Bruce Burnett

Multiculturalism, education for sustainable development (ESD) and the shifting discursive landscape of social inclusion

Publisher: Informa UK Limited

Date: 02-2011

DOI: 10.1080/01596306.2011.537070

Introduction

Publisher: No publisher found

Date: 2015

DOI: 10.1007/978-3-319-22059-8\_1

Learning communities: An untapped sustainable competitive advantage for higher education

Publisher: Emerald

Date: 02-2006

DOI: 10.1108/09513540610646118

Abstract: This paper demonstrates the need for the higher education sector to develop and implement scaleable, quantitative measures that evaluate community and establish organisational benchmarks in order to guide the development of future practices designed to enhance the student learning experience. Literature regarding contemporary Australian higher education policy and community development is critiqued to illustrate the need for universities to adopt scaleable quantitative measures to evaluate stated strategic imperatives and establish organisational benchmarks. The integration of organisational benchmarks guides the implementation of future practices designed to enhance the student learning experience. A current active exemplar methodology is discussed to demonstrate applicability to both higher education administrators and teaching staff across the various organisation levels. While universities are promoting and investing in the concept of community to enhance the student learning experience there are as yet, limited scaleable evaluative measures and performance indicators to guide practitioners. This paper proposes an effective measurement tool to benchmark current pedagogical performance standards and monitor the progress and achievement of future implemented practices designed to enhance the sense of community experienced by the student cohort. This paper identifies and addresses the current absence of effective scaleable evaluative measures to assess the achievement of stated strategic imperatives implemented as a consequence of reducing government financial support, increasing accountability, and increasing student expectations as result of educational consumerism.

Teacher Education for High Poverty Schools

Publisher: Springer International Publishing

Date: 2015

DOI: 10.1007/978-3-319-22059-8

Coming to Terms with Culture and Racism

Publisher: SAGE Publications

Date: 03-2001

DOI: 10.2304/CIEC.2001.2.1.2

Abstract: How the early childhood sector engages with and ultimately addresses notions of racism is clearly contingent upon what educators in the field believe to be its origins and causes. Despite what appears to be a complex and multifaceted set of ‘origins and causes’, it is surprising to find that most educational institutions tend to position their anti-racist programmes somewhere along a single continuum where, at one extremity, are programmes that implicate in iduals, while at the other are programmes which lay the blame on institutions. The purpose of this short commentary is to outline these two dominant positions and to unpack some of their underlying theoretical baggage. However, another more important goal is to challenge educators into broadening their established understandings of racism and thus allow for non-traditional forms of racism to be included, i.e. those which are not exercised in transparent and overt forms. One of the major hurdles appears to be focusing educators' attention on the elusiveness of the actual target of the anti-racist programme. The predicament in the early childhood sector is how best to provoke its educators into refusing the apparent ‘safety’ of established anti-racist programmes and encourage them to recognise that the manner in which racism is socially constructed and exercised is both fluid and evolving. Only after the imprecise and blurred make-up of contemporary racism is recognised can educators begin a process where successful aspects of traditional antidiscrimination programmes are retained, and new programmes developed to target aspects of racism that are centred on culture.

The Australian national exceptional teaching for disadvantaged schools programme: a reflection on its first 8 years

Publisher: Informa UK Limited

Date: 04-12-2018

DOI: 10.1080/02607476.2019.1550604

‘It’s not about punitive’: exploring how early-career teachers in high-poverty schools respond to critical incidents

