Academic literature on the topic 'Teachers' unions Australia Case studies'
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Journal articles on the topic "Teachers' unions Australia Case studies"
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Msila, Vuyisile. "Teacher Unions, Schools and Success: Opportunities and Contradictions." International Journal of Learning, Teaching and Educational Research 21, no. 3 (March 30, 2022): 263–80. http://dx.doi.org/10.26803/ijlter.21.3.14.
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Teacher unionisation is among the under-researched themes in South Africa. The few teacher union studies focus on the notoriety of teacher unions’ activities, especially the impact of teacher strikes. Studies frequently demonstrate how teacher unions disturb education with a tendency to make schools ungovernable. In fact, in many studies, results have shown that strong union activity undermines school effectiveness. Additionally, these studies people revealed how various role-players such as parents, communities and district officials have maintained that effective teacher unions are the missing link to successful leadership as well as meaningful teaching and learning. This case study examined the potentially positive role of unions in two historically black schools in the Eastern Cape Province, South Africa. In both schools the principals were active members of two of the most powerful teacher unions in South Africa. At the time of the study, one principal was an office bearer in the South African Democratic Teachers’ Union (SADTU) whilst the other was aligned with the National Professional Teachers’ Organisation of South Africa (NAPTOSA). The paradox in both schools was that, despite the strong unionism, the union and school management collaboration appeared to bolster learner success, teaching and school principals’ effectiveness. The conclusions demonstrate that strong teacher unions are pivotal in building self-fulfilled teachers, the management of diversity and high levels of learner achievement. Finally, the school leaders proved that, with meaningful cooperation among role-players including teacher unions, underperforming schools have the potential to thrive.
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Maharaj, Sachin, and Nina Bascia. "Teachers’ Organizations and Educational Reform: Resistance and Beyond." Canadian Journal of Educational Administration and Policy, no. 196 (June 30, 2021): 34–48. http://dx.doi.org/10.7202/1078516ar.
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This paper presents case studies of teacher union-government relationships in three Canadian provinces – British Columbia, Ontario, and Alberta – where teacher organizations have undertaken divergent strategic positions relative to educational reform. It identifies critical factors that may lead teacher unions to challenge government reforms, how and when a teacher organization might instead accommodate governmental reform, and under what circumstances union renewal drives an organization to establish reform strategies of its own. The paper demonstrates the results of these varied strategies and suggests that teacher unions’ stances, including when they are resistant, are rational and, arguably, necessary.
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Snell, Darryn, and Victor Gekara. "Unions and corporate social responsibility in a liberal market context: The case of Ford’s shutdown in Australia." Journal of Industrial Relations 62, no. 5 (January 13, 2020): 713–34. http://dx.doi.org/10.1177/0022185619896383.
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Within many coordinated market economies, labour unions have demonstrated to be key actors in shaping corporate social responsibility. Researchers have, however, paid surprisingly little attention to the role of unions in shaping corporate social responsibility strategies and responses in liberal market contexts. This article extends the emerging research on unions and corporate social responsibility through a case study which investigates union influences over corporate social responsibility within the liberal market context of Australia. We conceptualise the role of unions in corporate social responsibility in this context through an industrial relations lens with particular reference to collective bargaining. Drawing on qualitative data, the case study examines the Ford Motor Company’s recent closure of its Australian assembly operations which was hailed by a wide range of stakeholders as an exemplar of ‘best practice’ in their assistance of displaced workers. We conclude that, while highly socially responsible, Ford’s actions were far from voluntary but influenced by a combination of union influence and a ‘subsidised’ corporate social responsibility, where the state, unable and/or powerless to legislate good corporate social behaviour, chose to financially underwrite its cost to the firm. The study represents one of the first studies to demonstrate how unions shape corporate social responsibility strategies of firms in liberal market contexts and how ‘subsidised’ corporate social responsibility becomes an alternative political solution within such a context.
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Marchington, Mick. "The Growth of Employee Involvement in Australia." Journal of Industrial Relations 34, no. 3 (September 1992): 472–81. http://dx.doi.org/10.1177/002218569203400306.
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In recent years, a number of case studies have reported a growth in the extent of direct employee involvement in specific workplaces in Australia. On the basis of secondary analysis of the Australian Workplace Industrial Relations Survey data, the author demonstrates that this is in fact a more general phenomenon, even at workplaces where unions have traditionally been well organized. At the same time, the overall pattern of growth has been tempered by a smaller but not insignificant number of deaths as schemes have been discontinued. Suggestion schemes and quality circles have been the techniques most likely to show a high rate of attrition as well as growth, thus demonstrating a high degree of instability. It is suggested that the changing nature of employee involvement, as well as its fluidity, has potential implications for managements and trade unions.
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Tattersall, Amanda. "Powerful Community Relationships and Union Renewal in Australia." Articles 61, no. 4 (March 15, 2007): 589–614. http://dx.doi.org/10.7202/014762ar.
