ORCID Profile
0000-0002-8124-8766
Current Organisation
University of Queensland
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In Research Link Australia (RLA), "Research Topics" refer to ANZSRC FOR and SEO codes. These topics are either sourced from ANZSRC FOR and SEO codes listed in researchers' related grants or generated by a large language model (LLM) based on their publications.
Teacher Education and Professional Development of Educators | Education Policy | Sociology of Education | Specialist Studies in Education | Policy and Administration | Professional Development Of Teachers Not Elsewhere Classified | Education Studies Not Elsewhere Classified
Teacher and Instructor Development | Education and Training Systems Policies and Development | Education and training not elsewhere classified |
Publisher: Informa UK Limited
Date: 07-08-2014
Publisher: Informa UK Limited
Date: 27-03-2023
Publisher: Informa UK Limited
Date: 08-2012
Publisher: Informa UK Limited
Date: 22-01-2019
Publisher: Informa UK Limited
Date: 21-04-2011
Publisher: Springer Science and Business Media LLC
Date: 08-12-2020
Publisher: Informa UK Limited
Date: 21-11-2023
Publisher: Informa UK Limited
Date: 12-2022
Publisher: Informa UK Limited
Date: 27-02-2022
Publisher: Informa UK Limited
Date: 11-08-2022
Publisher: Informa UK Limited
Date: 12-04-2018
Publisher: Elsevier BV
Date: 2014
Publisher: Informa UK Limited
Date: 28-03-2016
Publisher: Informa UK Limited
Date: 05-01-2010
Publisher: SAGE Publications
Date: 17-12-2019
Publisher: Springer Singapore
Date: 2014
Publisher: Informa UK Limited
Date: 03-2010
Publisher: Wiley
Date: 27-01-2020
DOI: 10.1002/SCE.21566
Publisher: Informa UK Limited
Date: 12-10-2021
Publisher: SAGE Publications
Date: 2012
DOI: 10.2304/EERJ.2012.11.2.274
Abstract: This article seeks to nuance arguments about the impact of broad policy technologies of auditing processes upon teachers' practices by providing empirical evidence of the effects of such processes, in context. Specifically, the article draws upon a cross section of teachers' accounts of schooling practices in a specialist, academically oriented secondary school and languages college in the British Midlands to reveal the complex ways audit practices influence teachers' work, professional development and student learning under current policy conditions. The article reveals that teachers endeavoured to actively ‘manage’ audit processes by strategically focusing upon student needs, and critiquing and problematising the more superficial aspects of performance management, systemic inspections and a narrow focus upon academic results. However, even as these tactics were employed, there was also evidence of a simultaneous focus upon simply ‘managing’ to cope, particularly when audit processes added considerable pressure upon teachers to improve students' test scores, and when they encouraged conditions antithetical to more educative concerns. This sometimes had dramatic effects upon student and teacher learning and teacher identity. Capturing this empirical complexity, in the context of specific schooling settings, provides evidence to nuance the more general literature on educational auditing, including in European and other transnational settings, and existing understandings of such practices at local sites more generally.
Publisher: Informa UK Limited
Date: 05-2008
Publisher: Informa UK Limited
Date: 29-08-2023
Publisher: Informa UK Limited
Date: 08-2011
Publisher: Informa UK Limited
Date: 26-10-2023
Publisher: Informa UK Limited
Date: 07-2006
Publisher: Informa UK Limited
Date: 17-02-2021
Publisher: John Benjamins Publishing Company
Date: 28-03-2022
Abstract: In a world where linguistic and cultural ersity is increasingly celebrated, opting for English as the sole working language, as stipulated in the ASEAN Charter, on pragmatic grounds, has made ASEAN an interesting case study from the language policy and planning (LPP) perspective. ASEAN’s LPP can be understood as the manifestation of the principles of the ‘ASEAN Way’, i.e., quiet diplomacy, non-interference, and flexible consensus. Drawing on an analysis of the three overarching principles of the ASEAN Way and with reference to the ASEAN Charter, this paper problematises the ASEAN Way of LPP, arguing that a monolingual and essentialist approach to LPP might be both insufficient and inappropriate, and calls for an ecology-of-languages paradigm for ASEAN LPP. It invites readers to reimagine language policy that is more inclusive, democratic and socially equitable – one that reflects the sociolinguistic ersity of Southeast Asia and the Association.
