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dc.contributor.authorPendergast, Donnaen_US
dc.contributor.authorMain, Katherineen_US
dc.contributor.editorDebra Evansen_US
dc.date.accessioned2017-05-03T11:58:13Z
dc.date.available2017-05-03T11:58:13Z
dc.date.issued2011en_US
dc.date.modified2012-02-10T02:32:53Z
dc.identifier.issn1445-2928en_US
dc.identifier.urihttp://hdl.handle.net/10072/41943
dc.description.abstractOutcomes of a national study funded by the Ministerial Council on Education, Employment, Training and Youth Affairs (Pendergast et al., 2005) investigating the practices, processes, strategies and structures that promote lifelong learning and the development of lifelong learners in the middle years of schooling have been previously published in this journal (Pendergast, 2006). The paper reported on the development of a three-phase model that can be used to guide the sequence in which schools undertaking middle schooling reform attend to particular core component changes. The model was developed from the extensive analysis of 25 innovative schools around the nation and provided a unique insight into the desirable sequences and time spent achieving reforms, along with typical pitfalls that lead to a regression in the reform process. The model has subsequently proven to be an invaluable guide for schools and education systems on the reform path. Importantly, the model confirms that schooling reform takes much more time than planners typically expect or allocate. It also confirms that there are predictable and identifiable inhibitors to achieving reform. Since the model has been in use, an audit tool has been developed to assist in determining the phase of reform, and to assist in the process of reforming the middle years, in the unique context of the individual school. This paper shares an example of the audit tool in use, and how it has benefitted the reported site to advance the middle years agendas at the local site.en_US
dc.description.peerreviewedYesen_US
dc.description.publicationstatusYesen_US
dc.format.extent1797163 bytes
dc.format.mimetypeapplication/pdf
dc.languageEnglishen_US
dc.language.isoen_US
dc.publisherMiddle Years of Schooling Associationen_US
dc.publisher.placeAustraliaen_US
dc.publisher.urihttp://www.mysa.org.au/index.cfm?action=content&title=australian-journal-of-middle-schooling&id=254en_US
dc.relation.ispartofstudentpublicationNen_US
dc.relation.ispartofpagefrom5en_US
dc.relation.ispartofpageto10en_US
dc.relation.ispartofissue2en_US
dc.relation.ispartofjournalAustralian Journal of Middle Schoolingen_US
dc.relation.ispartofvolume11en_US
dc.rights.retentionYen_US
dc.subject.fieldofresearchCurriculum and Pedagogy Theory and Developmenten_US
dc.subject.fieldofresearchcode130202en_US
dc.titleMiddle school reform: Constructing an audit tool for practical purposesen_US
dc.typeJournal articleen_US
dc.type.descriptionC1 - Peer Reviewed (HERDC)en_US
dc.type.codeC - Journal Articlesen_US
gro.facultyArts, Education & Law Group, School of Education and Professional Studiesen_US
gro.rights.copyrightCopyright 2011 Middle Years of Schooling Association (MYSA). The attached file is reproduced here in accordance with the copyright policy of the publisher. Please refer to the journal's website for access to the definitive, published version.en_US
gro.date.issued2011
gro.hasfulltextFull Text


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