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Terms such as labour-community coalitions, community unionism and social movement unionism are important features of current strategies for union renewal. This article develops a three-part framework of union-community relationships, from ad hoc to deeply engaged relationships. Criteria such as common interest, coalition structure, scale and union participation are identified as important variables for relationship variation and campaign success. The article explores the framework by analyzing three case studies from Sydney, Australia, involving the central labour council—Unions NSW. The paper argues that union-community relationships vary significantly; ad hoc relationships are useful to react to a crisis while deeper relationships are most useful to build a long-term agenda. Deeper relationships are supported when they are built alongside a process of internal union renewal. Deeper relationships are more successful if unions develop workplace leaders, support political union education and provide space for workplace stewards to connect to community campaigns.
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Tao, Xiangyi, and Robyn Ewing. "Images of the child in preschool music education: Case studies in Australia and China." International Journal of Music in Early Childhood 14, no. 2 (December 1, 2019): 147–65. http://dx.doi.org/10.1386/ijmec_00002_1.
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This article explores images of young children in preschool music curricula in an Australian and a Chinese preschool. The ‘images of the child’ relevant to each country are presented by including children’s voices, teachers’ perceptions of children’s personalities and their ways of learning, and children’s roles in learning as designated in official documents on early childhood education. Framed by a sociocultural perspective, this qualitative case study responds to the changing contexts of early childhood music education (ECME) in both countries. Crystallization as a methodological lens is applied to shed light on the variations and complexities from the teachers’ and the children’s perspectives. Data-gathering methods include document analysis, classroom observations, teachers’ interviews and conversations with children. This article particularly reflects the images and experiences of the children through their own lenses and enriches the scope of current ECME research.The main findings suggest the existence of both alignment and gaps, in varying degrees, between the official policy documents, the teachers’ perceptions, and the children’s understandings of their musical experiences. First, images of the child in the policy articles are interpreted differently in Australia and China, and there is a marked difference between the countries in their definitions of child-centred learning in specific contexts. Finally, implications and directions for future research are suggested to facilitate children’s musical exploration in preschools.
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Chew, Joy Oon Ai, and Dorothy Andrews. "Enabling teachers to become pedagogical leaders: case studies of two IDEAS schools in Singapore and Australia." Educational Research for Policy and Practice 9, no. 1 (February 2010): 59–74. http://dx.doi.org/10.1007/s10671-010-9079-0.
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Mejía, Glenda. "A Case Study of Anxiety in the Spanish Classroom in Australia." Journal of University Teaching and Learning Practice 11, no. 3 (July 1, 2014): 80–93. http://dx.doi.org/10.53761/1.11.3.7.
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This study investigates the links between anxiety during oral activities in the Spanish language classroom and the teacher’s role, as well as the strategies students use to cope with their anxiety. Most of the studies on language anxiety have focused on beginner groups; however, such anxiety is not limited to just that group. As this study has found, second-year students learning Spanish also experience a certain level of anxiety, many times caused by different factors from those that might have caused them anxiety in their first year of learning. This study uses different methodologies to investigate those factors, including a journal and a semi-structured interview. Based on the results, this study shows some strategies that students use to overcome anxiety, and ways for teachers to effectively support students in their learning process.
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Guo, William. "Exploratory Case Study on Solving Word Problems Involving Triangles by Pre-Service Mathematics Teachers in a Regional University in Australia." Mathematics 10, no. 20 (October 14, 2022): 3786. http://dx.doi.org/10.3390/math10203786.
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Studies have shown that solving real-world problems involving triangles is one of the most difficult topics for the pre-service secondary mathematics teachers engaging study and training in metropolitan institutions. We have known little about performances of the pre-service mathematics teachers from regional, rural and remote (RRR) areas engaging study and training in regional universities. This case study intends to explore whether solving word problems involving triangles would also be challenging for the RRR pre-service mathematics teachers, and what unique factors may negatively affect the RRR student teachers’ performances in solving word problems involving triangles. This study compared the works of two groups of the first-year pre-service mathematics teachers who enrolled in an undergraduate education program in a regional university in Australia. The two chosen word questions for comparison were parts of the assignments involving solving triangles to the students. Through statistical analysis, this study indicates that the considerable proportion of no attempts among the enrolled RRR students is the distinctive difference between the metropolitan and RRR pre-service mathematics teachers. Although still challenging, the RRR student teachers who attempted the word problems seemed performed better than the metropolitan students in solving word problems involving triangles.
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Rigney, Lester, Robyne Garrett, Megan Curry, and Belinda MacGill. "Culturally Responsive Pedagogy and Mathematics Through Creative and Body-Based Learning: Urban Aboriginal Schooling." Education and Urban Society 52, no. 8 (January 2, 2020): 1159–80. http://dx.doi.org/10.1177/0013124519896861.
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Global neoliberal imperatives that numerically measure student success through standardized testing undermine the educational outcomes of students, in particular Indigenous students, and construct a seemingly fixed reality that avoids State responsibility to address structural inequality in Australia. Achievement gaps between Indigenous and non-Indigenous school students in mathematics have become an urgent international problem. Although evidence suggests that culturally responsive pedagogies (CRPs) improve student academic success for First Nations peoples in settler colonial countries such as the United States, Canada, New Zealand, and Australia, less prominent is a focus on how CRP is enacted and mobilized in Australian classrooms. Although some initiatives exist, this article explores how creative and body-based learning (CBL) strategies might be utilized to enact CRP. Using an ethnographic case study approach, we examined how two early career teachers serving Indigenous and ethnically diverse students implemented CBL to reengage students with mathematics. Findings suggest that the teachers were able to mobilize a number of CRP principles using CBL strategies to facilitate engagement in mathematics for urban Aboriginal students. Specifically, when teachers repositioned students as “competent” and designed embodied learning experiences that connected to their cultural backgrounds, students let go of their cautious learner histories and remade themselves as clever and competent.
