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VIva Voce (Reconstructing Teacher Standards (Down, B. 2012)…
VIva Voce
Reconstructing Teacher Standards (Down, B. 2012)
politics of blame, blaming communities rather than social systems
"promblematic nature of top-down, technical, decontextualised and depolitiicised versions" p.64
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Standard 4
"if we are really serious about addressing the growing numbers of students who are not engaging with schooling, then there is an urgent need to develop socially just ways of thinking about student participation and engagement" p.75
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Standard 6
three levels of reflection (must be encompassed); Technical, practical, emancipatory
Standard 7
"embedded in bureaucratic codes, rules and regulations designed to guide, monitor and control the boundaries of acceptable conduct between stakeholders" p.77
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Policy Development in Education (Griffin, 2014)
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"There has been a history of discrimination against Indigenous peoples including denial of educational opportunities and dislocation of families" p.251
PISA
"There is a strong connection between socioeconomic status (SES) and student achievement in Australia, between parent educational background and student results" p.253 (Cobbold, 2012, indirect)
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"many in Australia in the media, business and politics have simply failed to make even the most basic efforts to understand the evidence about education" p.278
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Evidence for no-one, Talbot, 2016
"social relationships that support teachers learning in ways they considered had transformed their practice"
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"the evidence that professional learning opportunities make a difference to either teacher's work or student learning outcomes is not clearly explicated"
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"trans formative learning indicates learning that enabled a teacher to grow or renew an aspect of their teaching work in order to better meet the needs of their students or colleagues as learners" p.12
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Rationale for Collaborating with Parents, Porter, 2007
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Parent-Driven Model
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"they employ you to assist them in raising skilled, knowledagele and well adjusted children"
"teachers are universtiy educated and typically come from the middle classes and the dominant culture while parents may be none of these things"
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NAPLAN, My School (Thompson, 2013)
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"no statistically significant improvement in the number of students achieving at minimum standard across Australia" (ACARA, 2012 indirect)
Stress, pressure, anxiety
Teachers
"44% of respondents nominated stress, pressure or anxiety as a negative impact of the NAPLAN tests" p.72
- "lessening of teacher confidence and self-efficacy as they felt that their professional judgement was being systematically and deliberately undermined" p.76
- "increased friction between school staff and their school"
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parents
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"An emergent sub-theme was a concern that parents placed too much emphasis on the test and not enough on the other learning activities and assessments undertaken during the year" p.82
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School Experience (Ng, et al. 2007)
"Personal teaching efficacy is accociated with the beliefs teachers have in themselves as effective teachers while general teaching efficacy deals with outcome expectancy (Ashton, 1984) and the belief in the power of teaching" p. 279
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Self Regulation, Ryan & Deci, 2006
"Those who are autonomy orientated organize their behavioral regulation by taking reflective interest in possibilities and choices; those who are control orientated tend to regulate behavior by focusing on perceived or ambient social contingencies such as salient rewards and punishments."
"External regulation also typically leads to a low quality of behavior because, when controlled, people tend to do only what is required."
Collaboration with families, 2002 Osher & Osher
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