Publisher: Informa UK Limited

Date: 13-10-2020

DOI: 10.1080/17508487.2017.1385500

Advancing E-Learning Policy and Practice

Publisher: IGI Global

Date: 2009

DOI: 10.4018/978-1-60566-358-6.CH005

Abstract: Tertiary education is increasingly a contested space where advances in Information Communications Technologies and their application to technology-mediated e-learning environments have forced university administrators and educators to dislocate themselves from traditional correspondence modes of student engagement. Compounding this paradigmatic shift within the traditional sphere of distance education pedagogy are multiple and conflicting pressures on academics to develop flexible, engaging, cost-effective and sustainable interactive learning resources that incorporate both multimedia and hypermedia. This chapter reports on a study that examined factors that influence educators’ decision to adopt and integrate educational technology and convert traditional print-based distance education materials into interactive multimodal e-learning formats. Although the broader study was conducted in a single Australian university and investigated pedagogical, institutional and in idual factors, this chapter restricts its focus to solely the pedagogical motivations and concerns of educators. It is argued that findings from the study have significance at the institutional level, particularly in terms of developing an underlying pedagogical rationale that can permeate the e-learning culture throughout the university, while at the same time, providing a roadmap for educators who are yet to fully engage with the e-learning format.

Introduction

Publisher: Springer International Publishing

Date: 2016

DOI: 10.1007/978-3-319-22059-8_1

Forward to Special Issue: Teacher Education for High Poverty Schools

Publisher: Edith Cowan University

Date: 04-2017

DOI: 10.14221/AJTE.2017V42N4.1

Quality teaching discourses

Publisher: Routledge

Date: 12-06-2018

DOI: 10.4324/9781315109268-14

The politics of quality teacher discourses: Implications for pre-service teachers in high poverty schools

Publisher: Edith Cowan University

Date: 04-2017

DOI: 10.14221/AJTE.2017V42N4.3

Destabilising privilege: Disrupting deficit thinking in white pre-service teachers on professional experience in culturally diverse, high-poverty schools

Publisher: Cambridge University Press

Date: 04-06-2018

DOI: 10.1017/9781108378482.007

Theorising of the other talking back

Publisher: John Benjamins Publishing Company

Date: 31-12-2003

DOI: 10.1075/NI.13.2.11BUR

Poverty and schooling: three cases from Australia, the United States, and Spain

Publisher: Informa UK Limited

Date: 13-04-2020

DOI: 10.1080/1359866X.2019.1602863

Teacher education and the targeting of disadvantage

Publisher: Scientific Research Publishing, Inc.

Date: 2011

DOI: 10.4236/CE.2011.25064

‘More like the kids than the other teachers’: One working-class pre-service Teacher’s experiences in a middle-class profession

Publisher: Elsevier BV

Date: 08-2016

DOI: 10.1016/J.TATE.2016.04.006

Educating Teachers for High-Poverty Schools

Publisher: Oxford University Press

Date: 26-03-2019

DOI: 10.1093/ACREFORE/9780190264093.013.792

Abstract: A great deal of scholarship informs the idea that specific teacher preparation is required for working in high-poverty schools. Many teacher-education programs do not focus exclusively on poverty. However, a growing body of research emphasizes how crucial it is that teachers understand the backgrounds and communities in which young people and their families live, especially if they are to teach equitably, without bias, and with a critical understanding of historical educational disadvantage. Research on teacher education for high-poverty schools is largely associated with social-justice education and premised on two key assumptions. The first is that teachers do make a difference and should be encouraged to see themselves as agents of change. The second is that without nuanced knowledge of poverty and disadvantage, and especially its intersection with race, teachers are prepared as though all students and all communities have equal social advantage. Through targeted teacher education, social justice teachers aquire the knowledge, skills and attributes to understand what they can and cannot do. Teachers with strong communities of practice and agency can resist the idea that they can eradicate poverty on their own, but can enact teaching in ways that are equitable and respectful, culturally responsive and safe. It is increasingly possible to observe how debates propose or challenge how preservice teachers should learn about high-poverty contexts. There are also numerous models, globally, of what works in preparing teachers for high-poverty schools however, providing evidence or proving how specialized teacher preparation affects the educational outcomes of high-poverty students is difficult.

Australian Catholic University

Location: Australia

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Queensland University Of Technology (QUT)

Location: Australia

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Discovery Projects - Grant ID: DP230100110

Start Date: 02-2023

End Date: 02-2026

Amount: $453,300.00

Funder: Australian Research Council

Linkage Projects - Grant ID: LP140100613

Start Date: 01-2015

End Date: 12-2017

Amount: $195,000.00

Funder: Australian Research Council