Dissertations / Theses on the topic "Teachers' unions Australia Case studies"
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Jones, Nigel V. "Occupational stress, a cross-sectional and logitudinal analysis." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 1996. https://ro.ecu.edu.au/theses/953.
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This study investigated the presence of occupational stress among teachers. It did not set out to identify and explain variables associated with stress among teachers, rather the study focussed on the multitude of variables identified in the literature and sought to include these in a more extensive causal model. The study was conducted in two main stages. Firstly, a cross-sectional survey investigated the presence of stress among 230 teachers, as measured by Psychological Stress, Physical Health, Job Satisfaction and & desire to Leave their Job. The survey obtained information on stress outcome variables (Psychological Stress, Physical Health, Job Satisfaction and Wanting to Leave), biographical information, personality (Hardiness, Type A Behaviour, Locus of Control, Extraversion and Neuroticism), psycho-social variables, (Social Support, Problem Solving, Emotional Coping mechanisms and Self Esteem) and work and life stressors (Role Conflict, Role Ambiguity, Job Responsibility, Job Future Ambiguity, Underutilization of Skill, Inequity of Pay, participation in Decision Making, Administrative Support, Relationships with Peers, Extra Work, Wanted Extra Work, Workload, Work Hours and major Life Events). Causal models using path analysis were then generated to account for the relationships found within the data. Secondly a longitudinal study over six months was conducted on 242 teachers. The causal models generated in the first study were re-tested on this second group of teachers, both cross-sectionally and longitudinally. Furthermore the importance of existing levels of stress in the prediction of future stress was assessed. Finally a three year follow up was conducted on the survey's participants. The results of the investigations revealed that:-(i) the utility of demographic information in the stress process was inconsistent. (ii) that among measures of work stressors there are replication and redundancies. (iii) that the different stress outcome measures had different predictors. (iv) that the best fitting causal models for the stress process were direct effect models. (v) that existing stress levels am an important factor in the prediction of future stress levels. (vi) that those teachers who indicated a desire to leave teaching and/or were experiencing psychological stress, were more likely to leave teaching three years later. (vii) that there is a need to standardize both the outcome and predictor variables used in stress research. The implications of these results were then discussed as were areas for future research.
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Moore, Lisa. "Teachers' knowledge and practice of empowering young children in four early childhood settings in Australia and the United Kingdom." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 1998. https://ro.ecu.edu.au/theses/989.
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This study explores teacher's knowledge and practice of empowering young children as learners. Empowerment is a complex and multifaceted construct, and a recurring theme in early childhood literature. This study took place in four early childhood settings in Australia and the United Kingdom. The research was conducted using qualitative methodology, primarily with the use of video-taped observations and stimulated-recall teacher interviews. Findings indicate that the teachers enacted their knowledge and practice of empowerment. However, empowerment was interpreted differently by each teacher. The current study found links existed between teachers' knowledge and practice and their pedogogic orientation.
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Gill, Judith. "Differences in the making : the construction of gender in Australian schooling /." Title page, table of contents and abstract only, 1991. http://web4.library.adelaide.edu.au/theses/09PH/09phg4753.pdf.
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Coulson, Shirley Ann. "Practitioner experience of a developing professional learning community." Thesis, Australian Catholic University, 2008. https://acuresearchbank.acu.edu.au/download/661b94771513c0ece27a051316742e2ccc4d7c574d92610e0485947e16dcb91e/2671332/64833_downloaded_stream_58.pdf.
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Australian policy contexts are promoting school transformation through teacher learning and the development of schools as professional learning communities. However, Australian practitioners have very limited contextualised research to guide their efforts in response to these policies. The researcher's involvement in a school revitalisation process provided the impetus for this research study that investigates the practitioner experience of a developing professional learning community at RI College (pseudonym for a large independent girls' school in Brisbane). This study endeavours to gain a more informed and sophisticated understanding of developing a professional learning community with the intention of 'living' this vision of RI College as a professional learning community. Praxis-oriented research questions focus on the practitioner conceptualisation of their school as a developing professional community and their experience of supporting/hindering strategies and structures. The study gives voice to this practitioner experience through the emerging participatory/co-operative research paradigm, an epistemology of participative inquiry, a research methodology of co-operative inquiry and mixed methods data collection strategies. Incorporating ten practitioner inquiries over two years, recursive cycles of action/reflection engaged practitioners as co-researchers in the collaborative reflective processes of a professional learning community while generating knowledge about the conceptualisation and supporting/hindering influences on its development. The outcomes of these first-person and second-person inquiries, together with a researcher devised online survey of teachers, were both informative and transformative in nature and led to the development of the researcher's theoretical perspectives in response to the study's research questions.;As outcomes of co-operative inquiry, these theoretical perspectives inform the researcher's future actions and offer insights into existing propositional knowledge in the field. Engagement in this practitioner inquiry research has had significant transformative outcomes for the co-researchers and has demonstrated the power of collaborative inquiry in promoting collective and individual professional learning and personal growth.
