Melbourne Studies in Education最新文献

{"title":"International education in Australian universities: Concepts and definitions","authors":"F. Clyne, S. Marginson, Roger R. Woock","doi":"10.1080/17508480109556379","DOIUrl":"https://doi.org/10.1080/17508480109556379","url":null,"abstract":"This paper grew out of the research study \"Mapping the Internationalization of Higher Education,\" a 1998-2000 Australian Research Council-funded project. The project's objectives included: documenting the practices of international education in Australian universities; analyzing the cultural, political, and economic assumptions on which they are based, and the discursive-practical relations between these disciplinary \"vectors\"; exploring the ways in which the concept of internationalization is articulated in Australian universities, and evaluating the arguments put forward to justify its importance and implement its strategies; investigating the manner in which the practices of international education reflect and contribute to contemporary changes in the organizational culture of Australian universities; and theorizing the ways in which organizational practices of international education in Australian universities, and the global positioning of universities, both express and are responsive to the broader processes of globalization. The main empirical research consists of case studies of individual Australian universities, using interviews and the analysis of documents to explore factors influencing policy assumptions, organizational practices, and the intersection between the organizational and educational domains in international education. The paper identifies three discursive domains in relation to the terms \"globalization\" and \"internationalization\" in international education: hegemonic ideology, academic critique, and lived experience in universities. Addresses strategic-political implications arising from the contrasting definitions of \"internationalization\" and \"globalization\" among the three domains. Contains 18 references. (BT) Reproductions supplied by EDRS are the best that can be made from the original document. Conference of the Comparative and International Education Society San Antonio, Texas, 7-12 March 2000 9 am, Saturday 11 March International education in Australian universities: concepts and definitions Fiona Clyne, Simon Marginson and Roger Woock PERMISSION TO REPRODUCE AND DISSEMINATE THIS MATERIAL HAS BEEN GRANTED BY Stimoek. (Ica l vt4ot2 TO THE EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) 1 Monash Centre for Research in International Education Monash University, Clayton Vic 3168 AUSTRALIA 61-3-99059194 (phone) 61-3-99059197 (fax) simon.marginson@education.monash.edu.au 2 U.S. DEPARTMENT OF EDUCATION Office of Educational Research and Improvement EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) This document has been reproduced as received from the person or organization originating it. Minor changes have been made to improve reproduction quality. Points of view or opinions stated in this document do not necessarily represent official OERI position or policy.","PeriodicalId":347655,"journal":{"name":"Melbourne Studies in Education","volume":"47 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2001-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115633853","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Notes on contributors","authors":"","doi":"10.1080/17508480109556381","DOIUrl":"https://doi.org/10.1080/17508480109556381","url":null,"abstract":"","PeriodicalId":347655,"journal":{"name":"Melbourne Studies in Education","volume":"92 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2001-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131420203","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The Australian teachers’ federation (1921–1991)","authors":"A. Spaull","doi":"10.1080/17508480109556378","DOIUrl":"https://doi.org/10.1080/17508480109556378","url":null,"abstract":"In January 2001 the Australian Education Unions (AEU) Federal Conference in Melbourne observed briefly the centenary of Australian Federation. The centenary has become an occasion for stocktaking by historians and others of our national institutions that owe part of their formation, identity and focus to the Australian system of federalism. Teachers' unions should be included in this review process because their aspirations for national organisation were derived from both a 'federal spirit' in teachers' professional interests, and the structures and institutions that shaped the growth of federal/state relations in education, training and employment relations. This article intends to celebrate the twentieth century life of Australia's first and largest national federation of teachers, especially in the period 1937-1982, of what was commonly known as the Australian Teachers' Federation (ATF). Unlike the AEU, which is a recent industrial invention of the state unions, the ATF suffered from significant constraints on its capacity to act as a national trade union. First, it was always denied by its affiliates any central authority to impose its policies on them as state unions because they directly represented teachers employed by the state departments of education. Second, the ATF was denied by federal law access to the federal