School of Education

This paper explores the often‐touted incompatibility between ‘intellectual rigour’ and ‘relevance’ as this has manifested in Australian debates over Queensland’s New Basics and ‘productive pedagogies’, and associated initiatives such as the New South Wales Quality Teaching Framework. This debate can be located in longer‐standing concerns about how best to meet the educational needs of students who experience social disadvantage. In

ABSTRACT The idea that the educational needs of secondary school students are best met by providing them with learning experiences that are both intellectually challenging and connected to the world beyond the classroom underpins several recent pedagogical initiatives in Australia. However, such learning experiences are rarely found in practice. Many reasons for this have already been identified, but we suggest there may be another dimension to this problem. From our experience of trialling a similar pedagogical approach with Years 8 and 10 students, the participating teachers seemed to be struggling with a conceptual dilemma that interfered with creating learning experiences that are both intellectually challenging and relevant. We suggest this dilemma was generated by a dualistic framework of thinking and practice, endemic in education systems, which constructs academic rigour and relevance as incompatible with each other. We conclude that there is a need for more extensive teacher professional development in pedagogies which attempt to integrate intellectual rigour and relevance.

This paper reports the findings of a single-site case study investigating the nature of student participation in a coeducational comprehensive government high school situated in the western suburbs of Sydney. The purpose of the study was to understand the relationship between student participation and cultural dimensions in the school, particularly those dimensions which acted to enhance or inhibit student participation. The study used qualitative methodologies and the author was a single researcher with prolonged engagement in the research site. Fieldwork was conducted over 25 months within an emergent research design. The research identified 24 cultural dimensions in the school which impacted upon student participation. The majority of these were found to have an inhibiting impact on student participation; 8 were found to have an enhancing impact.

... Her acceptance of Brahma's request, according to the Shiva Purana, is granted with one stipulation:'O Prajapati, you have to take a vow ... itself encircles the Minakshi Sundareshwarar temple, built on the site of a pre-exist-ing shrine to Shiva in the 12th century CE (Meena nd) The ...

The attributional formulations of the learned helplessness model of depression were tested with regard to the model's applicability to women and its implications for assertion training as a therapy for depression. Eighteen depressed housewives underwent 6 weeks of assertion training, ...

Positive Behaviour for Learning (PBL) is a school-wide behaviour initiative currently in use at a number of western Sydney schools. It employs a whole school systems approach to address problem behaviour and reduce its effects on student outcomes and on the school ...

Publikationsansicht. 36133434. An investigation of sex-role variables and women's attitudes towards menstruation (1992). Dobia, Brenda. Abstract. Typescript (photocopy) Spine title: Sex-role variables and women's attitudes towards menstruation. ...