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Bentley-Williams, Robyn. "EXPLORING BIOGRAPHIES: THE EDUCATIONAL JOURNEY TOWARDS BECOMING INCLUSIVE EDUCATORS OF CHILDREN WITH DISABILITIES." University of Sydney, 2005. http://hdl.handle.net/2123/1855.
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Doctor of PhilosophyThe current study explored the formative processes of twelve student teachers constructing role understandings in the context of their experiences and interactions with people with disabilities. In particular, it examined the participants’ changing notions of self-as-teacher and their unfolding perceptions of an inclusive educator’s role in teaching children with disabilities. The research aimed to investigate personal and professional forms of knowledge linked with the prior subjective life experiences of the student teachers and those arising from their interactions in situated learning experiences in community settings. The contextual framework of the study focused on the development of the student teachers’ unique understandings and awareness of people with disabilities through processes of biographical situated learning. The investigation examined participants’ voluntary out-ofcourse experiences with people with disabilities across three community settings for the ways in which these experiences facilitated the participants’ emerging role understandings. These settings included respite experiences in families’ homes of young children with disabilities receiving early intervention, an after-school recreational program for primary and secondary aged children and adolescents with disabilities, and an independent living centre providing post-school options and activities for adults with disabilities. ii Two groups participated in the current study, each consisted of six student teachers in the Bachelor of Education Course at the Bathurst campus of Charles Sturt University. Group One participants were in the second year compulsory inclusive education subject and Group Two participants were in the third year elective early intervention subject. The investigation examines the nature of reflexive and reflective processes of the student teachers from subjective, conflict realities in an attempt to link community experiences with real-life issues affecting inclusive educational practices. The voluntary community experiences engaged the research participants in multi-faceted interactions with people with disabilities, providing thought-provoking contexts for their reflections on observations, responses and reactions to situations, such as critical incidents. The participants engaged in reflexive and reflective processes in records made in learning journals and in semi-structured interviews conducted throughout the investigation. Results were analysed from a constructivist research paradigm to investigate their emerging role understandings. Prior to this study there had been few practical components in the compulsory undergraduate inclusive education subject which meant that previously student teachers gained theoretical knowledge without the opportunity to apply their learning. Many student teachers had expressed their feelings of anxiety and uneasiness about what they should do and say to a person with a disability. Thus, the community experiences were selected in order to give a specific context for student teachers’ learning and to provide participants with expanded opportunities to consider their professional identity, social awareness and acceptance of people with disabilities. iii An analysis of the data demonstrated the centrality of reflection within a situated teaching and learning framework. Understandings of prior experiences and motivation were shown to interact with the outcomes of the community experiences through an on-going process of reflection and reflexivity. This reconstructing process encouraged learners to reflect on past, present and projected future experiences and reframe actions from multiple perspectives as a way of exploring alternatives within broader contexts. The data reveal the participants’ engagement in the community experiences facilitated their awareness of wider socio-cultural educational issues, while focusing their attention on more appropriate inclusive teaching and learning strategies. The reflective inquiry process of identifying diverse issues led participants to consider other possible alternatives to current community practices for better ways to support their changing perspectives on ideal inclusive classroom practices. The dialogic nature of participants’ on-going deliberations contributed to the construction of their deeper understandings of an inclusive educator’s role. The findings of the study identified external environmental and internal personal factors as contributing biographical influences which shaped the student teachers’ emerging role understandings. The results emphasised the value of contextual influences in promoting desirable personal and professional qualities in student teachers. Importantly, situated learning enhanced participants’ unique interpretations of their prospective roles. As a result of analysing their insights from interactions in community contexts, the student teachers had increased their personal and professional understandings of individuals with disabilities and broadened their perceptions of their roles as inclusive educators. Thus, the study found that encouraging a biographical reflexive and reflective orientation in participants was conducive iv to facilitating changes in their understandings. Overall, the outcomes had benefits for student teachers and teacher educators in finding innovative ways for integrating biographical perspectives into situated teaching and learning approaches. The study showed that contextual influences facilitated deeper understanding of role identity and produced new ideas about the nature of reflexivity and reflection in guiding student teachers’ learning. (Note: Appendices not included in digital version of thesis)
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Adaghe, Nozipho Isabel. "Understanding the management strategies of principals in managing unionised and non-unionised teachers in South African secondary schools in Gauteng Province." Thesis, 2021. http://hdl.handle.net/10500/27569.
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Management of teachers is one of the important tasks of principals at school, aside from their
primary goal of ensuring that teaching and learning happens effectively at school, is their
potential to manage two types of teachers present at school, unionised and non-unionised. It
is well-established that principals have a mammoth task of identifying and implementing the
correct strategies to manage these teachers. A review of the management styles in use today
shows that the new management strategies are required to solve the problems encountered
by principals in managing these teachers. Several methods of implementing these new
strategies are described. These methods include creating trust between teachers and
principals through fruitful communication and participation in decision-making. The
application of the theory of emotional intelligence is described in detail. The theory of
emotional intelligence denotes that the accomplishment in the management of human
resources depends largely on the emotions, behaviours, and attitudes of managers.
