Please use this identifier to cite or link to this item: https://hdl.handle.net/1959.11/4603
Full metadata record
DC FieldValueLanguage
dc.contributor.authorSmyth, Robynen
dc.date.accessioned2010-02-12T15:23:00Z
dc.date.issued2003en
dc.identifier.citationInternational Journal of Training Research, 1(2), p. 62-85en
dc.identifier.issn1448-0220en
dc.identifier.urihttps://hdl.handle.net/1959.11/4603en
dc.description.abstractThis paper discusses how the management of educational change can be affected by the fundamental beliefs about the formation and communication of knowledge that stakeholders bring to the process of implementing change. A curriculum change designed to embed vocational education into the senior years of secondary schooling was investigated from the perspective of the teachers, principals and consultants (the implementers) whose task it was to implement policy derived from the Australian National Training Agenda. The practitioners' impressions were sought regarding a range of matters including their expectations, experiences and perceptions of management strategies supporting their work. Using a qualitative approach that included a purposefully designed questionnaire, the study gathered data from structured and unstructured questions and post-script interviews. The data from the study indicated that continuation of the initiative was uncertain in many sites, despite its popularity with students and teachers. The most prominent criticisms related to resources and staff development. Respondents reported inadequate access to, or provision of, industry standard equipment and facilities, ongoing professional development for teachers and financial support. The belief systems of administrators did appear to influence the management strategies that underpinned implementation. Judged against current theorising, these strategies were not as efficacious as they might have been.en
dc.languageenen
dc.publisherAustralian Vocational Education and Training Research Association (AVETRA)en
dc.relation.ispartofInternational Journal of Training Researchen
dc.titleImplementing VET in New South Wales government schools: Investigating implementers' expectations and perspectivesen
dc.typeJournal Articleen
dc.subject.keywordsCurriculum and Pedagogy Theory and Developmenten
local.contributor.firstnameRobynen
local.subject.for2008130202 Curriculum and Pedagogy Theory and Developmenten
local.subject.seo2008930299 Teaching and Instruction not elsewhere classifieden
local.profile.schoolSchool of Rural Medicineen
local.profile.emailrsmyth@une.edu.auen
local.output.categoryC1en
local.record.placeauen
local.record.institutionUniversity of New Englanden
local.identifier.epublicationsrecordpes:1192en
local.publisher.placeAustraliaen
local.format.startpage62en
local.format.endpage85en
local.peerreviewedYesen
local.identifier.volume1en
local.identifier.issue2en
local.title.subtitleInvestigating implementers' expectations and perspectivesen
local.contributor.lastnameSmythen
dc.identifier.staffune-id:rsmythen
local.profile.roleauthoren
local.identifier.unepublicationidune:4713en
dc.identifier.academiclevelAcademicen
local.title.maintitleImplementing VET in New South Wales government schoolsen
local.output.categorydescriptionC1 Refereed Article in a Scholarly Journalen
local.relation.urlhttp://avetra.org.au/publications/the-international-journal-of-training-research/contents-of-past-journalsen
local.description.statisticsepubsVisitors: 43<br />Views: 43<br />Downloads: 0en
local.search.authorSmyth, Robynen
Appears in Collections:Journal Article
School of Rural Medicine
Files in This Item:
3 files
File Description SizeFormat 
Show simple item record

Page view(s)

164
checked on Mar 2, 2019
Google Media

Google ScholarTM

Check


Items in Research UNE are protected by copyright, with all rights reserved, unless otherwise indicated.