Drawing on policy text analyses, interviews with teachers, principals and other educators, and a ... more Drawing on policy text analyses, interviews with teachers, principals and other educators, and a survey of youth, this paper develops the argument that contemporary forms of educational governance in Australia are narrowing and circumscribing acceptable forms of 'habitus'. Despite a rhetorical embrace of diversity, it is demonstrated that a particular set of dispositions and ways of being a 'teacher', 'student', or 'citizen' are currently deemed acceptable. The (always) normalising effects of schooling have significant consequences for who is included and who is excluded with respect to social institutions and future possibilities. Implications of this argument for educational policy are examined in relation to analyses of schooling as a world-cultural institution, policy debates on the effects of economic rationalism in education and contemporary forms of school restructuring and reform.
The paper draws together a number of findings from the PhD Examination Project conducted by the a... more The paper draws together a number of findings from the PhD Examination Project conducted by the authors as part of the SORTI (Centre for the Study of Research Training and Impact) program conducted at The University of Newcastle. Its particular focus is on an analysis of the roles of examiner and supervisor, and the interface between these, as seen through the lens provided by Habermas’s ‘Ways of Knowing’ thesis. Early scripts appraised of examiner comment directed to the candidate seemed to reveal a preponderance of text that conformed with Habermas’s ‘empirical-analytic’ way of knowing, displaying a fairly technical approach to the task and positioning the examiner in the role of ‘expert’. At the same time, there was little evidence of ‘self-reflective’ knowing that might betray a more sophisticated task being undertaken and a role of some asymmetry between the examiner and candidate. Since the latter way of knowing would seem to fit better with a regime dealing with original thou...
ABSTRACT Peer-assisted study session (PASS) programs have been shown to positively affect student... more ABSTRACT Peer-assisted study session (PASS) programs have been shown to positively affect students' grades in a majority of studies. This study extends that analysis in two ways: controlling for ability and other factors, with focus on international students, and by presenting results for PASS in business statistics. Ordinary least squares, random effects and quantile regression models have been used to model data from first-year business statistics students. The findings indicate that the impact of PASS has remained highly significant in both years for both local and international students but is more pronounced for international students. We also find that lower-achieving students derive a higher marginal benefit from attending PASS than higher-achieving students using quantile regression. These findings are significant for institutions implementing similar programs as well as institutional efforts to enhance student performance and improve student retention, or specifically to support international students more effectively.
... The Research Team who conducted that study included the authors and Dr Thomas Griffith, MsSha... more ... The Research Team who conducted that study included the authors and Dr Thomas Griffith, MsSharon Cooper, and Ms Kellie ... Increased reliance on technology, faceless bureaucratic mechanisms of advancement, and manipulation of public perceptions all mark the coming of ...
... DOI: 10.1080/02602938.2010.488795 Amani Bell a * , Jill Kelton b , Nadia McDonagh c , Rosina ... more ... DOI: 10.1080/02602938.2010.488795 Amani Bell a * , Jill Kelton b , Nadia McDonagh c , Rosina Mladenovic d & Kellie Morrison c Available online: 03 Aug 2011. ...
Drawing on policy text analyses, interviews with teachers, principals and other educators, and a ... more Drawing on policy text analyses, interviews with teachers, principals and other educators, and a survey of youth, this paper develops the argument that contemporary forms of educational governance in Australia are narrowing and circumscribing acceptable forms of 'habitus'. Despite a rhetorical embrace of diversity, it is demonstrated that a particular set of dispositions and ways of being a 'teacher', 'student', or 'citizen' are currently deemed acceptable. The (always) normalising effects of schooling have significant consequences for who is included and who is excluded with respect to social institutions and future possibilities. Implications of this argument for educational policy are examined in relation to analyses of schooling as a world-cultural institution, policy debates on the effects of economic rationalism in education and contemporary forms of school restructuring and reform.
The paper draws together a number of findings from the PhD Examination Project conducted by the a... more The paper draws together a number of findings from the PhD Examination Project conducted by the authors as part of the SORTI (Centre for the Study of Research Training and Impact) program conducted at The University of Newcastle. Its particular focus is on an analysis of the roles of examiner and supervisor, and the interface between these, as seen through the lens provided by Habermas’s ‘Ways of Knowing’ thesis. Early scripts appraised of examiner comment directed to the candidate seemed to reveal a preponderance of text that conformed with Habermas’s ‘empirical-analytic’ way of knowing, displaying a fairly technical approach to the task and positioning the examiner in the role of ‘expert’. At the same time, there was little evidence of ‘self-reflective’ knowing that might betray a more sophisticated task being undertaken and a role of some asymmetry between the examiner and candidate. Since the latter way of knowing would seem to fit better with a regime dealing with original thou...
ABSTRACT Peer-assisted study session (PASS) programs have been shown to positively affect student... more ABSTRACT Peer-assisted study session (PASS) programs have been shown to positively affect students' grades in a majority of studies. This study extends that analysis in two ways: controlling for ability and other factors, with focus on international students, and by presenting results for PASS in business statistics. Ordinary least squares, random effects and quantile regression models have been used to model data from first-year business statistics students. The findings indicate that the impact of PASS has remained highly significant in both years for both local and international students but is more pronounced for international students. We also find that lower-achieving students derive a higher marginal benefit from attending PASS than higher-achieving students using quantile regression. These findings are significant for institutions implementing similar programs as well as institutional efforts to enhance student performance and improve student retention, or specifically to support international students more effectively.
... The Research Team who conducted that study included the authors and Dr Thomas Griffith, MsSha... more ... The Research Team who conducted that study included the authors and Dr Thomas Griffith, MsSharon Cooper, and Ms Kellie ... Increased reliance on technology, faceless bureaucratic mechanisms of advancement, and manipulation of public perceptions all mark the coming of ...
... DOI: 10.1080/02602938.2010.488795 Amani Bell a * , Jill Kelton b , Nadia McDonagh c , Rosina ... more ... DOI: 10.1080/02602938.2010.488795 Amani Bell a * , Jill Kelton b , Nadia McDonagh c , Rosina Mladenovic d & Kellie Morrison c Available online: 03 Aug 2011. ...
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