industrial system (except for its affiliates in the two territories). As such, the ATF's primary orientations were confined to representing teachers nationally (as did state unions independently of the ATF) on a restricted range of professional issues affecting teaching, intergovernmental arrangements in public education, the funding of school systems, and towards the end of its life, international teacher unionism and international education. In brief, die ATF was a national teachers' union without an industrial persona or presence for most of its long history. Any study of the ATF, therefore, must be framed by its behaviour as an interest group in an emerging national education polity, in much, the same way as historians have been forced to study the behaviour of the state unions before they were granted access to state arbitration systems between 1916 and 1926 or special wages boards in Victoria and Tasmania after 1945. The distinction is well made by John Dunlop, the American labour theorist, who wrote of early public employees' unions in the United States that they were forced to act as 'lobbying agencies' by 'virtue of the practical prohibitions on effective collective bargaining'. This stands in direct contrast to his labour development theories that I applied to explain the 'formation' period of Australasian","PeriodicalId":347655,"journal":{"name":"Melbourne Studies in Education","volume":"86 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2001-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127011660","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Junior secondary science education in Australia and the reform for public understanding of science: The case of the state of Victoria","authors":"B. Plant","doi":"10.1080/17508480009556369","DOIUrl":"https://doi.org/10.1080/17508480009556369","url":null,"abstract":"The call for reformation of secondary science curriculum has been common to many English speaking countries in recent decades. A significant change occurred in the mid-1980s with the establishment of a state-based curriculum, the National Curriculum in the United Kingdom. This science curriculum was prescribed in levels or age groupings with descriptors or reference statements written for each level describing the learning outcomes that are expected for each student. This style of curriculum framework was adopted later in both Australia and New Zealand. Concurrent with this development was the establishment of national goals in education in the United States of America by the American Association for the Advancement of Science (AAAS). It is now opportune to examine this trend of outcome based curriculum frameworks. Behind this trend are a number of assumptions that should be tested, including that students can successfully learn science in a carefully presented linear progression, and that outcomes based frameworks will provide students with scientific literacy, that is, sufficient level of scientific understanding to cope in the modern world. This article contains three sections:","PeriodicalId":347655,"journal":{"name":"Melbourne Studies in Education","volume":"31 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2000-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122386874","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The nature and measurement of learning from attending a public lecture on human genetics","authors":"L. Rennie, G. Williams","doi":"10.1080/17508480009556355","DOIUrl":"https://doi.org/10.1080/17508480009556355","url":null,"abstract":"It is easy to think that much of the important scientific research today concerns genetics. In the last few weeks of 1999, The West Australian daily newspaper carried articles linking genetics with modified foods, environmental concerns, medical care, genetic diseases and the possibility of their prevention. This burgeoning information base calls for increasing public understanding of these issues . Turney sums it up: DNA dreams and gene nightmares have been an important part of our collective image of science these last four decades. Today the volume of academic commentary on the human genome project, let alone journalistic or fictional depictions of genetics, is becoming almost overwhelming. This poses as important problem for public understanding of science. To what extent might it be possible to make sense of this whole area for debate, and which frameworks will be most helpful in trying to do so? This 'whole area for debate' has come to be called the 'new genetics', that is, 'the development and deployment of recombinant DNA techniques in relation to human disease' . Macintyre points out that the new genetics will have implications in three major areas: the screening for carriers of inherited disorders, the identification of those with a particular disorder, and gene therapy for those affected . Having knowledge about genetics and DNA is thus important but insufficient. People also need some understanding of, and ability to deal with, the moral and ethical issues that arise when the techniques and processes of the new genetics are used deliberately to intervene in human lives.","PeriodicalId":347655,"journal":{"name":"Melbourne Studies in Education","volume":"36 