Using cases for school principal performance standards: Australian and New Zealand experiences.

This article reports an international validation of a framework for performance standards for school principals. The framework, generated in Australia in 1996-1997, was applied in New Zealand in 2000. The framework involved an innovative method of establishing standards for principals' performance, based on a combination of qualitative and quantitative methods of making judgements about the quality of principals' work. Using cases of critical incidents in which principals made decisions in their everyday work, the essential elements of quality performance, together with a set of dimensions on which performance varied, were identified. This study explored the application of these essential elements and dimensions in a context in which similar school system restructuring is in progress. Three questions were addressed: How valid are the Australian cases in the New Zealand setting? How applicable to the New Zealand setting are the three continua—ditties, interpersonal skills, moral dispositions—that comprise the framework? And finally, How applicable to the New Zealand setting are the particular duties, interpersonal skills and moral dispositions? This study supports three conclusions. First, cases generated in one context are not applicable in a different cultural setting. However, the method of developing cases is readily applied cross culturally. Second, the values underpinning the framework developed in Australia are similar to, but not the same as, those about which principals in New Zealand assess principal performance. Third, there are similarities, but also important subtle differences, in the particular dimensions on which the framework is grounded. The study indicates the validity of using cases to generate performance standards for school principals

Learning to Teach, Teaching to Learn

Clandinin, D., Davies, A, Hogan, P and Kennard, B. (1993)( Eds). Learning to teach, teaching to leam. New York: Teachers College Press. 238 pages. Dow, G. (1979). Leaming to teach: Teaching to learn. London: Routledge & Kegan Paul. 262 pages

Field of Dreams : Australia\u27s National Schools Project

If you build it, they will come, says one of the characters in the film Field of Dreams. In the key scene of the film, the magical power of belief draws dreamers and long-dead baseball heros together in a baseball diamond cut from a mId-western farmer\u27s corn field. Belief overcomes reality, and the film\u27s characters and their baseball heroes play the perfect baseball games of imagination in the light of a long golden dusk. The National Schools Project is like that, we think in three ways. First, its creators have believed that it is possible for Australian schools to be more participative, democratlc and effective. They have dreamed of\u27 schools that are not stifled by the rigidities of the bureaucratic frameworks erected by generations of school system managers and union officials. Second, agamst a backdrop of falling resource allocations to education, industrial unrest and declining teacher morale, the creators of the National Schools Project have set up a framework for reform and invited teachers and schools to join them in their field of dreams. They built the National Schools Project and hundreds of schools have come to join them. Third, like the film itself, the project is surrounded by sceptics who want to replace the golden light of the dream wIth the harsher light of external evaluation, to tell. us that it was all a dream. Perhaps this metaphor is a bit far-fetched, but the purpose of this paper is to explain why we think that the National Schools Project is a field of dreams . - brarely Imagined, worth believing in, if not quite tangIble close-up

Literacy at a distance: language and learning in distance education

This study provides a description of the practices and strategies of distance learning for students in Years 6 to 10. It describes the materials and modes of delivery of distance education, and identifies three influences on achievement. A model for improvement is proposed, identifying ten prospective areas for improvement of distance education services..

Learning by doing: preservice teachers as reading tutors

Whilst early childhood educators are well aware of the importance of meeting the needs of individual children when teaching ‘struggling readers’, finding the time for frequent one-on-one support is difficult. Studies have established that with a well developed and structured tutoring programme, as well as high quality training and supervision, volunteers can be used to provide tutoring in a one-on-one early intervention reading programme. The current study suggests that there is an opportunity for preservice teachers to gain valuable information to increase their knowledge of the reading process, while providing effective support to schools as trained tutors. The small-scale exploratory study examines the skills and knowledge gained by preservice teachers while employed as trained tutors in an early intervention reading programme

Prepared to teach : an investigation into the preparation of teachers to teach literacy and numeracy

Teacher education in Australia is a large and diverse enterprise. There are more than 400 programs in 36 universities, enrolling a total of about 35,000 preservice teachers (DEST, 2003). The labour market for newly graduating teachers, pattern of entry to teacher education, the range of courses offered, the place of literacy and numeracy in those courses, and the provision of school experience influence the quality of beginning teachers\u27 literacy and numeracy teaching

Potential influence of selection criteria on the demographic composition of students in an Australian medical school

<p>Abstract</p> <p>Background</p> <p>Prior to 1999 students entering our MBBS course were selected on academic performance alone. We have now evaluated the impact on the demographics of subsequent cohorts of our standard entry students (those entering directly from high school) of the addition to the selection process of an aptitude test (UMAT), a highly structured interview and a rural incentive program.</p> <p>Methods</p> <p>Students entering from 1985 to 1998, selected on academic performance alone (N = 1402), were compared to those from 1999 to 2011, selected on the basis of a combination of academic performance, interview score, and UMAT score together with the progressive introduction of a rural special entry pathway (N = 1437).</p> <p>Results</p> <p>Males decreased from 57% to 45% of the cohort, students of NE or SE Asian origin decreased from 30% to 13%, students born in Oceania increased from 52% to 69%, students of rural origin from 5% to 21% and those from independent high schools from 56% to 66%. The proportion of students from high schools with relative socio-educational disadvantage remained unchanged at approximately 10%. The changes reflect in part increasing numbers of female and independent high school applicants and the increasing rural quota. However, they were also associated with higher interview scores in females vs males and lower interview scores in those of NE and SE Asian origin compared to those born in Oceania or the UK. Total UMAT scores were unrelated to gender or region of origin.</p> <p>Conclusions</p> <p>The revised selection processes had no impact on student representation from schools with relative socio-educational disadvantage. However, the introduction of special entry quotas for students of rural origin and a structured interview, but not an aptitude test, were associated with a change in gender balance and ethnicity of students in an Australian undergraduate MBBS course.</p

Greenland Geothermal Heat Flow Database and Map (Version 1)

We compile and analyze all available geothermal heat flow measurements collected in and around Greenland into a new database of 419 sites and generate an accompanying spatial map. This database includes 290 sites previously reported by the International Heat Flow Commission (IHFC), for which we now standardize measurement and metadata quality. This database also includes 129 new sites, which have not been previously reported by the IHFC. These new sites consist of 88 offshore measurements and 41 onshore measurements, of which 24 are subglacial. We employ machine learning to synthesize these in situ measurements into a gridded geothermal heat flow model that is consistent across both continental and marine areas in and around Greenland. This model has a native horizontal resolution of 55ĝ€¯km. In comparison to five existing Greenland geothermal heat flow models, our model has the lowest mean geothermal heat flow for Greenland onshore areas. Our modeled heat flow in central North Greenland is highly sensitive to whether the NGRIP (North GReenland Ice core Project) elevated heat flow anomaly is included in the training dataset. Our model's most distinctive spatial feature is pronounced low geothermal heat flow (<ĝ€¯40ĝ€¯mWĝ€¯m-2) across the North Atlantic Craton of southern Greenland. Crucially, our model does not show an area of elevated heat flow that might be interpreted as remnant from the Icelandic plume track. Finally, we discuss the substantial influence of paleoclimatic and other corrections on geothermal heat flow measurements in Greenland. The in situ measurement database and gridded heat flow model, as well as other supporting materials, are freely available from the GEUS Dataverse (10.22008/FK2/F9P03L; Colgan and Wansing, 2021).publishedVersionPeer reviewe