Robots Teaching Other Little Robots: Neoliberalism, CCSS, and Teacher Professionalism

Endacott, Jason L.; Wright, Ginney P.; Goering, Christian Z.; Collet, Vicki S.; Denny, George; Davis, Julia

doi:10.1080/10714413.2015.1091258

Cited by 15 publications

(13 citation statements)

References 32 publications

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“…Those who develop curricula for such diverse populations as those in Australian classroom are ethically required to challenge the legacy of 'Tylerism' (Tyler, 1949) and the impact that this economy based model of teaching and learning and its subsequent variations (see New South Wales Department of Education and Training, 2003;Newmann & Associates, 1996;Wiggins & Mc Tighe, 2005;Wiggins & McTighe, 2007), has had on Australian curriculum development and implementation as a direct result of both Tyler's (1949) original model and the neoliberal agenda which has impacted heavily on educational systems in Australia in much the same way as it has in other "western ' countries (de Lissovey, 2013;de Lissovy, 2015;Endcott et al, 2015;Saltman, 2003;Saltman & Means). As a result, education in Australia is currently characterised by constant competition, provision of public education as a so called 'even playing field' dominated by explicit teaching, an increasing focus on predetermined learning outcomes and the abandonment of the 'losers' in these educational battlefields as unproductive and unnecessary in society.…”

Section: Recommendationsmentioning

confidence: 99%

Becoming Australian: a review of southern Sudanese students’ educational experiences

Sellars

Murphy

2017

International Journal of Inclusive Education

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This writing presents a retrospective view of the literature around meeting students' learning needs in Australian schools. It has particular reference to one particular group of students with refugee experience who have been in Australian schools for over a dozen years; students with a background of oracy from Southern Sudan. It highlights the complexities and challenges of the Australian education system in their attempts to authentically engage with the psychological and literacy needs of these students. The development of psychological health and literacy competencies are considered to be two of the most critical and complex responsibilities undertaken by education, and, in the case of these students two of the most significant when considered in relation to successful settlement, acculturation and assimilation. In presenting this literature, the bigger picture of how schools can fail, not only these particular students, but for any number of students from diverse backgrounds, becomes startlingly obvious, as do the ways in which in which the current political agenda inherent in the public education system in Australia privileges students of specific class and culture. Finally, recommendations are made regarding the development of policy and the concentration on pedagogical practices which acknowledge and respect the strengths and capabilities of this group of students with refugee experiences and of all the diverse student cohorts who are currently engaging with Australian schooling. 2 Refugees leave their home country as result of fear of persecution for reasons of race, religion, nationality, political opinion or membership of a particular social group (see http://www.unhcr.org/pages/49c3646c125.html) 3 Individuals who have fled their countries usually as a result of fear of persecution for reasons of race, religion, nationality, political opinion or membership of a particular social group and seek asylum elsewhere (see

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Section: Recommendationsmentioning

confidence: 99%

Becoming Australian: a review of southern Sudanese students’ educational experiences

Sellars

Murphy

2017

International Journal of Inclusive Education

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“…This national standards initiative outlines expectations for what students should learn in each grade level. This collection period is potentially relevant because CCSS introduced considerable uncertainty in K‐12 education and motivated educators and administrators to understand how the standards applied to their curricula, teaching styles, and students (Endacott et al 2015). Organizational uncertainty increases information processing and sense‐making demands, and consequently can increase the likelihood and usefulness of interpersonal interactions (Hambrick and Finkelstein 1987).…”

Section: Studymentioning

confidence: 99%

Labor‐Management Partnerships' Effects On Unionists' Interaction Networks: Evidence From Us Public Schools

McCarthy¹

2021

Industrial Relations

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Industrial Relations scholars have argued that labor-management partnerships influence union leaders' communication patterns within organizations. To date, however, these arguments have lacked theoretical clarity, as well as strong empirical support. We address this gap by developing and testing hypotheses that concern how the emergence of labor-management partnerships shape union leaders' communication patterns within and between worksites (Study 1), as well as how these communications patterns associate with frontline workers' attitudes about their jobs and their union leader (Study 2). We test our hypotheses using multisource, multi-year data from the context of U.S. public schools.

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“…In the United States, struggling schools serving disadvantaged communities often have greater constraints to their autonomy (Klein, 2017). These constraints are intended to force a 'correction' to the school's practices, but they often exacerbate the problems experienced by the staff and students (Endacott et al 2015). Effective professional growth, and sustainable best practice, must come by building a space for educators to experience autonomy.…”

Section: Collaborative Practicementioning

confidence: 99%

Collaborative Autonomy: Exploring the Professional Freedom of Three Science Teachers

Ralph¹,

Robbins²,

Young³

et al. 2020

Educational Considerations

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No two class sections are identical. Each classroom, building, and school district is different because teachers and students are individuals. Wide variation in background knowledge and lived experience is what makes teaching a profession. Educators must respond to the needs of their learners, but they can only be responsive if they have the autonomy to make independent choices that affect their classrooms. As educational leaders promote professional growth and systemic change they must avoid undermining the autonomy of the teachers they lead. Autonomous Practice The Kansas School Redesign is one of many reform efforts initiated in the globalized educational landscape (Y. Wang, 2013; Zajda, 2005). State leadership and reformers are seeking to explore new ways of teaching in order to identify educational best practices they can promote broadly across the state. While policymakers exert their influence to improve student outcomes for Kansas, they must continue to value collaborative autonomy as a centerpiece of their dissemination efforts. We define "autonomy" to be an educator's authority to make choices about how they engage in their practice on a day-today basis. "Collaborative autonomy" is then the ability to work with other professionals in planning for and reflecting on their choices, while still retaining their ability to independently make future decisions. The goal of educators is to grow our students. We seek to improve what they know, what they can do, and who they are as people. When students have the opportunity to exercise autonomy, they achieve growth in many educational metrics. Primary students with autonomy in their class demonstrated better motivation, enjoyment, and effort than those without (Leptokaridou, Vlachopoulos, and Papaioannou, 2016; Skinner and Belmont, 1993). College-age students saw similar benefits from increases in autonomy (Jang, Reeve, and Halusic, 2016). Positive effects were observed in science (Black and Deci, 2000), mathematics (Stipek et al., 1998) and foreign language (Benson, 2007). Student growth extends into the citizenship characteristics required by the Kansas redesign efforts by promoting open-mindedness and justice (Taylor, 2017). Autonomy improves the outcomes of students while also improving the experience of faculty and administration. Teachers, at all levels, who are provided autonomy, in both general operation and in curricular planning, experience decreased on-the-job stress and increased empowerment and professionalism (Collie, Shapka, and Perry, 2012; Pearson and Moomaw, 2005). Stress in teachers is linked to stress in students (Oberle and Schonert-Reichl, 2016). Teachers who report experiencing low autonomy at work are similarly unlikely to support the autonomy of their students (Marshik, Ashton, and Algina, 2017). Science teachers also derive benefits specific to their discipline. The recently adopted Next Generation Science Standards call for students to engage in scientific inquiry and practice, and professional development efforts must support teachers a...

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Robots Teaching Other Little Robots: Neoliberalism, CCSS, and Teacher Professionalism

Cited by 15 publications

References 32 publications

Becoming Australian: a review of southern Sudanese students’ educational experiences

Becoming Australian: a review of southern Sudanese students’ educational experiences

Labor‐Management Partnerships' Effects On Unionists' Interaction Networks: Evidence From Us Public Schools

Collaborative Autonomy: Exploring the Professional Freedom of Three Science Teachers

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