http://nova.newcastle.edu.au/vital/access/services/Feed ${session.getAttribute("locale")} 5 http://nova.newcastle.edu.au/vital/access/manager/Repository/uon:7857 Currently, school systems around the globe are focusing on student achievements empowering school leaders along with curriculum and accountability frameworks. This paper focuses on a comprehensive review of literature on the role of school leadership towards improving student achievements based on research findings and best practices. It refers to numerous research projects conducted in many different school systems based on quantitative, qualitative and mixed method approaches comprising small scale medium size and mega research projects for the benefits of all types of school stakeholders on how a leader can do his or her best to improve student achievements. 2012-03-12T07:35:41.625Z ]]> http://nova.newcastle.edu.au/vital/access/manager/Repository/uon:3006 Lifelong Learning encompasses formal and informal learning. Lifelong Learning policy is framed on the importance of skills in the new economies, and knowledge, being the foundation of modern economies means learning is the central factor for economic sustainability and growth. The rhetoric surrounding lifelong learning has seen a significant focus on post secondary vocational and higher education sectors. Research into the school sector and lifelong learning in the Australian context has been limited. The current school curriculum embeds competencies for entry into the world of work (Mayer key competencies), but the identification of lifelong learning competencies or skills appears to have been overlooked. This is despite the significant role that school education plays in preparation of school graduates for lifelong learning. As it is not possible to reliably measure how well the school curriculum addresses the development of lifelong learning skills, without a framework of those skills. A recent study within the Australian secondary school context was conducted to attempt to identify a framework of a lifelong learning model. This paper outlines the outcomes of the study, where qualitative approaches were employed to explore the perceptions of secondary school teachers, who identified the skills and a conceptual model for lifelong learning. These skills and model help in answering the question "How well is the public secondary school system in an Australian context preparing students for a lifetime of learning" and provides much data, information and direction moving away from the rhetoric. This will assist policy makers, administrators, curriculum developers and teachers in further advancing the effectiveness of school education within the context of lifelong learning. 2011-11-28T22:30:07.972Z ]]> http://nova.newcastle.edu.au/vital/access/manager/Repository/uon:3004 This paper address the current trends of two key features in adult learning: the ability to critically reflect on our own experiences, and to incorporate knowledge gained by learning through doing. Critical reflections appeal as an adult learning strategy lies in the claim of intellectual growth and improvement in one's own ability to see the need for, and to effect personal system change. Assumptions structure our way of seeing reality, govern our behaviour and describe how relationships should be ordered. A number of educators assert assumption analysis to be a first step in the critical reflection process and ask if it can be taught in a classroom. Quality teaching and self- analysis are the keys to dynamic and beneficial development in learners. Research has identified characteristics of quality teaching with some indicators more easily measured than others. In a similar way, strategies of self analysis can be identified, organised as a hierarchical and continuous process, and when followed, would result in self-development. The experiential learning process involves undertaking an activity, analysing what was learnt through that activity, which, in turn, facilitates the application of this learning to other areas of our lives. Deep learning, achieved through reflection upon everyday experiences, can be seen as the most effective. It is apparent that the challenge for adult educators is knowing how to bridge the changeover from classroom to practice. This paper is a response to the current theoretical frameworks, which model many of the strategies that educators have identified for maximising strengths, minimising weaknesses and achieving desired goals. 2011-11-28T22:30:07.964Z ]]> http://nova.newcastle.edu.au/vital/access/manager/Repository/uon:826 The need for lifelong learning has long been highlighted by the changing social, technological and global contexts. This learning occurs in many structured and unstructured forms, for example, formal education and workplace learning. Much of the rhetoric surrounding lifelong learning has focused on the higher education and post secondary vocational education sectors. Within this structure, little attention has been given to students in secondary schools who participate in Vocational Education and Training (VET) oriented courses. Similarly, research into the influence of these types of learning experiences on the individual students, in preparation for a lifetime of learning has been limited. This paper outlines research undertaken, that has been based on VET teacher perceptions in public school settings. These perceptions relate to the ability and extent of how quality VET programs in secondary schools inform dimensions of lifelong learning. The findings of this small collaborative study provide a framework for ongoing discussion and debate within VET in schools programs. 2011-11-28T22:20:02.359Z ]]> http://nova.newcastle.edu.au/vital/access/manager/Repository/uon:827 Recently, a small collaborative research project was undertaken to provide an initial exploratory study into the perceptions of vocational education and training (VET) teachers within the New South Wales Department of Education and Training (DET) of how 'VET in Schools' studies help to prepare students for lifelong learning. 2010-04-27T06:22:53.305Z ]]> http://nova.newcastle.edu.au/vital/access/manager/Repository/uon:3700 The need for lifelong learning has long been highlighted by the changing social, technological and global contexts. This learning occurs in many structured and unstructured forms, for example, formal education and workplace learning. Much of the rhetoric surrounding lifelong learning has focused on the higher education and post secondary vocational education sectors. Within this structure, little attention has been given to students in secondary schools who participate in Vocational Education and Training (VET) oriented courses. Similarly, research into the influence of these types of learning experiences on the individual students, in preparation for a lifetime of learning has been limited. This paper outlines research undertaken, that has been based on VET teacher perceptions in public school settings. These perceptions relate to the ability and extent of how quality VET programs in secondary schools inform dimensions of lifelong learning. The findings of this small collaborative study provide a framework for ongoing discussion and debate within VET in schools programs. 2010-04-27T05:09:14.135Z ]]> http://nova.newcastle.edu.au/vital/access/manager/Repository/uon:5037 Purpose: This paper aims to focus on a study of the effectiveness of head teacher leadership within TAFE NSW. Design/methodology/approach: Quantitative and qualitative methods were employed to identify and measure the effective leadership attributes of the head teachers. The research sample consisted of head teachers and teachers. Findings: The results suggest that the effectiveness of head teachers' leadership needs to be improved substantially. More specifically, there was a significant difference between the self-perceived leadership effectiveness of the head teachers and the leadership effectiveness perceived by the teachers. The study also showed that the effects of gender, length of service as a head teacher, length of service in the position and the educational discipline area did not have a substantial effect on head teacher leadership effectiveness. However, emergent issues such as workload, lack of support and training, and the gap between the head teacher and higher-level management were significant factors affecting head teacher leadership. Practical implications – The findings suggest leadership development programs should be initiated to assist in developing the leadership areas in need of improvement, and additionally the need for better succession planning of the organization. Originality/value: A study of the nature and scale, focused on the head teacher leadership effectiveness has not been undertaken before, within the Australian context, and this paper presents some useful information for future workforce planning of VET institutions and significant addition to the existing stock of knowledge. 2010-04-27T04:50:53.723Z ]]> http://nova.newcastle.edu.au/vital/access/manager/Repository/uon:5963 This paper presents a case study to investigate flexible delivery and self-paced learning strategies within a complex electronics trades training environment. The paper discusses the advantages to adult learners using this approach, the risks of such approaches and an analysis of the levels of the adult learners under such conditions. 2010-04-27T04:42:32.205Z ]]>