While past studies have detailed the effectiveness of the management styles used by
principals to manage teachers, these studies have been confined to the management of
teachers collectively. The present study distinguishes between teachers who are unionised
and non-unionised and the individual, focus group interview and observation are the primary sources of data used in the study. The findings are intended to solve challenges associated
with the implementation of the management strategies of principals in managing unionised
and no-unionised teachers to attain improved quality teaching and learning in the context of
South African secondary schools. The results show that developing trust between principals
and teachers requires efforts from both parties. They also show that the main complaint about
the management of teachers is unequal treatment of teachers and a lack of trust between
teachers and principals in schools. The analysis of individual interviews, focus-group
interviews and observations revealed that the establishment of strategies that address both
types of teachers found at schools would be a significant step to take towards a positive
management of teachers. It is proposed that the Department of Basic Education creates an
environment where both teachers and managers’ personal and professional development is
upskilled to expand their capabilities to deal with relational problems and challenges.Educational Management and Leadership
Ph. D. (Education (Education Management))
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Dolan, Helen. "Reclaiming professional practice: case studies of teachers collaborating to design learning in the senior years of schooling." Thesis, 2019. https://vuir.vu.edu.au/40989/.
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Despite much policy and research that underscores the need for a greater focus on the professionalism of teachers, including the capacity of teachers to collaborate around curriculum, the historical and contemporary framework of school organisation and practice tends to require individualist approaches to planning and teaching. This study examines the practices of teachers who are collaborating to design interdisciplinary curriculum as part of the South Australian Certificate of Education (SACE). A collective, purposeful case study is constructed to
document collaborative planning practices in three key schools and a group of schools taking part in a professional learning STEM strategy to integrate subjects. To appreciate the demands of interdisciplinary planning the study includes the design and facilitation of workshops with Aboriginal women about Indigenous ways of knowing, being and doing, to seek alternative narratives to describe the emerging collaborative design cultures in the case study schools.
Policy and SACE Authority data are interrogated to demonstrate the ways in which teacher collaboration is both encouraged and made relatively invisible. The study argues that the invisibility of collaboration around interdisciplinary approaches to learning needs to be addressed in policy and practices and exemplars made visible to promote wider take-up of interdisciplinary planning practices. Teachers and school leaders in the case study sites point to the ways in which collaborative design work interrupts routine individual practices and replaces them with more collaborative solutions. The study further finds that teachers embrace opportunities to build professional practices through planning learning discourses around curriculum creation processes. The study concludes with the design of a 'Collaborative Design Framework’ to support teachers to consider more collaborative ways of planning learning and inclusion of Aboriginal planning standpoints in mainstream education contexts.
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Peters, Judith Helen. "Complexity of schooluniversity partnerships participants' perceptions of the Innovative Links Project in South Australia." 2002. http://arrow.unisa.edu.au:8081/1959.8/25030.
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This interpretive study investigated South Australian participants' perceptions of their experiences of professional development and partnership through the Innovative Links Between Universities and Schools for Teacher Professional Development Project (Innovative Links Project). The researcher was one of the academic participants. Data were collected in the final eighteen months of the project using participant observation, the researcher's journal, interviews, document review and a written questionnaire. The data analysis revealed findings about three phases of the project: the initiation phase; the implementation phase; and the reviewing outcomes phase. The findings for the initiation phase were: 1. Many teachers in the selected schools, and teacher educators at the university, did not have the opportunity to participate in the project. 2. Most participants were motivated by personal reasons and a commitment to organisational and/or partnership goals. 3. Participants varied in the extent to which they knew about and had the opportunity to interpret project expectations at the local level. The findings for the implementation phase were: 1. There was wide variation in the extent to which participants valued professional discourse, critical reflection, action research and professional reading and writing as processes for school reform. 2. Some participants found it difficult to learn project processes quickly. 3. Most participants were not able to manage the demands of the project without extending their hours of work and workloads. 4. Some relationships developed within the project were undemocratic and inequitable in some respects. 5. Only some aspects of the contexts in which participants worked supported achievement of the project expectations, while others proved to be a hindrance. The findings about the reviewing outcomes phase were: 1. Participants learnt about improved teaching, learning and educational reform from working together, but some opportunities for reciprocal learning were missed. 2. Participants' ability to translate learning into educational improvement was impeded by contextual constraints. 3. Many participants found it difficult to determine whether improvement had occurred. 4. Most participants found that working in the partnerships enhanced their relationships and professional standing with other participants, but not with non participants. The findings illuminated four areas of complexity in the research and development partnerships that were studied. Firstly, the extent to which the implicit assumptions underpinning project expectations were congruent with the reality of the conditions impacting on participants influenced their achievement of the expectations. Secondly, the interaction of a complex array of personal, structural and cultural conditions supported or hindered participants' ability to achieve the project expectations. Thirdly, participants' experiences, and the conditions that influenced them, changed as they moved through the different phases of initiation, implementation and reviewing outcomes. Finally, the key challenges that were evident in the research and development partnerships were: developing equitable ownership within each organisation and the partnerships; managing the affective dimensions of research, development and partnership; reconceptualising and restructuring educators' work; reconciling disparate constructions of learning, teaching, research and reform; and facilitating reciprocal learning for teachers and academics. The areas of complexity illuminated by the study suggested a series of recommendations for ways that future school/university research and development partnerships might be improved.thesis (PhD)--University of South Australia, 2002.