Publisher: Informa UK Limited
Date: 06-2013
Publisher: Informa UK Limited
Date: 06-12-2022
Publisher: Informa UK Limited
Date: 12-2013
Publisher: Informa UK Limited
Date: 03-2018
Publisher: Informa UK Limited
Date: 08-05-2009
Publisher: Informa UK Limited
Date: 31-10-2021
Publisher: Informa UK Limited
Date: 19-10-2020
Publisher: Informa UK Limited
Date: 02-06-2023
Publisher: Informa UK Limited
Date: 13-04-2015
Publisher: Informa UK Limited
Date: 16-06-2020
Publisher: Informa UK Limited
Date: 04-05-2016
Publisher: Informa UK Limited
Date: 04-05-2009
Publisher: Informa UK Limited
Date: 26-09-2021
Publisher: Informa UK Limited
Date: 13-07-2015
Publisher: Elsevier BV
Date: 2022
Publisher: Wiley
Date: 07-11-2015
DOI: 10.1002/BERJ.3208
Publisher: Informa UK Limited
Date: 03-2010
Publisher: Routledge
Date: 06-11-2016
Publisher: Informa UK Limited
Date: 06-01-2014
Publisher: Informa UK Limited
Date: 02-04-2014
Publisher: Informa UK Limited
Date: 06-2010
Publisher: Informa UK Limited
Date: 17-06-2022
Publisher: Wiley
Date: 26-09-2012
Publisher: Informa UK Limited
Date: 07-03-2022
Publisher: Informa UK Limited
Date: 28-03-2023
Publisher: Informa UK Limited
Date: 11-12-2014
Publisher: Informa UK Limited
Date: 27-04-2023
Publisher: Informa UK Limited
Date: 27-04-2018
Publisher: Informa UK Limited
Date: 12-2011
Publisher: Informa UK Limited
Date: 05-01-2010
Publisher: Informa UK Limited
Date: 29-04-2014
Publisher: Informa UK Limited
Date: 23-10-2014
Publisher: Elsevier BV
Date: 2014
Publisher: Informa UK Limited
Date: 12-2010
Publisher: Mary Lou Fulton Teacher College
Date: 12-08-2019
Abstract: In this article, we draw upon notions of occupational professionalism and organizational professionalism to interrogate the complex, and sometimes contradictory, teacher learning practices that characterize educational policy enactment. We apply these understandings to the Growing Success assessment and evaluation policy in Ontario, Canada, and in relation to how five educators in varied positions in a regional school district made sense of this policy through professional learning. Our research considers how the interactions between professionalism and teacher learning can be deployed to better understand policy enactment as part of educators’ work and learning. The research reveals that organizational professionalism, characterized by hierarchical modes of decision-making, standardized work practices, external regulation and accountability processes, limited teachers’ learning. However, at the same time more occupational professionalism cultivated forms of professional learning necessary for productive enactment of educational policy. In relation to teacher learning for policy enactment, more occupational professionalism was characterized by, inter alia, commitment to student learning, the generation of dialogue about teachers’ assessment practices, coherence in relation to the whole reform agenda, a focus upon the immediacy of practice, and accountability to one another. The research indicates that even as more organizational professionalism is clearly evident in policy reform, the occupational cultures fostered by districts and schools can have significant beneficial effects for how teacher learning is expressed as a form of policy enactment.
Publisher: Informa UK Limited
Date: 26-02-2010
Publisher: Informa UK Limited
Date: 11-01-2023
Publisher: Informa UK Limited
Date: 11-2008
Publisher: Informa UK Limited
Date: 29-07-2020
Publisher: Informa UK Limited
Date: 25-12-2019
Publisher: Informa UK Limited
Date: 18-06-2019
Publisher: Routledge
Date: 26-07-2012
Publisher: Informa UK Limited
Date: 10-2013
Publisher: Wiley
Date: 02-11-2023
DOI: 10.1111/WENG.12571
Abstract: The Association of Southeast Asian Nations (ASEAN) has deployed English not only as its sole working language but also as a tool for forging regional identity, unity and solidarity among its ten member‐states. Drawing on the concept of ‘imagined communities’ and, by extension, ‘imagined identity regionalism’, this article provides a critical examination of this policy desire and asks the question whether the desire should be read as a form of political rhetoric or an achievable goal for ASEAN. We argue that the unifying potential of English language as an imagined regional community and identity has yet to be realised. At best, English can be seen as contributing to ASEAN's ‘functional identity’, rather than a more substantive ‘socio‐cultural identity’. It is suggested that although the birth of a distinct hybridised variety of ASEAN English may facilitate a bottom‐up linguistic identity imagination for ASEAN, such an ideal appears utopian at this time.
Publisher: Informa UK Limited
Date: 20-04-2015
Publisher: Informa UK Limited
Date: 08-01-2020
Publisher: Informa UK Limited
Date: 10-11-2018
Publisher: Springer Science and Business Media LLC
Date: 23-05-2017
Publisher: Elsevier BV
Date: 2015
Publisher: Informa UK Limited
Date: 08-08-2014
Publisher: Informa UK Limited
Date: 11-12-2018
Publisher: Informa UK Limited
Date: 20-07-2016
Publisher: Informa UK Limited
Date: 2008
Publisher: Informa UK Limited
Date: 10-2010
Publisher: Informa UK Limited
Date: 25-09-2023
Publisher: Informa UK Limited
Date: 03-03-2020
Publisher: Elsevier BV
Date: 08-2022
Publisher: SAGE Publications
Date: 23-11-2021
Abstract: This article examines the nature of neoliberal influences upon educational policy making in the Finnish education system in recent times. The article draws upon key policy documents, government reports, journal articles and media articles about reforms in the early childhood, basic/compulsory school and vocational education and training sectors to evidence these processes. Analytically, these reforms are understood as instances of what has been referred to as ‘fast policy’. Methodologically, we draw upon principles of zeitgeist analysis to reveal the features and effects of these fast policy influences as they relate to educational provision in Finland. These features and effects include intensification and fragmentation of educational reform processes, increased in idualisation and decontextualization of the educational reform agenda, and a trend towards increased instability, privatisation and reduction in funding for educational provision. The article foregrounds the features and effects as reflective of the ‘spirit of the times’ in which such reforms are undertaken, and cautions against these fast policy effects for the problematic consequences they appear to be having upon policy making processes, educational outcomes in Finland and the ‘spirits’ of Finnish educators.
Publisher: Informa UK Limited
Date: 30-09-2013
Start Date: 2010
End Date: 06-2013
Amount: $130,000.00
Funder: Australian Research Council
View Funded ActivityStart Date: 09-2021
End Date: 12-2024
Amount: $332,786.00
Funder: Australian Research Council
View Funded ActivityStart Date: 01-2012
End Date: 12-2015
Amount: $375,000.00
Funder: Australian Research Council
View Funded ActivityStart Date: 2015
End Date: 12-2018
Amount: $772,045.00
Funder: Australian Research Council
View Funded Activity