Date: Thursday 26th November 2009Location: NEW Gallery, Newnham Campus, LauncestonTime: 12.30pm to 2.00 pm To be launched by Mrs Frances Underwood, wife of the Governor of Tasmania. Light lunch will be served.
Successful School Principalship in Tasmania Author(s): Bill Mulford and Bill Edmunds Publisher: University of Tasmania ISBN: 9781862954915 Mulford, B., & Edmunds, B. (2009). Successful School Principalship in Tasmania. Launceston, Tasmania: Faculty of Education, University of Tasmania. Full Text PDF (1.09mb) In Successful School Principalship in Tasmania, the chapters examine who decides what is meant by success, principal tensions and dilemmas, instructional leadership, evaluation and accountability, decision-making, high performance schools in high-poverty communities, small schools, and principalship in late career. The book concludes with a chapter that brings all research findings together through the use of powerful multi-level statistical analyses of our principal and teacher survey data. This analysis suggests revised models and conceptualisation of successful school principalship in Tasmania.
Successful School Principalship in Tasmania: Case Studies Author(s): Bill Mulford, Susan Johns and Bill Edmunds Publisher: University of Tasmania ISBN: 9781862954922 Mulford, B., Johns, S., & Edmunds, B. (2009). Successful School Principalship in Tasmania: Case Studies. Launceston, Tasmania: Faculty of Education, University of Tasmania. Full Text PDF (1.36mb) Chapter one of Successful School Principalship in Tasmania: Case Studies, examines a number of recent overviews of and models developed from research on successful school leadership. It then outlines the methodology and findings from five case studies derived from Tasmania's contribution to the eight-country International Successful School Principals Project. Finally, from this literature and rich case study data base, a preliminary model for examining successful school principalship is presented. This preliminary model is seen as being consistent with, but developing in greater complexity, other overviews and models of successful educational leadership. The final chapter makes recommendations for the use of the five case studies in professional learning for school leaders that take up the major part of this book. A problem-based learning approach is discussed.
Critical Discourse Analysis: An Interdisciplinary Perspective Author: Edited by Thao Le, Megan Short and Quynh Le Publisher: Nova Science Publishers ISBN: 9781607413202 Le, T., Le, Q., & Short, M. (Eds.). (2009). Critical Discourse Analysis: An Interdisciplinary Perspective. New York: Nova Science Publishers. Link to publisher's listing is: https://www.novapublishers.com/catalog/product_info.php?products_id=9711 The title of this book, Critical Discourse Analysis: An Interdisciplinary Perspective, is purposely chosen to emphasise the interdisciplinary nature of critical discourse analysis (CDA). The chapter authors bring to the book their backgrounds as linguists, educators, computer scientists, health professionals and social consultants. The book is divided into three parts to reflect the main interdisciplinary aspects of CDA. Part One provides and introduction and some basic ideas about CDA as an emerging field. Part Two is on CDA across different subjects and disciplines such as language education, information technology, and heath sciences. Part Three deals with CDA across cultures. It includes the use of CDA in examining social and linguistic issues in different nations and cultures such as Spain, Nigeria, Indonesia and New Zealand.
Australian School Leadership Today Author: Edited by Neil Cranston and Lisa Erich Publisher: Australian Academic Press ISBN: 9781921513336 Cranston, N., & Erich, L. (Eds.). (2009). Australian school leadership today. Bowen Hills, Qld: Australian Academic Press. Link to publisher's listing is: http://www.australianacademicpress.com.au/Publications/Books/4-921513336.html School leaders play a critical role in shaping learners for the future and some Australian states have begun to establish programs to develop excellence in leadership through professional development programs, strategic initiatives, support, and networking opportunities for school leaders. This book, with its distinctly Australian flavour and substance, brings together the expertise, research and experience of 29 of the best Australian educational academics and practitioners to dissect the social, historical and cultural contexts within which educational leadership is understood and practised today. Four sections cover the major topics of: Contexts and challenges facing educational leaders; Leadership issues and approaches; Professional learning and development for leaders; and Leadership in and for successful schools.
Technoliteracy, Discourse and Social Practice: Frameworks and Applications in the Digital Age Author: Edited by Darren Pullen, Christina Gitsaki & Margaret Baguley Publisher: IGI Global ISBN: 9781605668420 Pullen, D., Gitsaki, C., & Baguley, M. (Eds.). (2009). Technoliteracy, Discourse and Social Practice: Frameworks and Applications in the Digital Age: IGI Global. Link to publisher's brochure is: http://www.igi-global.com/downloads/pdf/34679.pdf In the digital age of technology, the nature of the educational system is becoming increasingly more complex and globally focused. Technoliteracy, Discourse, and Social Practice: Frameworks and Applications in the Digital Age utilises a range of technologies and multiliteracies challenging social conventions and expectations of behavior. A defining body of research, this publication provides unique and significant insights into the diverse approaches and implementation of technology in various contexts.
Multiliteracies and Technology Enhanced Education: Social Practice and the Global Classroom Author: Edited by Darren Pullen & David Cole Publisher: IGI Global ISBN: 9781605666730 Pullen, D., & Cole, D. (Eds.). (2009). Multiliteracies and Technology Enhanced Education: Social Practice and the Global Classroom: IGI Global. Link to publisher's brochure is: http://www.igi-global.com/downloads/pdf/34581.pdf Recently, educators have begun to consider what is required in literacy curricula and best teaching practices given the demands placed on the education sector and on literacy in general. Multiliteracies and Technology Enhanced Education: Social Practice and the Global Classroom features theoretical reflections and approaches on the use of multiliteracies and technologies in the improvement of education and social practices. Assisting educators at different teaching levels and fostering professional development and progress in this growing field, this innovative publication supports practitioners concerned with teaching at both a local and global level.
Multiliteracies in Motion: Current Theory and Practice Author: Edited by Darren Pullen & David Cole Publisher: Routledge ISBN: 9780415801577 Cole, D., & Pullen, D. (Eds.). (forthcoming). Multiliteracies in Motion: Current Theory and Practice: Routledge. Links to publisher's website listing: http://www.taylorandfrancis.com/shopping_cart/products/product_detail.asp?sku=&isbn=9780415801577&parent_id=&pc=/shopping_cart/search/search.asp?search%3Dcole%26sortBy%3D1%26pn%3D2 The realities of new technological and social conditions since the 1990s demand a new approach to literacy teaching. Looking onward from the original statement of aims of the multiliteracies movement in 1996, this volume brings together top-quality scholarship and research that has embraced the notion and features new contributions by many of the originators of this approach to literacy. Drawing on large research projects and empirical evidence, the authors explore practical and educational issues that relate to multiliteracies, such as assessment, pedagogy and curriculum. The viewpoint taken is that multiliteracies is a complementary socio-cultural approach to the new literacies that includes pedagogy and learning. The differences are addressed from a multiliteracies perspective - one that does not discount or undermine the new literacies, but shows new ways in which they are complementary. Computers and the Internet are transforming the way we work and communicate and the very notion of literacy itself. This volume offers frontline information and a vital update for those wishing to understand the evolution of multiliteracies and the current state of literacy theory in relation to it.
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