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Thwala, Sipho Moses. "Analysis of management constraints in the distribution of qualified mathematics and science teachers in a post-1994 education system of South Africa : a case study of senior secondary schools in the Mpumalanga Province." Thesis, 2014. http://hdl.handle.net/10500/18606.
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The study analysed the management constraints in the distribution of qualified mathematics and science teachers in a post-1994 education system of South Africa. The study was qualitative and 14 participants were purposively sampled and semi-structured interviews were used to collect data from the identified participants. The interview transcripts were constantly compared and analysed and the data was classified into three main categories of management constraints and patterns: beliefs, experiences on management constraints and strategies for the elimination of management constraints. Turning vision into practice (TVP) framework was used to explain the relationship between its seven pillars of managing teacher recruitment and the links in the development, adoption, implementation, monitoring and evaluation of a teacher deployment system, focusing on mathematics and science. Findings of this study suggest that the current hybrid post establishment model is generic and focuses more on cost curtailment than on the supply of qualified mathematics and science teachers. The shortcomings of the model are exacerbated by the transgressions of the Employment of Educators Act. Contrary to the Employment of Educators Act, entry-level vacancies are not advertised in the province. In addition, the appointment and service conditions of qualified teachers are differential. While teachers from government bursary schemes are appointed immediately on permanent status and without probation, other qualified and long-serving mathematics and science teachers remain on temporary status for almost two years and without fringe benefits. The differential treatment leads to job insecurity and facilitates the exit of these qualified mathematics and science teachers from the profession. Moreover, schools horde and use qualified mathematics and science teachers in subjects they are not qualified to teach. It is recommended that through the suggested TVP framework, the current teacher recruitment and deployment strategies be revisited regularly to ensure effectiveness of teacher usage in mathematics and science. It is further recommended that school principals and other educational leaders should be provided with personnel management skills to ensure maximum effective recruitment and deployment of qualified mathematics and science teachers, particularly to the impoverished schools.Educational Management and Leadership
D. Ed. (Education Management)
Books on the topic "Teachers' unions Australia Case studies"
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Teachers, unions, and change: A comparative study. New York, NY, USA: Praeger, 1985.
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Bascia, Nina. The role of unions in teachers' professional lives. Ann Arbor, Mich: UMI Dissertation Services, 1993.
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Bascia, Nina. Unions in teachers' professional lives: Social, intellectual, and practical concerns. New York: Teachers College Press, 1994.
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The ethical school. London: Routledge, 1998.
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Diana, Ball, Liontos Demetri, Smith Stuart Carl 1944-, and ERIC Clearinghouse on Educational Management., eds. Working together: The collaborative style of bargaining. Eugene, OR: Eric Clearinghouse on Educational Management, University of Oregon, 1990.
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Massé, Hélène. Le regroupement syndical des institutrices et des instituteurs, une perte de pouvoir pour les femmes: Une étude de cas : la Fédération catholique des institutrices rurales de 1936 à 1953. Québec: Groupe de recherche multidisciplinaire féministe, Université Laval, 1992.
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The human encounter: Teachers and children living together in preschool. London: Falmer Press, 1991.
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T, Kerchner Charles, and Koppich Julia, eds. A Union of professionals: Labor relations and educational reform. New York: Teachers College Press, 1993.
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Geoffrey, Shacklock, ed. Re-making teaching: Ideology, policy, and practice. London: Routledge, 1998.
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Carlson, Dennis. Teachers and crisis: Urban school reform and teachers' work culture. New York: Routledge, 1992.
Find full textBook chapters on the topic "Teachers' unions Australia Case studies"
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Madland, David. "Lessons from Canada, Britain, and Australia." In Re-Union, 86–108. Cornell University Press, 2021. http://dx.doi.org/10.7591/cornell/9781501755378.003.0005.
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This chapter reinforces the lessons from the preceding chapter by presenting case studies from Canada, Britain, and Australia — the three countries most similar to the United States. The case studies highlight the importance of broad-based bargaining and strong incentives for union membership. Canada has the kinds of traditional labor policies that most union supporters wish for in the United States, including stronger strike rights and no “right-to-work” laws, but unions in Canada continue to lose density, and workplace-level bargaining is not working very well there either. Both Britain and Australia are suffering the consequences of moving toward US-style law and dismantling their systems that promoted higher-level bargaining and robust union membership. Importantly, major elements of the left in all three countries have begun working to promote the kinds of changes called for in this book. Comparisons with countries similar to the United States reinforce the need for a new US labor system.
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Robutti, Ornella, Paola Carante, Theodosia Prodromou, and Ron S. Kenett. "Teachers Involved in Designing MERLO Items." In Pedagogy for Conceptual Thinking and Meaning Equivalence, 61–85. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-1985-1.ch004.
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This chapter looks at an in-depth application of meaning equivalence reusable learning objects (MERLO) to mathematics education and teacher professional development. The study has been conducted during professional development courses for in-service teachers and is focused on mathematics teachers' praxeologies, namely their didactical techniques and theoretical aspects embraced to accomplish a task. Specifically, the task given to the teachers consists in designing MERLO items to be used in their classrooms, working in groups or individually, after having been trained by researchers in mathematical education. The chapter presents two case studies with data, one dealing with secondary school teachers in Italy and one concerning primary teachers in Australia. One of the main aims of the study is the analysis of the praxeologies of these teachers when they are engaged in designing MERLO items during professional development programs. The chapter demonstrates, with these examples, the generalizability potential of MERLO items and that they can be used in different cultural and institutional ecosystems.
