Faculty of Education - Research Publications
Permanent URI for this collection
Search Results
1 - 10 of 47
-
ItemRegenerating curriculum inquiry in Australia: some thoughts on this agenda(Springer Science and Business Media LLC, 2018-04-01)
-
ItemMedical teachers conceptualize a distinctive form of clinical knowledge(SPRINGER, 2015-05)For over four decades, there have been efforts to specify the types of knowledge that medical students need, how that knowledge is acquired and how its constituent parts are related. It is one of the areas of continuing concern underlying medical education reform. Despite their importance to medical students' learning and development, the perspectives of medical teachers in hospitals are not always considered in such discourse. This study sought to generate an understanding of these teachers' values, perspectives and approaches by listening to them and seeing them in their everyday teaching work, finding and understanding the meanings they bring to the work of medical teaching in hospitals. In interviews, all of the teachers talked more about the optimal forms of knowledge that are important for students than they talked about the form of the teaching itself. Many revealed to students what knowledge they do and do not value. They had a particular way of thinking about clinical knowledge as existing in the people and the places in which the teaching and the clinical practice happen, and represented this as 'real' knowledge. By implication, there is other knowledge in medical education or in students' heads that is not real and needs to be transformed. Their values, practices and passions add texture and vitality to existing ways of thinking about the characteristics of clinical knowledge, how it is depicted in the discourse and the curriculum and how it is more dynamically related to other knowledge than is suggested in traditional conceptualizations of knowledge relationships.
-
Item
-
ItemCan we find out about girls and boys today – or must we settle for just talking about ourselves?: dilemmas of a feminist, qualitative, longitudinal research project(Australian Association for Research in Education, 1997-12)Question - What does the postmodern ethnographer say to the interviewee? Answer - Enough about you - now let's talk about me. This paper addresses the problems and experiences of engaging in a longitudinal, qualitative project of empirical research while trying to be seriously reflexive about what we are constructing as researchers. The particular project is the 'The 12 to 18 Project' running in Victoria.
-
ItemWhat does 'significance' look like? Assessing the assessment process in competitive grants schemes(Australian Association for Research in Education, 2006)This paper focuses on the writer’s experiences from 2002-2004 as the sole Education member of the Australian Research Council committee that assesses applications across the ‘social, behavioural and economic sciences’. It is drawn from a wider analysis of how judgments about research quality are produced across different spheres of education research activity, drawing particular attention to the characteristics of those who judge, their explicit and implicit criteria, and the textual markers of ‘quality’ that they work with. The article conside rs how the explicit categories for scoring; the characteristics of those appointed to the committee; the histo ry of dominant research traditions, and a slippage between the categories ‘significance’, ‘national benefit’ and ‘national research priorities’ all influence the judgments and scores that eventuate from assessors and pro duce the final rankings.
-
Item[Review of the book Knowing women: origins of women's education in nineteenth-century Australia](Cambridge University Press, 1997)The article reviews the book "Knowing Women: Origins of Women's Education in Nineteenth-Century Australia" by Marjorie Theobald.
-
ItemConstructing and deconstructing 'girls' as a category of concern in education - reflections on two decades of research and reform(Falmer Press, 1998)In the 1970s, many countries began to initiate projects of reform for girls and women in education. In the decades that followed, a large and diverse body of feminist research on education was developed. And, at the turn of the century, the media and education policy-makers are raising new questions about what has taken place: have the aims of reform now been achieved? have feminist agendas 'gone too far'? is it boys who now deserve special attention? should economic agendas replace social concerns in constructions of education policy? This chapter reviews some of the ways of thinking and types of initiatives that have taken place in Australia since the early 1970s.
-
ItemResearch methodology, education and theoretical fashions: constructing a methodology course in an era of deconstruction(Taylor & Francis, 1997)In this article a case is made both for the utility of deconstructive questions, and also for the danger of taking such questions as a sole or over-riding methodological agenda in education. The discussion is mounted by attention to grounded contexts and dilemmas rather than by a commitment to abstract concerns about ‘power’ or ‘Other’ or ‘polyphony of voices’. The framing dilemma is how one might construct a research methodology course that is neither positivist, relativist, nor reifying of current theory as an enduring answer for students. The article takes two substantive fields of inquiry in education (inequality and access in education, and research on gender and education) to argue that following through some substantive issues for educational research can provide ways of thinking about the relative merits, power, pertinence and relationships between quantitative, qualitative and deconstructive agendas. Finally, the article outlines a research methodology course constructed by the author to attempt to put in practical form the assumptions about education and research methodology which are argued in this article.
-
ItemThe 'facts of the case': gender equity for boys as a public policy issue(SAGE, 1999)Despite the trend toward gender studies in the social sciences, studies of masculinity have been largely absent from educational research. This volume presents a collection of the current critical scholarship on the creation of masculinities in schools, relations among competing definitions of masculinity and femininity, and linkages between masculinity and school practices. With contributions from the leading scholars in the field, Nancy Lesko studies masculinities in North American, Australian, and British schools. This book covers all levels of schooling, from preschool to graduate school, and school settings from computer labs to football fields. This fascinating addition to Sage’s Research in Men and Masculinities Series provides a thoughtful examinationof how masculinities are constructed among teachers, students, and administrators, locating these analyses within broader social, economic, and ideological contexts. Masculinities at School is a must read for scholars of education, sociology, men’s studies and gender studies.
-
ItemTransitions and the year 7 experience: a report from the 12 to 18 Project( 1999)This article discusses students' comments about the experience of shifting from primary to secondary schooling, and of their first year of secondary school. The material was gathered from research carried out in three Victorian primary schools and four Victorian secondary schools in 1993 and 1994 as part of an ongoing qualitative, longitudinal study which is following students through each year of their secondary schooling. This article discusses the meanings students give to their experience of transition against earlier research and policy documents which use different methodologies and which talk of different cultures of primary and secondary schools. It argues that student reactions are more complex than are indicated by methodologies which take comments at face value and that their concerns challenge some common assumptions about the problem of disruption in the break between primary and secondary. The article also notes widespread changes in students' lunchtime activities compared with primary school and discusses ways students assess the new curriculum and teaching styles of the secondary school.
- 1 (current)
- 2
- 3
- 4
- 5