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Book Cover
E-book
Author Griffin, Des, author.

Title Education reform : the unwinding of intelligence and creativity / Des Griffin
Published Cham : Springer, [2014]
©2014
Table of Contents
1.What Do We Expect of Education?1
1.1.The Value of Education1
1.2.Education: Its Purpose3
1.3.The Issues for Reform4
1.4.Economics, Community and Inequality6
1.5.Australia: Economic Background6
1.6.Education Reform in Australia8
1.7.Where Should We Start?10
1.8.The Questions to be Answered11
 References14
2.A Word on Economics15
2.1.Economics and Education Reform15
2.2.The Basics of Neoclassical Economics16
2.3.Individuals and Choice: Limits to Government18
2.4.Privatisation of Government Services20
2.5.The Global Financial Crisis and Its Consequences21
2.6.An Alternative View: Lessons from Behavioural Economics25
2.7.Reciprocity26
2.8.Mirror Neurons and Belongingness27
2.9.Neoclassical Economics: Adam Smith Made Small!28
2.10.The Consequences for Education29
2.11.The Irrelevance of Market Economics31
 References33
3.Community and Inequality: Part 1: Creating an Enabling Environment37
3.1.The Importance of Socioeconomic Status37
3.2.The Real Wealth of Nations: Human Development40
3.3.Unequal Society and Its Cost42
3.4.The Great Divergence: Why Nations Fail44
3.5.Personal Development, Home Environment and Child Wellbeing47
3.6.Urban Youth in the US and the UK49
3.7.Education Reform and Economic and Social Disadvantage51
 References51
4.Community and Inequality: Part 2: Australia55
4.1.Inequality in Australia55
4.2.Indigenous Australians58
4.3.Indigenous Education and the Home59
4.4.Community and Responsibility60
4.5.The Northern Territory Intervention61
4.6.Self Determination: Sovereignty Matters!66
4.7.Closing the Gap67
4.8.Hope for the Future?69
4.9.Overcoming Inequality: Self-Determination and Ending Discrimination71
 References73
5.Early Childhood: A World of Relationships77
5.1.The Critical Importance of Early Childhood77
5.2.Pioneer Studies of Early Childhood79
5.3.The Nature of Early Experiences81
5.4.An Environment of Relationships: Healthy Development82
5.5.Personal Development and the Home Environment84
5.6.Attachment Theory, Mothers Memories and Mothers Roles86
5.7.Policies on Parental Leave in Europe and Australia88
5.8.A National Early Childhood Development Strategy in Australia89
5.9.Economic Benefits of Early Childhood Intervention91
5.10.Early Childhood is the Critical Time92
 References93
6.Effective Teaching and Learning Part 1: John Hattie, Graham Nuthall and Jonathan Osborne97
6.1.The Importance of Teachers97
6.2.Some Initial Observations99
6.3.John Hattie: The Teacher, Not the School, Makes the Difference100
6.4.Productive Pedagogy102
6.5.Formative Evaluation104
6.6.Graham Nuthall, What Goes on in the Classroom?106
6.7.Learning Outcomes: TIMMS110
6.8.Jonathan Osborne and Argumentation in Science111
6.9.Knowledge of Effective Teaching and Learning is Ignored112
 References113
7.Effective Teaching and Learning Part 2: Lessons from the US115
7.1.School Reforms in the US: Follow Through and Direct Instruction115
7.2.US Reforms: The Last 20 Years117
7.3.The South Side of Chicago118
7.4.Nested Learning Communities and Accountable Talk122
7.5.Ricky DuFour and Professional Learning Communities125
7.6.Class Size Matters in Early Grades When Carefully Planned126
7.7.A Note on Homework128
7.8.What do Children Want from School?129
7.9.Leadership, Student Engagement and Support130
 References132
8.Teacher Pay, Performance and Leadership135
8.1.The Call for Accountability135
8.2.Teacher Performance and Evaluation138
8.3.Merit Pay140
8.4.Teacher Certification, Evaluation, Career Paths and Rewards142
8.5.School Leadership: Leadership in Education143
8.5.1.Transformational Leadership144
8.5.2.Transformational Leadership in the School145
8.6.International Perspectives on School Leadership147
8.7.Teacher Profession and School Leadership148
 References149
9.Public or Private Schools, Tests and League Tables, Parental Choice and Competition in Australia, the USA and Britain153
9.1.The Australian School System153
