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Table of Contents
Intro
Foreword
Acknowledgements
Contents
Editors and Contributors
Introduction
1 The Beginning of an Idea
2 Empowering Teachers
3 Empowered Scholarship
4 Combining Different Voices
5 Democratising Schools
6 Australian Perspectives
7 A brief introduction to the Australian Education System
8 COVID-19 and its Effects
9 Not More, but Different: Locating this Volume Within the Field
10 Silences with this Narrative
11 A Note on Acronyms
References
Challenges and Possibilities for Teacher Empowerment
A Profession Under Pressure: How Squeezing Teachers Punishes Kids
1 The Societal Goals of Education and the Personal Realities of Teachers
2 A Mammoth-and Changing-Task
3 The Impacts of the Current System Upon Teachers' Health and Well-Being
4 What's the Problem? The Influence of the Media
5 Not Failing, Fighting
6 Impacts that can't be Standardised
7 The Trickle-Down Effect of the Failure Narrative
8 Exploited and Burnt Out Teachers
9 Clinging to the Core of Teachers' Work
References
The Profession That Eats Itself: Addressing Teacher Infighting
1 Teacher Infighting
2 Engaging Professionally Within Schools and Systems
3 Engaging Professionally Across Schools and Systems
3.1 Public vs Private
3.2 Early Childhood vs Primary vs Secondary
3.3 City vs Country (or Otherwise Known as Metropolitan vs Rural and Remote)
3.4 Large Schools vs Small Schools
3.5 Mainstream vs Schools for Specific Purposes (SSP)
3.6 Mathematics vs English vs All Other Learning Areas
3.7 Pedagogy
4 Online Teacher Infighting
4.1 Twitter
4.2 Facebook
4.3 Instagram
5 Final Thoughts
References
The Demise of Teacher Expertise and Agency by the "Evidence-Based Discourse"
1 20 Years of the Same Trend
2 Why Focus on Hattie?
3 How Has the "Evidence" Base Usurped Teacher Expertise and Agency in Australia?
4 Instructional Models Guiding Teaching Practice
5 Victoria's Middle Years Literacy and Numeracy Support (MYLNS) Initiative
6 Why Does Hattie's Evidence Dominate in Australia Rather Than Evidence from Other Reputable Organisations?
7 Concerns About Hattie and the Meta-Meta-Analysis Methodology
8 Standardisation and Accountability
9 The Explicit Diminishing of Teachers' Knowledge and Evidence: John Hattie
10 Ways to Challenge These Ideas
11 It's More Complicated Than That!
12 Teacher Effects Versus System Effects
13 Widespread Teacher Dissatisfaction
14 A Call to Action and Support for Those Already Taking Action: Teachers Empowering Themselves and One Another
14.1 Education Is Empowerment
14.2 Groups to Join, Groups to Form
14.3 Reconsider the Aims of Schooling for Shared Purpose
15 Conclusion
Notes
References
Challenges and Possibilities for Global Teacher Empowerment
1 Introduction
Foreword
Acknowledgements
Contents
Editors and Contributors
Introduction
1 The Beginning of an Idea
2 Empowering Teachers
3 Empowered Scholarship
4 Combining Different Voices
5 Democratising Schools
6 Australian Perspectives
7 A brief introduction to the Australian Education System
8 COVID-19 and its Effects
9 Not More, but Different: Locating this Volume Within the Field
10 Silences with this Narrative
11 A Note on Acronyms
References
Challenges and Possibilities for Teacher Empowerment
A Profession Under Pressure: How Squeezing Teachers Punishes Kids
1 The Societal Goals of Education and the Personal Realities of Teachers
2 A Mammoth-and Changing-Task
3 The Impacts of the Current System Upon Teachers' Health and Well-Being
4 What's the Problem? The Influence of the Media
5 Not Failing, Fighting
6 Impacts that can't be Standardised
7 The Trickle-Down Effect of the Failure Narrative
8 Exploited and Burnt Out Teachers
9 Clinging to the Core of Teachers' Work
References
The Profession That Eats Itself: Addressing Teacher Infighting
1 Teacher Infighting
2 Engaging Professionally Within Schools and Systems
3 Engaging Professionally Across Schools and Systems
3.1 Public vs Private
3.2 Early Childhood vs Primary vs Secondary
3.3 City vs Country (or Otherwise Known as Metropolitan vs Rural and Remote)
3.4 Large Schools vs Small Schools
3.5 Mainstream vs Schools for Specific Purposes (SSP)
3.6 Mathematics vs English vs All Other Learning Areas
3.7 Pedagogy
4 Online Teacher Infighting
4.1 Twitter
4.2 Facebook
4.3 Instagram
5 Final Thoughts
References
The Demise of Teacher Expertise and Agency by the "Evidence-Based Discourse"
1 20 Years of the Same Trend
2 Why Focus on Hattie?
3 How Has the "Evidence" Base Usurped Teacher Expertise and Agency in Australia?
4 Instructional Models Guiding Teaching Practice
5 Victoria's Middle Years Literacy and Numeracy Support (MYLNS) Initiative
6 Why Does Hattie's Evidence Dominate in Australia Rather Than Evidence from Other Reputable Organisations?
7 Concerns About Hattie and the Meta-Meta-Analysis Methodology
8 Standardisation and Accountability
9 The Explicit Diminishing of Teachers' Knowledge and Evidence: John Hattie
10 Ways to Challenge These Ideas
11 It's More Complicated Than That!
12 Teacher Effects Versus System Effects
13 Widespread Teacher Dissatisfaction
14 A Call to Action and Support for Those Already Taking Action: Teachers Empowering Themselves and One Another
14.1 Education Is Empowerment
14.2 Groups to Join, Groups to Form
14.3 Reconsider the Aims of Schooling for Shared Purpose
15 Conclusion
Notes
References
Challenges and Possibilities for Global Teacher Empowerment
1 Introduction