Case Studies in Education: Leadership and Innovation

Edited by Richard Smith and David Lynch  2012

 

Chapter 1: Teachers, Teaching and Education Reform: Breaking the Intransigence of the Sector (Richard Smith and David Lynch)

Part 1: Core issues and recurring problems
Part II: Reform proposals

Chapter 2: The Value of Regional Universities in the Knowledge Age (Lew Brennan)………23

Meta Civica
The Natural Advantage to Regions
“We’re from the university and we’re here to help.”
The rules of engagement …there are no rules.
Conclusion

Chapter3: Leadership Constraints and Restraints Under the ‘New Managerialism’ (Larry Smith)……43

The environment for the ‘new managerialism’ in Australian universities
University leadership under the ‘new managerialism’
Symptoms of the ‘new managerialism’ in Australian universities
Conclusion

Chapter 4: Why We Don’t Need an Abundance Mindset in the Management and Organisation of Higher Education (Mark Sinclair)……54

Higher Education from an undergraduate perspective circa 1986-89
Primary School Teaching circa 1992-3
Higher Education from a Postgraduate/ Sessional/ Early Academic Career Perspective circa 2001-3
Applying Postgraduate Qualifications in the Private Sector circa 2004
Restarting an Interrupted Academic Career circa 2005-Present
Summary
Conclusion

Chapter 5: Entering the academy: Perceptions of scarcity and abundance (Jeanne Allen)……67

Staff silos and the Image of Limited Good in higher education
The research higher degree student experience and the abundance mindset
Conclusion
 
Chapter 6: The Different Training and Development Opportunities of Full-Time and Sessional Academics (Li Xuan)………77
Theoretical Considerations
Empirical Findings
Conclusions

Chapter 7: A Study of Innovation in Teacher Education (David Lynch and Richard Smith)……..96

The Knowledge Economy
Changing How Teachers are Prepared
The Bachelor of Learning Management Program (BLM)
What Research Says about the BLM
The Implications for the Future of Teacher Education
From ‘Partnerships with Schools’ to ‘University - Learning Industry Syndications’
Conclusion

Chapter 8: Teacher Professional Development in Norway: Backdrop, here and now and looking ahead (Gunnar Grut, Tine Arntzen Hestbek and Inger Langseth)……125

Backdrop
Here and now
Research-based
Perspectives in teacher education
Research based professional teacher education
Examples of R-and-D work for student teachers
Looking ahead
The participants and their roles
A systemic approach to subject teaching
Methodological approach
Organisational approach
References

Chapter 9: School Improvement: Innovation for the Future (Jake Madden) …….148

Reason for Change at St Augustine’s Primary School
How we live is changing
Strategic Planning
Philosophy for Learning
Professional Learning
Focusing on the Student ; What does it look like? What skills do the students have? How do we manage their learning? What are the obstacles/challenges?
Learning Spaces
How Did We Do It?
Conclusions

Chapter 10: Receptive Accountability: Supporting a systems approach to an international school reform (Ken Sell, Candice Grimstad, Scott Williams)…...175

The Knowledge Society
Technology Revolution: The Powerless Pen
The Norwegian Education Climate
Theoretical Framework
Accountability: A subject of human activity or an object type
Elements of Sustained School Reform
Conditions for Reform: Contextual Features
Section 1:                Work Conditions
Section 2: Student Outcomes
Final thoughts
Further Questions

Chapter 11: Turning Knowing Into Doing - The Role Of School Leadership In This New Era (David Turner) …….215

The gap between knowing and doing
Factors that contribute to the Knowing-Doing Gap
Closing the Knowing –Doing Gap
Why before how: Philosophy is important
Knowing comes from doing and teaching others how
Action counts more than elegant concepts and plans
There is no doing without mistakes. What is the organisation’s response?
Fear fosters knowing-doing gaps, so drive out fear
Beware of false analogies: Fight the competition, not each other
Measure what matters and what can help turn knowledge into action
What leaders do, how they spend their time and how they allocate resources, matters
Conclusions

Chapter 12: Using Technology Enhanced Teaching and Learning (David Lynch, Richard Smith and Megan Hastie) ……..229

Schools of the Future
The socialisation of education
Scaffolding learning
The changing role of the teacher
Tailoring education to cater for individual needs
The evolution of the learning spaces

Chapter 13: The Challenge of Change in Education(David Lynch, Richard Smith and David Turner)……253

 
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