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2000-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124359286","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Black Holes and Killer Asteroids: The public perception of astronomy","authors":"F. Watson","doi":"10.1080/17508480009556354","DOIUrl":"https://doi.org/10.1080/17508480009556354","url":null,"abstract":"\"When they set out to enjoy themselves, astronomers are no different from anyone else. True, their working lives are spent contemplating the infinite, but it is usually with their feet firmly on the ground that they have their fun. And, just as for anyone else, that occasionally turns out to be something extra-special. A couple of years ago, such a treat came my way in the shape of a concert given by the Sydney Symphony Orchestra on their home turf at the Opera House. Included in the program was the world premiere of a work by a close friend, the Sydney-based composer Ross Edwards. His second symphony, subtitled Earth Spirit Songs, was given a truly stunning first performance by the soprano Yvonne Kenny, and Sydney's concertgoers greeted it with rapture. When the modest and retiring Edwards briefly took the stage to acknowledge the applause, the response was deafening. It was a very special moment—and a welldeserved one. Ross' music has that peculiar combination of accessibility and inspired perfection that has always characterised the work of the most gifted composers. Its appeal is immediate, reaching out to people and finding something uniquely Australian in response. But, at the same time, it has great depth. Its finely-crafted structure bears detailed study long after the euphoria of the first performance has died away. You might be forgiven for wondering what this has to do with the public perception of astronomy. But I think the answer is not so deeply hidden. We have a science that has much in common with the music of a modern-day master like Ross Edwards. It has instant public appeal—accessibility, excitement, incredible beauty, and a sense of something singularly important to our understanding of our origins and our destiny. Yet it is founded on some of the most profound and difficult concepts of modern physics. Like an Edwards symphony, the Universe has an organic cohesion that requires deeper study for it to be fully appreciated. The result is a discipline with a unique place in the canon of scientific endeavour, certainly as far as its public profile is concerned.","PeriodicalId":347655,"journal":{"name":"Melbourne Studies in Education","volume":"39 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2000-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122156099","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Public understanding of science as basic literacy","authors":"N. Law, P. Fensham, Steven Li, B. Wei","doi":"10.1080/17508480009556367","DOIUrl":"https://doi.org/10.1080/17508480009556367","url":null,"abstract":"As long ago as the 1880s Thomas Huxley and Matthew Arnold argued that an essential part of general, liberal education that some scientific knowledge was needed for an individual to quality as a member of the learned community? Fifty years later John Dewey raised the same issue, but argued for it in the functional terms of what scientific knowledge and understanding an individual needs to be able to read about, comprehend, express opinions and take part in everyday matters involving science? Both of these perspectives are now having impact on the school science curriculum. During the 1980s, a number of countries and UNESCO acknowledged new goals for school science under the slogan of'Science for All'. Subsequently, commitment to these goals has no longer been an issue, and they have now spread worldwide under the slogan of scientific literacy. When scientific literacy is accepted as a goal to be implemented through schooling, it is natural to ask the questions, What does this mean for school science? And what should be taught in school science?To answer these questions there has been a continuing debate and in scientific and educational communities about both the meaning and the appropriate content, as well now of practical exploration via a number of new school curricula. However, there has been no consensus about the priorities that should result.","PeriodicalId":347655,"journal":{"name":"Melbourne Studies in Education","volume":"7 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2000-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134407676","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Science and moral responsibility: An outline","authors":"J. Forge","doi":"10.1080/17508480009556359","DOIUrl":"https://doi.org/10.1080/17508480009556359","url":null,"abstract":"(2000). Science and moral responsibility: An outline. Melbourne Studies in Education: Vol. 41, No. 2, pp. 61-71.","PeriodicalId":347655,"journal":{"name":"Melbourne Studies in Education","volume":"15 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2000-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133360793","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Misconceptions in Australian students' understanding of Ozone depletion","authors":"E. Cordero","doi":"10.1080/17508480009556362","DOIUrl":"https://doi.org/10.1080/17508480009556362","url":null,"abstract":"Declining levels of stratospheric ozone resulting from anthropogenic source