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001449559 0247_ $$a10.1007/978-981-19-4464-2$$2doi
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001449559 050_4 $$aLA2102
001449559 08204 $$a370.994$$223/eng/20220928
001449559 24500 $$aEmpowering teachers and democratising schooling:$$bperspectives from Australia /$$cKeith Heggart, Steven Kolber, editors.
001449559 260__ $$aSingapore :$$bSpringer,$$c2022.
001449559 300__ $$a1 online resource (284 p.)
001449559 500__ $$a2 The State of Teacher Empowerment Within Australia and Challenges to It
001449559 5050_ $$aIntro -- 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
001449559 5058_ $$aA Profession Under Pressure: How Squeezing Teachers Punishes Kids -- 1 The Societal Goals of Education and the Personal Realities of Teachers -- 2 A Mammoth-and Changing-Task -- 3 The Impacts of the Current System Upon Teachers' Health and Well-Being -- 4 What's the Problem? The Influence of the Media -- 5 Not Failing, Fighting -- 6 Impacts that can't be Standardised -- 7 The Trickle-Down Effect of the Failure Narrative -- 8 Exploited and Burnt Out Teachers -- 9 Clinging to the Core of Teachers' Work -- References -- The Profession That Eats Itself: Addressing Teacher Infighting
001449559 5058_ $$a1 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
001449559 5058_ $$aThe Demise of Teacher Expertise and Agency by the "Evidence-Based Discourse" -- 1 20 Years of the Same Trend -- 2 Why Focus on Hattie? -- 3 How Has the "Evidence" Base Usurped Teacher Expertise and Agency in Australia? -- 4 Instructional Models Guiding Teaching Practice -- 5 Victoria's Middle Years Literacy and Numeracy Support (MYLNS) Initiative -- 6 Why Does Hattie's Evidence Dominate in Australia Rather Than Evidence from Other Reputable Organisations? -- 7 Concerns About Hattie and the Meta-Meta-Analysis Methodology -- 8 Standardisation and Accountability
001449559 5058_ $$a9 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
001449559 506__ $$aAccess limited to authorized users.
001449559 520__ $$aThis edited book brings together teachers and education academics who are committed to education about, for and through democracy. It presents a diverse range of viewpoints about the challenges facing educators working across different sectors and discusses ways to challenge issues like neoliberalism, excessive managerialism and accountability and privatisation. It also engages with the times that education has, and continues, to fail students. This book outlines both logistical and ideological challenges which educators committed to democracy face and describes innovative approaches they have adopted, including networking, the use of social media and digital tools and extending their reach beyond their local communities to international audiences. It encourages conversations about how educators and academics might re-commit to education for democracy and generate further avenues for discussion and action by educators and academics.
001449559 588__ $$aOnline resource; title from PDF title page (SpringerLink, viewed September 28, 2022).
001449559 650_0 $$aEducation$$zAustralia.
001449559 650_0 $$aTeachers$$zAustralia.
001449559 655_0 $$aElectronic books.
001449559 655_7 $$aLlibres electrònics.$$2thub
001449559 7001_ $$aHeggart, Keith.
001449559 7001_ $$aKolber, Steven.
001449559 77608 $$iPrint version:$$aHeggart, Keith$$tEmpowering Teachers and Democratising Schooling$$dSingapore : Springer,c2022$$z9789811944635
001449559 852__ $$bebk
001449559 85640 $$3Springer Nature$$uhttps://univsouthin.idm.oclc.org/login?url=https://link.springer.com/10.1007/978-981-19-4464-2$$zOnline Access$$91397441.1
001449559 909CO $$ooai:library.usi.edu:1449559$$pGLOBAL_SET
001449559 980__ $$aBIB
001449559 980__ $$aEBOOK
001449559 982__ $$aEbook
001449559 983__ $$aOnline
001449559 994__ $$a92$$bISE