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dc.contributor.authorBryer, Fionaen_US
dc.contributor.authorMain, Katherineen_US
dc.contributor.editorClare McBeathen_US
dc.date.accessioned2017-05-03T11:53:12Z
dc.date.available2017-05-03T11:53:12Z
dc.date.issued2005en_US
dc.date.modified2007-03-19T21:53:15Z
dc.identifier.issn0313-7155en_US
dc.identifier.urihttp://hdl.handle.net/10072/4236
dc.description.abstractThree well-established issues for educational reform to insert middle schooling into the traditional primary-secondary tiers are (a) lack of preservice training of specialist middle school teachers, (b) the absence of clear positive educational outcomes linked to the promotion of middle schooling policy as a philosophy of teaching, and (c) the ad hoc approach to professional development for teachers working within middle schools. Persistent uncertainties about whether middle schooling is an educationally distinctive and developmentally helpful phase of schooling have operated in conjunction with the informal preparation for middle school teaching typical in all western systems of education. These issues can be applied to the recent experiences of Education Queensland teachers with primary and secondary training who have worked within the new middle school environment. A single site investigation at an Education Queensland trial of middle schooling addressed teacher perceptions of how eco-organisational features of a middle school were facilitating or hindering their practice. After individual teachers were primed to be alert to five aspects of middle school ecology, six teams of teachers (n = 21 teachers) discussed summaries of their Likert data and written comment on these categories. Analysis of data indicated ongoing struggles about 'how' to implement middle schooling practice across these eco-organisational features. For such trials of middle years in Queensland to become sustainable educational reform, the experience of these teachers suggests that progressive and integrated approach to micropractice generation needs to temper the open-ended approach to macropolicy advocacy.en_US
dc.description.peerreviewedYesen_US
dc.description.publicationstatusYesen_AU
dc.languageEnglishen_US
dc.language.isoen_AU
dc.publisherWestern Australian Institute for Educational Research Incen_US
dc.publisher.placePerth, WAen_US
dc.relation.ispartofstudentpublicationYen_AU
dc.relation.ispartofpagefrom123en_US
dc.relation.ispartofpageto144en_US
dc.relation.ispartofissue2en_US
dc.relation.ispartofjournalIssues in Educational Researchen_US
dc.relation.ispartofvolume15en_US
dc.rights.retentionNen_AU
dc.subject.fieldofresearchcode330399en_US
dc.subject.fieldofresearchcode339999en_US
dc.titleMoving middle schooling reform from policy to practice: Issues for Queensland teachersen_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.date.issued2005
gro.hasfulltextNo Full Text


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