Basics of qualitative research: Grounded theory procedures and techniques

Experience and Educationis the best concise statement on education ever published by John Dewey, the man acknowledged to be the pre-eminent educational theorist of the twentieth century. Written more than two decades after Democracy and Education(Dewey's most comprehensive statement of his position in educational philosophy), this book demonstrates how Dewey reformulated his ideas as a result of his intervening experience with the progressive schools and in the light of the criticisms his theories had received. Analysing both "traditional" and "progressive" education, Dr. Dewey here insists that neither the old nor the new education is adequate and that each is miseducative because neither of them applies the principles of a carefully developed philosophy of experience. Many pages of this volume illustrate Dr. Dewey's ideas for a philosophy of experience and its relation to education. He particularly urges that all teachers and educators looking for a new movement in education should think in terms of the deeped and larger issues of education rather than in terms of some divisive "ism" about education, even such an "ism" as "progressivism." His philosophy, here expressed in its most essential, most readable form, predicates an American educational system that respects all sources of experience, on that offers a true learning situation that is both historical and social, both orderly and dynamic.

经验与教育 = Experience and education

According to W. Edwards Deming, American companies require nothing less than a transformation of management style and of governmental relations with industry. In Out of the Crisis, originally published in 1982, Deming offers a theory of management based on his famous 14 Points for Management. Management's failure to plan for the future, he claims, brings about loss of market, which brings about loss of jobs. Management must be judged not only by the quarterly dividend, but by innovative plans to stay in business, protect investment, ensure future dividends, and provide more jobs through improved product and service. In simple, direct language, he explains the principles of management transformation and how to apply them.

Out of the Crisis

Introduction 1. Woman's Place in Man's Life Cycle 2. Images of Relationship 3. Concepts of Self and Morality 4. Crisis and Transition 5. Women's Rights and Women's Judgment 6. Visions of Maturity References Index of Study Participants General Index

In a Different Voice. Psychological Theory and Women’s Development. Cambridge, MA (Harvard University Press) 1982.

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Teaching to Transgress: Education as the Practice of Freedom

This article explores the responses of school principals of small rural schools in Victoria, Australia to leadership challenges they identify as characteristic of these contexts. The research is an exercise in grounded theory building, with the focus on the principalship as it is enacted in small rural settings. The article also seeks to trace the impact of macro and meso influences on micro rural contexts. While many very positive attributes of small rural schools are evident, this article speaks to principalship engagement with contextual problems – issues concerning work intensification, role multiplicity, school viability, new regulatory funding requirements and the abandonment of equity policies in education – since there is a dearth of information in Australia at this time about how school principals confront these challenges in small rural locations. The research exposes a growing culture of creative collaborative responses to the pervasive impediments of leading small rural schools.

The small rural school principalship : key challenges and cross-school responses

This article examines how discourses of work-life balance are appropriated and used by women academics. Using data collected from semi-structured, single person interviews with 31 scholars at an Australian university, it identifies and explores four ways in which participants construct their relationship to work-life balance as: (1) a personal management task; (2) an impossible ideal; (3) detrimental to their careers; and (4) unmentionable at work. Findings reveal that female academics' ways of speaking about work-life balance respond to gendered attitudes about paid work and unpaid care that predominate in Australian socio-cultural life. By taking a discursive approach to analysing work-life balance, our research makes a unique contribution to the literature by drawing attention to the power of work-life balance discourses in shaping how women configure their attempts to create a work-life balance, and how it functions to position academic women as failing to manage this balance. [ABSTRACT FROM AUTHOR]

Women Academics and Work–Life Balance: Gendered Discourses of Work and Care

Governments hold principals accountable for leading and managing significant change for school improvement, primarily demonstrated through enhanced student test results. Research evidence suggests, however, that schools are slow to change, that many individuals are resistant to major change and that school reforms are often cursory or short lived. The stakes for principals to produce measurable improvements are rising, as are disincentives for failure. This article discusses the experiences of Australian principals overseeing major change in the context of rapid structural and policy reform. It focuses specifically on the micro-politics of resistance, through an exploration of principals' experiences and perceptions about leading major change. The article closes with suggestions for future research and leadership practice.

Principals and the Politics of Resistance to Change

What is Social Justice

Over the past two decades, risk in education has stimulated increasing attention and prominence, with principals bearing responsibility and liability for ‘managing’ risk in schools As a consequence, compulsory risk compliance regimes have become increasingly complex, technical and time-consuming This article focuses on the responses of principals to issues surrounding ‘risk’ and suggests that some risk processes themselves may be inherently risky Principals fear that risk management regimes can incur professional and personal danger while ignoring some commonly known, politically sensitive, ‘risky’ areas The article considers the scope of risk in schools before turning to ‘undiscussables’: how risk management puts principals at risk, and issues surrounding leaders as risk Principals’ concerns about marginalization from systemic risk decision-making, the individuation of risk management responsibility and suggestions for action are discussed, along with areas for future research

Karen Starr

Papers

The small rural school principalship : key challenges and cross-school responses

Women Academics and Work–Life Balance: Gendered Discourses of Work and Care

Principals and the Politics of Resistance to Change

What is Social Justice

Problematizing ‘Risk’ and the Principalship: The Risky Business of Managing Risk in Schools: