consult widely and to have a strong social consciousness. The findings contradict results from other research indicating that pre‐retirement principals, when compared with other principals, are more likely to be rigid and autocratic, disenchanted with and withdrawn from work, and “tired and trapped”.

Practical implications

Such findings lead one to conclude that pre‐retirement principals continue to be a committed and valuable resource and that therefore greater research and policy attention should be given to the issue. With education systems undergoing major and continuing change, while at the same time suffering potential shortages of effective school leaders, it is time to re‐examine educational career structures, especially for those principals approaching retirement.

Originality/value

The paper's originality lies in the evidence it provides about an area that is not well researched.

Details

Journal of Educational Administration, vol. 47 no. 1
Type: Research Article
ISSN: 0957-8234

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Book part
Publication date: 11 July 2017

Karen A. Johnson

Anna Julia Cooper and Septima Poinsette Clark were two prominent late 19th- and early 20th-century educators. Cooper and Clark taught African American students in federally…

Abstract

Anna Julia Cooper and Septima Poinsette Clark were two prominent late 19th- and early 20th-century educators. Cooper and Clark taught African American students in federally sanctioned, segregated schools in the South. Drawing on womanist thought as a theoretical lens, this chapter argues that Cooper and Clark’s intellectual thoughts on race, racism, education, and pedagogy informed their teaching practices. Influenced by their socio-cultural, historical, familial, and education, they implemented antioppressionist pedagogical practices as a way to empower their students and address the educational inequalities their students were subjected to in a highly racialized, violent, and repressive social order. Historical African American women educators’ social critiques on race and racism are rarely examined, particularly as they pertain to how their critiques influence their teaching practices. Cooper and Clark’s critiques about race and racism are pertinent to the story of education and racial empowerment during the Jim Crow era.

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Article
Publication date: 22 June 2012

Kathy Michael

The purpose of this study is to identify student and staff experiences with online learning at higher education (HE) using the software Elluminate Live!

4803

Abstract

Purpose

The purpose of this study is to identify student and staff experiences with online learning at higher education (HE) using the software Elluminate Live!

Design/methodology/approach

This paper adopts a qualitative approach, focusing on the reflections of participants (student and teacher) collated over a 12 month period of piloting online classes with Elluminate Live!

Findings

A number of insightful themes and issues emerged from the data collected from the journal reflections as well as other source documents such as meetings and emails. The themes considered in the paper include: increased flexibility and cost reductions, technical challenges, resistance to online learning, extension of online facilities and student engagement, and visual literacy skills.

Research limitations/implications

The school's virtual classroom strategies need to address staff and student concerns. Staff training and the establishment of effective support structures for embedding safe, secure, and rewarding virtual classrooms are required. Once these issues have been addressed, online classes can be expanded across numerous discipline areas within the school.

Originality/value

Currently, Australian scholarly papers focussing on the use of Elluminate Live! as a teaching tool to help develop curriculum at tertiary level are scarce. The significance of this study is to share the important knowledge garnered through reflective insights (via feedback and journal writing) which can act as a guide to other higher education universities looking at undertaking online learning.

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Campus-Wide Information Systems, vol. 29 no. 3
Type: Research Article
ISSN: 1065-0741

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Article
Publication date: 6 June 2016

Victoria Smy, Marie Cahillane and Piers MacLean

The purpose of this paper is to develop a set of generic prompting principles and a framework of prompts that have the potential to foster learning and skill acquisition among…

661

Abstract

Purpose

The purpose of this paper is to develop a set of generic prompting principles and a framework of prompts that have the potential to foster learning and skill acquisition among adult novices when performing complex, ill-structured problems.

Design/methodology/approach

Relevant research in the literatures surrounding problem structure, sensemaking, expertise, metacognition, scaffolding, and cognitive load were reviewed and synthesised in order to derive generic prompting principles and guidelines for their implementation.

Findings

A framework of generic principles and prompts is proposed. Differentiation between prompts supporting cognition either within, or after an ill-structured problem-solving task was supported.

Practical implications

Prompts such as those proposed in the framework developed presently can be designed into technology-enhanced learning environments in order to structure and guide the cognitive processes of novices. In addition, prompts can be combined with other learning support technologies (e.g. research diaries, collaborative discourse) in order to support learning. Empirical testing will be required to quantify the potential benefits (and limitations of) the proposed prompting framework.

Originality/value

The prompts developed constitute a framework for structuring and guiding learning efforts in domains where explicit, actionable feedback is often unavailable. The proposed framework offers a method of tailoring the scaffolding of prompts in order to support differing levels of problem structure and may serve as the basis for establishing an internalised and adaptive learning approach that can be transferred to new problems or contexts.

Details

The International Journal of Information and Learning Technology, vol. 33 no. 3
Type: Research Article
ISSN: 2056-4880

Keywords

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105

Abstract

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Reference Reviews, vol. 24 no. 1
Type: Research Article
ISSN: 0950-4125

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Article
Publication date: 13 July 2015

Maryam Omari and Megan Paull

The purpose of this paper is to explore issues associated with sector specific change in the Australian Public Service (APS). Evidence is presented on the impact of New Public…

2104

Abstract

Purpose

The purpose of this paper is to explore issues associated with sector specific change in the Australian Public Service (APS). Evidence is presented on the impact of New Public Management (NPM) on work intensification and subsequent negative behaviors by giving voice to APS employees who were subject to the NPM changes.

Design/methodology/approach

Data were collected from APS employees, human resource managers and policy makers across 11 agencies on the nature of the changes, context of work, and workplace interactions. The study adopted a triangulated mixed method interpretivist approach using a survey instrument, stories, focus groups, and interviews.

Findings

The NPM changes were aimed at creating a more professional and accountable APS. This resulted in individual agencies pursuing different approaches to productivity and efficiency while being accountable to the public and the government within a tight regulatory framework. These changes created competing priorities, affected the nature of the work through intensification, and fueled workplace tensions, thus affecting progress toward the goals of NPM.

Practical implications

The findings of this study will be useful in alerting organizational leaders of possible unintended negative consequences of poorly implemented change programs.

Originality/value

This current study provides evidence that the negative behaviors which arise from the implementation of efficiency focussed change can be damaging to individuals, the nature of work, and therefore organizations and the outcomes sought. Many change management activities in the public sector can lead to negative behaviors if implemented in a way lacking in respect for staff.

Details

Journal of Organizational Change Management, vol. 28 no. 4
Type: Research Article
ISSN: 0953-4814

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Article
Publication date: 11 July 2016

Janet C.N. Wee and Alton Y.K. Chua

The purpose of this paper is twofold: first, to identify motivations that drive communication of IC (CIC); and second, to investigate content and format used in CIC from three…

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Abstract

Purpose

The purpose of this paper is twofold: first, to identify motivations that drive communication of IC (CIC); and second, to investigate content and format used in CIC from three perspectives, namely, human capital information, relational capital information and structural capital information.

Design/methodology/approach

A global survey was conducted with 200 banks’ senior executives responsible for annual report (AR), followed by content analysis of each bank’s AR.

Findings

The study found four motivations of CIC, namely, management responsibility to stakeholders, collective behavior, corporate responsibility and compliance. Content analysis of banks’ AR found structural capital information most prevalent, followed by human capital and relational capital. Five types of formats were analyzed to show the different presentation used in the CIC.

Research limitations/implications

Current data source was limited to banking and focussed on English language publications.

Practical implications

The study provides regulators insights to forces that either compel or hinder CIC, and updates literature on management’s thinking and priorities in CIC.

Originality/value

This study is possibly the first paper that investigates the motivation of CIC for reporting, where IC is an important asset to organizations. The findings on the content and format used in CIC extend existing studies to a wider, global scale.

Details

Journal of Intellectual Capital, vol. 17 no. 3
Type: Research Article
ISSN: 1469-1930

Keywords

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