ORCID Profile
0000-0002-5014-2977
Current Organisations
Queensland University of Technology
,
RMIT University
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Publisher: Edith Cowan University
Date: 07-2017
Publisher: Academy of Science of South Africa
Date: 14-04-2023
DOI: 10.17159/2520-9868/I90A06
Abstract: Teacher educators often find themselves struggling to enact a continually shifting teacher education reform policy agenda in relation to increasing standardisation and more strident accountability measures. This has to be balanced with best trying to meet the needs of an increasingly erse student population in different community settings and to be well prepared for current and future challenges. We are three teacher educators who use narrative inquiry to interrogate these dilemmas and the ways in which they play out in teacher education curriculum design work. We analyse the stories and identify the three themes of contexts, currency, and connection. We offer a number of pro-active strategies to help teacher educators to make an agentive response to the task of curriculum planning. We suggest a variety of ways in which teacher educators can use their knowledge of place, policy, and working in partnerships to navigate through this highly regulated space.
Publisher: SAGE Publications
Date: 11-2010
DOI: 10.1177/000494411005400304
Abstract: The complex interconnection among issues affecting rural—regional sustainability requires an equally complex program of research to ensure the attraction and retention of high-quality teachers for rural children. The educational effects of the construction of the rural within a deficit discourse are highlighted. A concept of rural social space is modelled, bringing together social, economic and environmental dimensions of (rural—regional) sustainability. This framework combines quantitative definitional processes with more situated definitions of rural space based on demographic and other social data, across both geographic and cultural formations. The implications of the model are examined in terms of its importance for teacher education.
Publisher: Informa UK Limited
Date: 07-05-2021
Publisher: Springer Singapore
Date: 2016
Publisher: Springer Singapore
Date: 2021
Publisher: Informa UK Limited
Date: 19-05-2016
Publisher: Informa UK Limited
Date: 02-2007
Publisher: Springer Singapore
Date: 2019
Publisher: Springer Nature Singapore
Date: 2022
Publisher: National Rural Education Association
Date: 24-07-2019
Publisher: Informa UK Limited
Date: 02-2009
Publisher: Informa UK Limited
Date: 16-11-2019
Publisher: Informa UK Limited
Date: 28-07-2010
Publisher: Springer Nature Singapore
Date: 2019
Publisher: Routledge
Date: 24-04-2014
Publisher: Routledge
Date: 28-03-2023
Publisher: SensePublishers
Date: 2016
Publisher: Informa UK Limited
Date: 03-10-2021
Publisher: Springer Singapore
Date: 2021
Publisher: Springer Singapore
Date: 2018
Publisher: Informa UK Limited
Date: 16-06-2019
Publisher: Springer Nature Singapore
Date: 2022
Publisher: SAGE Publications
Date: 08-2011
DOI: 10.1177/000494411105500106
Abstract: The theme of this article is the challenge that school leaders face in creating the conditions for learning in small schools. We draw on the concepts of ‘social capital’ and ‘social entrepreneurship’ to identify tensions and possibilities for school leaders in a case study of a small rural school as they seek to find resources for school-community change. We found that the nature of social challenges increasingly demands that leaders adopt creative ways to counter social disadvantage. School leaders need to rethink existing resources and harness new opportunities for themselves and their communities with implications for the knowledge and skills required of principals and others in schools. The case study demonstrates that leadership for learning requires alternative ways of thinking about and accessing resources to support change for improvement.
Publisher: Springer Singapore
Date: 2017
Publisher: Informa UK Limited
Date: 21-02-2016
Publisher: Informa UK Limited
Date: 12-02-2018
Publisher: Springer International Publishing
Date: 2016
Publisher: Springer Singapore
Date: 2018
Publisher: Springer Singapore
Date: 2017
Publisher: Springer Singapore
Date: 2016
Publisher: The Society for the Provision of Education in Rural Australia (SPERA)
Date: 24-07-2021
Abstract: Attracting and retaining effective education leaders and teaching staff for regional, rural and remote schools in Australia is a major sustainability and quality issue facing every State and Territory. It is also a major concern in pre-service teacher education, particularly for those universities which have a commitment to rural and regional areas. There is a strategic link between teacher education and the sustainability of rural communities with earlier suggestions (White & Reid, 2008, p. 1) highlighting that ―healthy rural communities may be supported via reform of the ways in which teacher education prepares graduates for teaching in rural schools. Likewise, the proposition is made in this paper that the relationship is importantly reciprocal and that, in turn, healthy rural communities and “successful rural schools†can inform and help reform teacher education and professional learning through the insights gathered into the ways in which rural education leaders and teaching staff work closely with their school communities. In this paper we draw specifically from the research findings of a three-year Australian Research Council funded project (2008-2010) of schools and communities where sustainable practices around staff recruitment and retention were identified to explore this reciprocal relationship. The paper will firstly discuss the context of the study, its method and conceptual framework, and then focus in particular on the emerging themes from the twenty case-studies across Australia. Themes discussed include the important linking between rural school leadership and community renewal the possibilities of developing school-university partnerships to sustain the rural workforce and the need for social and creative enterprise to be acknowledged as important work of rural teachers and leaders. The paper concludes with the implications of these themes in terms of better preparing a future rural teacher workforce.
Publisher: Informa UK Limited
Date: 15-07-2011
Publisher: Springer Singapore
Date: 06-09-2017
Publisher: Elsevier BV
Date: 02-2012
Publisher: Informa UK Limited
Date: 11-03-2021
Publisher: Springer Singapore
Date: 2021
Publisher: Informa UK Limited
Date: 26-11-2021
Publisher: SensePublishers
Date: 2016
No related grants have been discovered for Simone White.