9.2.Australia and Government Funding of Independent Schools After 1996154
9.3.Student Socioeconomic Background and School Environment156
9.4.The Rudd and Gillard Australian Governments and Independent Schools157
9.5.Choice and Competition in the US School System158
9.6.Independent Schools in the UK159
9.7.Market Mechanisms160
9.8.Tests and League Tables: A Democratic Right to Know?161
9.9.Evidence is not Always Sufficient!163
9.10.No Child Left Behind (NCLB)163
9.11.Standardised Testing in the UK166
9.12.Value-Added Tests167
9.13.Intrinsic Motivation168
9.14.Important Issues Missed168
9.15.Effective Student Engagement and Ineffective Standardised Tests169
 References171
10.Curriculum Matters175
10.1.What Should Students be Taught?175
10.2.A National Curriculum178
10.3.The History Wars180
10.4.Science Education for What?182
10.5.Science Education in the European Union185
10.6.Mathematics: Not Just Skills but a Discipline Requiring Understanding186
10.7.Curriculum Reform Must Focus on Understanding and Intellectual Development187
 References189
11.Creativity to Free Choice Learning193
11.1.What Creativity is193
11.2.Creativity is What Makes us Human195
11.3.The Arts in Schools197
11.4.Reggio Emilia198
11.5.Success and Failure at School199
11.6.Organisations Encouraging Creativity and Innovation200
11.7.Free Choice Learning: Learning in Informal Settings201
11.8.Lifelong Learning and Public Broadcasting204
11.9.Education Means Creativity Means much more than School205
 References206
12.International Comparisons209
12.1.Misinformation and Urban Mythologies209
12.2.Successful Schools212
12.2.1.Finland213
12.2.2.New Zealand214
12.2.3.China216
12.2.4.Singapore217
12.2.5.Japan218
12.2.6.Canada219
12.2.7.Korea220
12.2.8.Sweden221
12.3.Lessons from PISA 2009 for the US (and Other Countries)223
12.4.Successful Systems Share Common Feature: All Children Can Learn225
 References227
13.Universities and Tertiary Education229
13.1.Universities and Society229
13.2.Issues for Universities230
13.2.1.Issues of Access232
13.2.2.Corporatisation, Managerialism and Leadership in Universities233
13.2.3.What do University Students Know?237
13.3.Tertiary Education Reform in Australia238
13.4.The Bradley Review in Australia240
13.5.Assessing the Value of Universities242
13.6.Universities and Research: Why Can't We Have a Silicon Valley in Australia?244
13.7.Universities and Skills Training245
13.8.Teacher Training246
13.9.The Importance of Government Investment in Tertiary Education246
 References248
14.Policy Development in Education and Schooling in Australia251
14.1.Public Policy and the Education Debate251
14.2.Australian Students Educational Achievement252
14.3.The Rudd and Gillard Education Revolution255
14.4.The State and Territory Ministerial Declarations255
14.5.Australian Business256
14.6.Australian Literacy and Numeracy256
14.7.Testing Australian Students: NAPLAN and My School257
14.8.Improving Australian Teaching Standards260
14.9.The Gonski Review261
14.10.States Announce Their Own Education Policies270
14.11.Funding the Gonski Reforms; the National Plan for School Improvement272
14.12.Education Reform: A Future of Equity or a Future of Privilege?276
 References279
15.Concluding Essay: What Have We Learned and Where are We Going?283
15.1.Centuries of Thought and Decades of Research: Critical Conclusions283
15.2.Early Childhood286
15.3.Schooling, Schools and Teaching287
15.4.Community and Inequality291
15.5.Universities and Other Places of Learning297
15.6.Misinformation and Its Consequences298
15.7.The Future of Australian Education Reform299
15.8.Everything is Connected303
 References304
16.Postscript: Australian Educational Futures After the 2013 Federal Election307
16.1.A New Australian Government: Policies Compared307
16.2.The Human Development Report310
16.3.Adult Literacy and Numeracy312
16.4.Challenges for a New Government313
 References315
 Index317

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Description 1 online resource
Series Explorations of educational purpose, 1875-4449 ; volume 28
Explorations of educational purpose ; . 28.