gases is internationally recognized as one of the Earth’s most important environmental issues. In the last twenty years, global ozone trends show that concentrations are decreasing by 2-5% per decade in the middle latitudes. The societal concern is that with decreasing concentrations of ozone, the amount of the Sun’s ultra-violet (UV) radiation reaching the Earth’s surface will increase and potentially damage both human and other biological life. The goal of this pilot study is to investigate whether misconceptions exist in Australian students’ understanding of ozone depletion and the relationship to skin cancer in Australia. Students from year 3 through first year university were questioned about issues related to ozone depletion and skin cancer. A simple experiment is developed to examine whether some student concepts can be altered through the use of visual diagrams. Included in this paper is an update on the current status of ozone depletion over Australia, and the relati onship to UV radiation and skin cancer. In addition, a brief review of newspaper articles written about ozone depletion is conducted to explore what possible role the media plays in public misconceptions. Understanding the origin of students’ ideas can assist teachers in producing more effective study programs 1 and may be useful in developing a national strategy for teaching environmental issues. In Australia there is a particular interest in sun related issues because of the population’s high incidence of skin cancer. For example, in 1995 approximately 270,000 cases of nonmelanocytic skin cancer were diagnosed. This suggests that nearly two in three Australian residents will be treated for some non-melanocytic skin cancer during their lifetime. For the more life-threatening melanoma skin cancer, over 7,000 cases were diagnosed in Australia, with almost 1,000 fatalities reported. It is estimated that the cost of treating skin cancer in Australia is between $300-500 million per year. 2 In an attempt to improve the awareness of the dangers of sun related diseases, the government initiated a number of sun awareness campaigns to educate the public. These campaigns have been highly effective in getting across the message of the sun’s potential harm. In a survey by the Victorian Anti Cancer Council, almost 80% of respondents had heard the term ‘Sun Smart,’ and correctly understood what the phrase meant. 3 Student awareness of the sun and issues related to ozone depletion are also particularly strong. In a recent survey of high school students from Melbourne and Brisbane, the destruction of the ozone layer was identified as the most important environmental issue facing Australia and the","PeriodicalId":347655,"journal":{"name":"Melbourne Studies in Education","volume":"51 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2000-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129926246","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Algemene natuurwetenschappen (ANW): A new course on public understanding of science for senior general secondary education in the Netherlands","authors":"H. Eijkelhof, Mieke Kapteijn","doi":"10.1080/17508480009556371","DOIUrl":"https://doi.org/10.1080/17508480009556371","url":null,"abstract":"For many scientists it is painful to notice that knowledge and insight in die field of science and technology are not as highly valued as knowledge in areas such as culture, language and sports. In the Netherlands, for forty years some scientists dreamed of a science subject in senior secondary school in which the cultural and social implications of science and technology would be the focus of attention. Until recently this was impossible as students had a lot of freedom to choose examination subjects. Out of the seven subjects which students had to follow only Dutch and one foreign language (in most cases English) were obligatory. Universities could only require one or two specific subjects for students wishing to enter certain faculties. Universities and colleges started to complain about this system in the early nineties. Their main complaint dealt widi the lack of a broad education. Many students entered the university with a strange mix of subjects or with a too specialised parcel of examination subjects. In the early 1990s universities began to express the view that students entering their institutions should be able to read at least diree foreign languages and be familiar with main ideas and approaches in the areas of mathematics, science, social science and culture. Another complaint dealt with the lack of study skills of students leaving secondary school. As a result of this an educational reform started was implemented in 1999 in all secondary schools in the Netherlands. All students in senior general secondary school (15-18 year olds) now have to study the subjects Dutch, English, French (reading), German (reading), mathematics, history and civics, arts and science. In addition, they have to choose from four packages of qualifying subjects. Two of those packages are science related:","PeriodicalId":347655,"journal":{"name":"Melbourne Studies in Education","volume":"121 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2000-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134392405","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}