The Primary School in Changing Times

Schools have increasingly been relegated to the control of local communities, even as governments mandate deeper cuts in central funding. This volume assesses the causes and outcomes of this shift in Australia and elsewhere.

List of illustrations

xi

(2)

Notes on contributors

xiii

(6)

Preface: changing times, changing ways

xix

(10)

Acknowledgements

xxix

PART I Introduction

1

(20)

1 `Enterprise': the new metaphor for schooling in a post-industrial society

3

(18)

HEDLEY BEARE

Introduction

3

(1)

The pre-industrial metaphor

4

(1)

The industrial metaphor

5

(2)

The mechanistic universe of science

7

(2)

The post-industrial metaphor: `enterprise'

9

(10)

Conclusion

19

(1)

References

19

(2)

PART II People in the primary school

21

(80)

2 Synchronicity and the heroic quest: the primary principal in an era of dramatic change

23

(25)

BRIAN J. CALDWELL

Introduction

23

(1)

Synchronicity

24

(1)

School reform and the primary principal

24

(7)

Tracking change in school education

31

(15)

References

46

(2)

3 Teachers, training and development

48

(32)

LEN CAIRNS

Introduction

48

(1)

Who are today's primary teachers?

49

(3)

The changing role of primary teachers

52

(4)

Current and future challenges to primary teachers

56

(9)

Professionalism and professional development

65

(6)

Tomorrow's teachers and developments

71

(3)

References

74

(6)

4 Different families: new issues for schools

80

(21)

TONY TOWNSEND

IAN WALKER

Introduction

80

(1)

The changing Australian community

81

(6)

Restructuring and home-school relations

87

(3)

Parent involvement in literacy

90

(5)

Conclusion

95

(1)

References

96

(5)

PART III Critical issues for the restructured primary school

101

(132)

5 The early years of schooling

103

(17)

ANNE KENNEDY

The context

103

(1)

School entry in Australia

104

(1)

School-readiness

104

(2)

Transition to school

106

(1)

Flexible organisation structures

107

(1)

Standardisation and accountability

108

(2)

Developmentally appropriate practice

110

(1)

Play

111

(2)

Parents as partners with teachers

113

(1)

Teacher training

114

(1)

Conclusion

115

(1)

References

116

(4)

6 Building a school culture

120

(19)

JOHN WILLIAMSON

MAURICE GALTON

What is a school culture?

120

(2)

Manifestations of the primary-school culture

122

(2)

Contemporary styles of primary-school management

124

(4)

The limitations of contemporary management styles

128

(2)

The need to know how young children learn to think

130

(1)

What does this mean for the principal?

131

(1)

Understanding teacher development

132

(2)

Consequential collegiality: short term and long term

134

(1)

Teachers' perceptions of change in Australia

134

(2)

References

136

(3)

7 Curriculum development in the restructured school

139

(23)

COLIN MARSH

Introduction

139

(1)

Some important terms

139

(2)

The curriculum continuum

141

(1)

Levels of curriculum development

142

(1)

The activities of curriculum developers

143

(1)

School-based curriculum development

144

(11)

National standards and curriculum

155

(1)

Conclusion

156

(2)

References

158

(4)

8 Assessment in primary schools

162

(15)

JOHN AINLEY

Introduction

162

(1)

Breadth of evidence

163

(1)

Points of reference

163

(3)

Profiles

166

(4)

Assessment as part of monitoring

170

(3)

Assessment and the quality of primary schools

173

(2)

References

175

(2)

9 The impact of computer technology on primary education

177

(18)

GEOFF ROMEO

Introduction

177

(1)

Computers and the curriculum

177

(15)

Conclusion

192

(1)

References

192

(3)

10 Effective resource allocation in the primary school

195

(21)

TONY TOWNSEND

Introduction

195

(1)

Critical issues in resource allocation

196

(16)

Conclusion

212

(1)

References

213

(3)

11 The education market: the view from the school

216

(17)

LINDSAY FITZCLARENCE

JANE KENWAY

JANINE COLLIER

The new lexicon

216

(1)

The market: context and imperatives

216

(3)

How are students positioned?

219

(2)

The principals' perspectives

221

(7)

Conclusion

228

(2)

Notes

230

(1)

References

230

(3)

PART IV Afterword

233

(17)

12 The primary school of the future: third world or third millennium?

235

(15)

TONY TOWNSEND

Introduction

235

(4)

The loss of the `caring' community

239

(1)

Technology: the unstoppable force

240

(1)

Improving our competitiveness: third world or third millennium?

241

(7)

References

248

(2)

Index

250

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The Primary School in Changing Times

Summary

Table of Contents

Supplemental Materials