Contents 1. What Do We Expect of Education? -- 1.1. The Value of Education -- 1.2. Education: Its Purpose -- 1.3. The Issues for Reform -- 1.4. Economics, Community and Inequality -- 1.5. Australia: Economic Background -- 1.6. Education Reform in Australia -- 1.7. Where Should We Start? -- 1.8. The Questions to be Answered -- References -- 2.A Word on Economics -- 2.1. Economics and Education Reform -- 2.2. The Basics of Neoclassical Economics -- 2.3. Individuals and Choice: Limits to Government -- 2.4. Privatisation of Government Services -- 2.5. The Global Financial Crisis and Its Consequences -- 2.6. An Alternative View: Lessons from Behavioural Economics -- 2.7. Reciprocity -- 2.8. Mirror Neurons and Belongingness -- 2.9. Neoclassical Economics: Adam Smith Made Small! -- 2.10. The Consequences for Education -- 2.11. The Irrelevance of Market Economics -- References -- 3.Community and Inequality: Part 1: Creating an Enabling Environment
3.1. The Importance of Socioeconomic Status -- 3.2. The Real Wealth of Nations: Human Development -- 3.3. Unequal Society and Its Cost -- 3.4. The Great Divergence: Why Nations Fail -- 3.5. Personal Development, Home Environment and Child Wellbeing -- 3.6. Urban Youth in the US and the UK -- 3.7. Education Reform and Economic and Social Disadvantage -- References -- 4.Community and Inequality: Part 2: Australia -- 4.1. Inequality in Australia -- 4.2. Indigenous Australians -- 4.3. Indigenous Education and the Home -- 4.4.Community and Responsibility -- 4.5. The Northern Territory Intervention -- 4.6. Self Determination: Sovereignty Matters! -- 4.7. Closing the Gap -- 4.8. Hope for the Future? -- 4.9. Overcoming Inequality: Self-Determination and Ending Discrimination -- References -- 5. Early Childhood: A World of Relationships -- 5.1. The Critical Importance of Early Childhood -- 5.2. Pioneer Studies of Early Childhood -- 5.3. The Nature of Early Experiences
5.4. An Environment of Relationships: Healthy Development -- 5.5. Personal Development and the Home Environment -- 5.6. Attachment Theory, Mothers Memories and Mothers Roles -- 5.7. Policies on Parental Leave in Europe and Australia -- 5.8.A National Early Childhood Development Strategy in Australia -- 5.9. Economic Benefits of Early Childhood Intervention -- 5.10. Early Childhood is the Critical Time -- References -- 6. Effective Teaching and Learning Part 1: John Hattie, Graham Nuthall and Jonathan Osborne -- 6.1. The Importance of Teachers -- 6.2. Some Initial Observations -- 6.3. John Hattie: The Teacher, Not the School, Makes the Difference -- 6.4. Productive Pedagogy -- 6.5. Formative Evaluation -- 6.6. Graham Nuthall, What Goes on in the Classroom? -- 6.7. Learning Outcomes: TIMMS -- 6.8. Jonathan Osborne and Argumentation in Science -- 6.9. Knowledge of Effective Teaching and Learning is Ignored -- References
7. Effective Teaching and Learning Part 2: Lessons from the US -- 7.1. School Reforms in the US: Follow Through and Direct Instruction -- 7.2. US Reforms: The Last 20 Years -- 7.3. The South Side of Chicago -- 7.4. Nested Learning Communities and Accountable Talk -- 7.5. Ricky DuFour and Professional Learning Communities -- 7.6. Class Size Matters in Early Grades When Carefully Planned -- 7.7.A Note on Homework -- 7.8. What do Children Want from School? -- 7.9. Leadership, Student Engagement and Support -- References -- 8. Teacher Pay, Performance and Leadership -- 8.1. The Call for Accountability -- 8.2. Teacher Performance and Evaluation -- 8.3. Merit Pay -- 8.4. Teacher Certification, Evaluation, Career Paths and Rewards -- 8.5. School Leadership: Leadership in Education -- 8.5.1. Transformational Leadership -- 8.5.2. Transformational Leadership in the School -- 8.6. International Perspectives on School Leadership -- 8.7. Teacher Profession and School Leadership