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Moyle, Kathryn, Glen Speering, Donna Murray, and Jon Mason. "Effective Technologies and Strategies for the Development of Teachers and School Leaders." In Remote Workforce Training, 133–49. IGI Global, 2014. http://dx.doi.org/10.4018/978-1-4666-5137-1.ch007.
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Three case studies are presented here to demonstrate some effective professional learning approaches set in remote contexts. Through the use of case studies, this chapter illustrates and discusses how remote workforce training is conducted in the school education sector in remote northern Australia. Workforce training in this chapter is geared towards professional learning required to build the capacity of school leaders located a long way from urban and city locations. Each case study focuses upon the interplay between the quality of professional learning opportunities available to remotely located participants and the use of technologies to support learning in remote locations. Issues emerging from the case studies are discussed, with particular attention paid to the enabling nature of the selected technologies. The chapter concludes by proposing some future directions and potential research activities.
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Honan, Eileen, Beryl Exley, Lisa Kervin, Alyson Simpson, and Muriel Wells. "Reframing Conceptions of Contemporary Literacy Capabilities in Pre-Service Primary Teacher Education." In Literacy Enrichment and Technology Integration in Pre-Service Teacher Education, 17–36. IGI Global, 2014. http://dx.doi.org/10.4018/978-1-4666-4924-8.ch002.
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This chapter describes the challenges of integrating new technologies with literacy education in pre-service primary teacher education in Australia. The authors describe the policy context and regulatory mechanisms controlling pre-service education, including a national set of professional standards for graduate teachers, a new national curriculum for school students, the introduction of high stakes national assessment for school students, and the looming threat of decontextualized back-to-the-basics professional entry tests for aspiring teachers. The chapter includes three case studies of the authors’ pedagogical practices that attempt to reframe conceptions of the literacy capabilities of pre-service teachers to reflect the complex and sophisticated requirements of teachers in contemporary schooling. The authors conclude the chapter with a discussion of the implications of these case studies as they illustrate the ways that pre-service teachers can be scaffolded and supported to develop creative capacity and critical awareness of the kinds of literacies required in the digital age despite restrictive regimes.
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Hunter, Jane Louise. "High Possibility Classrooms." In Handbook of Research on Teacher Education in the Digital Age, 466–92. IGI Global, 2015. http://dx.doi.org/10.4018/978-1-4666-8403-4.ch018.
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This chapter reports on a case study of a high school teacher from a larger study of ‘exemplary' teachers and how they conceptualized their knowledge of technology integration in education contexts (Hunter, 2013). The research was a series of purposeful case studies of teachers in classrooms in Australia. The study found that theory, creativity, public learning, life preparation and contextual accommodations are crucial. Each conception of the teachers' knowledge is underpinned by particular pedagogical themes that together form a fresh vision for technology integration known as High Possibility Classrooms or HPC. Kitty, the teacher featured in this chapter, conceptualized her knowledge of technology integration based on flexibility, experiential learning and creativity, preparation of learning, and whole school culture. This case study builds on the TPACK framework (Mishra & Koehler, 2006) and provides an important theoretical and practical exemplar of technology integration in practice for teacher education in a digital age.
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Hunter, Jane Louise. "High Possibility Classrooms." In TPACK, 518–47. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-7918-2.ch025.
Full textAbstract:
This chapter reports on a case study of a high school teacher from a larger study of ‘exemplary' teachers and how they conceptualized their knowledge of technology integration in education contexts (Hunter, 2013). The research was a series of purposeful case studies of teachers in classrooms in Australia. The study found that theory, creativity, public learning, life preparation and contextual accommodations are crucial. Each conception of the teachers' knowledge is underpinned by particular pedagogical themes that together form a fresh vision for technology integration known as High Possibility Classrooms or HPC. Kitty, the teacher featured in this chapter, conceptualized her knowledge of technology integration based on flexibility, experiential learning and creativity, preparation of learning, and whole school culture. This case study builds on the TPACK framework (Mishra & Koehler, 2006) and provides an important theoretical and practical exemplar of technology integration in practice for teacher education in a digital age.
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Buchanan, John, Peter Aubusson, and Sandy Schuck. "A System-Wide School-Based Program for Sustainability." In Practice, Progress, and Proficiency in Sustainability, 245–69. IGI Global, 2014. http://dx.doi.org/10.4018/978-1-4666-5856-1.ch013.
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This chapter reports on an external evaluation of a statewide Education for Sustainability program conducted in Australia. The Climate Clever Energy Savers Program, conducted by the NSW Department of Education and Communities, invited students in primary and secondary schools (from Years 3 to 10), to participate in projects with their teachers' support, aimed at reducing their school's electricity consumption and costs. The chapter describes the Program in the context of the importance of sustainability development, and the centrality of education in achieving this. The ongoing evaluation investigates outcomes of the school-based projects, as well as teachers' views on the available support. This chapter investigates three case studies of the Program, examining outcomes, commonalities and differences across these sites. It describes the use of the Sustainability Action Process as a framework for guiding projects' progress. The chapter concludes with implications for practice and further research emerging from the case study investigations.