10.3. The History Wars -- 10.4. Science Education for What? -- 10.5. Science Education in the European Union -- 10.6. Mathematics: Not Just Skills but a Discipline Requiring Understanding -- 10.7. Curriculum Reform Must Focus on Understanding and Intellectual Development -- References -- 11. Creativity to Free Choice Learning -- 11.1. What Creativity is -- 11.2. Creativity is What Makes us Human -- 11.3. The Arts in Schools -- 11.4. Reggio Emilia -- 11.5. Success and Failure at School -- 11.6.Organisations Encouraging Creativity and Innovation -- 11.7. Free Choice Learning: Learning in Informal Settings -- 11.8. Lifelong Learning and Public Broadcasting -- 11.9. Education Means Creativity Means much more than School -- References -- 12. International Comparisons -- 12.1. Misinformation and Urban Mythologies -- 12.2. Successful Schools -- 12.2.1. Finland -- 12.2.2. New Zealand -- 12.2.3. China -- 12.2.4. Singapore -- 12.2.5. Japan -- 12.2.6. Canada -- 12.2.7. Korea
12.2.8. Sweden -- 12.3. Lessons from PISA 2009 for the US (and Other Countries) -- 12.4. Successful Systems Share Common Feature: All Children Can Learn -- References -- 13. Universities and Tertiary Education -- 13.1. Universities and Society -- 13.2. Issues for Universities -- 13.2.1. Issues of Access -- 13.2.2. Corporatisation, Managerialism and Leadership in Universities -- 13.2.3. What do University Students Know? -- 13.3. Tertiary Education Reform in Australia -- 13.4. The Bradley Review in Australia -- 13.5. Assessing the Value of Universities -- 13.6. Universities and Research: Why Can't We Have a Silicon Valley in Australia? -- 13.7. Universities and Skills Training -- 13.8. Teacher Training -- 13.9. The Importance of Government Investment in Tertiary Education -- References -- 14. Policy Development in Education and Schooling in Australia -- 14.1. Public Policy and the Education Debate -- 14.2. Australian Students Educational Achievement
14.3. The Rudd and Gillard Education Revolution -- 14.4. The State and Territory Ministerial Declarations -- 14.5. Australian Business -- 14.6. Australian Literacy and Numeracy -- 14.7. Testing Australian Students: NAPLAN and My School -- 14.8. Improving Australian Teaching Standards -- 14.9. The Gonski Review -- 14.10. States Announce Their Own Education Policies -- 14.11. Funding the Gonski Reforms; the National Plan for School Improvement -- 14.12. Education Reform: A Future of Equity or a Future of Privilege? -- References -- 15. Concluding Essay: What Have We Learned and Where are We Going? -- 15.1. Centuries of Thought and Decades of Research: Critical Conclusions -- 15.2. Early Childhood -- 15.3. Schooling, Schools and Teaching -- 15.4.Community and Inequality -- 15.5. Universities and Other Places of Learning -- 15.6. Misinformation and Its Consequences -- 15.7. The Future of Australian Education Reform -- 15.8. Everything is Connected -- References
16. Postscript: Australian Educational Futures After the 2013 Federal Election -- 16.1.A New Australian Government: Policies Compared -- 16.2. The Human Development Report -- 16.3. Adult Literacy and Numeracy -- 16.4. Challenges for a New Government -- References
Summary This book pays special attention to the impact that a student's early childhood and socioeconomic status has on his or her educational achievement. It argues that discussions of education reform need a broader scope, one that encompasses a student's background as well as standardized testing, merit pay for teachers, and other issues regarding the quality of the teaching and learning. Education Reform: the Unwinding of Intelligence and Creativity features cases and examples from schools in Australia, the USA, and Britain. It offers a breadth of coverage, from early childhood to effective teaching and learning to teacher pay and conditions, standardized testing and public and private (independent) schooling and universities as well as creativity. It also includes summaries of educational policies in many developed countries. Reforms which emphasize concern for early childhood, school leadership and respect for teachers are contrasted with ones based on standardized tests, private schools and sacking bad teachers
Bibliography Includes bibliographical references and index
Notes Print version record
Subject Educational change.
Education and state.
Education -- Social aspects
Education -- Aims and objectives.
School improvement programs.
EDUCATION -- Administration -- General.
EDUCATION -- Educational Policy & Reform -- General.
Droit.
Sciences sociales.
Sciences humaines.
School improvement programs
Education -- Aims and objectives
Education and state
Education -- Social aspects
Educational change
Form Electronic book
ISBN 9783319019949
3319019945