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Walsh, Maureen. "Pedagogic Potentials of Multimodal Literacy." In Handbook of Research on New Media Literacy at the K-12 Level, 32–47. IGI Global, 2009. http://dx.doi.org/10.4018/978-1-60566-120-9.ch003.
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This chapter discusses the changed nature of literacy within new communication contexts, the literacy that is needed for reading, viewing, responding to and producing multimodal and digital texts. Potentials for redesigning literacy pedagogy within new modes of communication are demonstrated for educational contexts. As a basis for this discussion, the author analyses classroom evidence using examples of three case studies from a research project conducted in primary schools in Sydney, Australia. In the research project teachers in several primary schools worked with the author/researcher to consider ways of redesigning literacy pedagogy within e-learning and multimodal classroom contexts. Interesting and significant changes occurred in their classroom practice. Teachers developed programs that incorporated a range of technology, including Web 2.0, and were able to maintain a balance between print-based and new literacies. Examples are presented and discussed to highlight the differences in pedagogy needed for ‘multimodal literacy’ combined with traditional literacy practices.
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Lee, Mark J. W., and Catherine McLoughlin. "Supporting Peer-to-Peer E-Mentoring of Novice Teachers Using Social Software." In Cases on Online Tutoring, Mentoring, and Educational Services, 84–97. IGI Global, 2010. http://dx.doi.org/10.4018/978-1-60566-876-5.ch007.
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The Australian Catholic University (ACU National at www.acu.edu.au) is a public university funded by the Australian Government. There are six campuses across the country, located in Brisbane, Queensland; North Sydney, New South Wales; Strathfield, New South Wales; Canberra, Australian Capital Territory (ACT); Ballarat, Victoria; and Melbourne, Victoria. The university serves a total of approximately 27,000 students, including both full- and part-time students, and those enrolled in undergraduate and postgraduate studies. Through fostering and advancing knowledge in education, health, commerce, the humanities, science and technology, and the creative arts, ACU National seeks to make specific and targeted contributions to its local, national, and international communities. The university explicitly engages the social, ethical, and religious dimensions of the questions it faces in teaching, research, and service. In its endeavors, it is guided by a fundamental concern for social justice, equity, and inclusivity. The university is open to all, irrespective of religious belief or background. ACU National opened its doors in 1991 following the amalgamation of four Catholic tertiary institutions in eastern Australia. The institutions that merged to form the university had their origins in the mid-17th century when religious orders and institutes became involved in the preparation of teachers for Catholic schools and, later, nurses for Catholic hospitals. As a result of a series of amalgamations, relocations, transfers of responsibilities, and diocesan initiatives, more than twenty historical entities have contributed to the creation of ACU National. Today, ACU National operates within a rapidly changing educational and industrial context. Student numbers are increasing, areas of teaching and learning have changed and expanded, e-learning plays an important role, and there is greater emphasis on research. In its 2005–2009 Strategic Plan, the university commits to the adoption of quality teaching, an internationalized curriculum, as well as the cultivation of generic skills in students, to meet the challenges of the dynamic university and information environment (ACU National, 2008). The Graduate Diploma of Education (Secondary) Program at ACU Canberra Situated in Australia’s capital city, the Canberra campus is one of the smallest campuses of ACU National, where there are approximately 800 undergraduate and 200 postgraduate students studying to be primary or secondary school teachers through the School of Education (ACT). Other programs offered at this campus include nursing, theology, social work, arts, and religious education. A new model of pre-service secondary teacher education commenced with the introduction of the Graduate Diploma of Education (Secondary) program at this campus in 2005. It marked an innovative collaboration between the university and a cohort of experienced secondary school teachers in the ACT and its surrounding region. This partnership was forged to allow student teachers undertaking the program to be inducted into the teaching profession with the cooperation of leading practitioners from schools in and around the ACT. In the preparation of novices for the teaching profession, an enduring challenge is to create learning experiences capable of transforming practice, and to instill in the novices an array of professional skills, attributes, and competencies (Putnam & Borko, 2000). Another dimension of the beginning teacher experience is the need to bridge theory and practice, and to apply pedagogical content knowledge in real-life classroom practice. During the one-year Graduate Diploma program, the student teachers undertake two four-week block practicum placements, during which they have the opportunity to observe exemplary lessons, as well as to commence teaching. The goals of the practicum include improving participants’ access to innovative pedagogy and educational theory, helping them situate their own prior knowledge regarding pedagogy, and assisting them in reflecting on and evaluating their own practice. Each student teacher is paired with a more experienced teacher based at the school where he/she is placed, who serves as a supervisor and mentor. In 2007, a new dimension to the teaching practicum was added to facilitate online peer mentoring among the pre-service teachers at the Canberra campus of ACU National, and provide them with opportunities to reflect on teaching prior to entering full-time employment at a school. The creation of an online community to facilitate this mentorship and professional development process forms the context for the present case study. While on their practicum, students used social software in the form of collaborative web logging (blogging) and threaded voice discussion tools that were integrated into the university’s course management system (CMS), to share and reflect on their experiences, identify critical incidents, and invite comment on their responses and reactions from peers.