Overview
- Brings together questions about policy and management and about knowledge and education in Australia
- Shows the different demands of the school/ undergraduate/ research phases of education, as well as the trajectory between them
- Offers a comparative perspective on physics and history today, based on over 100 interviews with those working in these fields
- Provides new evidence of the impact of changing policy and management of schools and universities on the work of teachers and academics
- Includes supplementary material: sn.pub/extras
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Table of contents (14 chapters)
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Introduction
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Re-thinking and Reform of Education Today—Foundations and Debates
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Knowledge, Disciplinarity and the Future
Keywords
- Australian Research Council
- Australian higher education
- Australian secondary schooling
- History curriculum in higher education
- Physics curriculum in higher education
- School curriculum reform
- School management
- University management
- disciplinarity and interdisciplinarity
- education research
- education trajectory
- higher education policy
- learner-directed education
- management of education in Australia
- national Australian curriculum
- online learning
- organizational structure of university
- secondary school policy
- sociology of knowledge
- university curriculum
About this book
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Authors and Affiliations
About the authors
Peter Woelert is a research fellow at the University of Melbourne. He has had training in philosophy (PhD, University of New South Wales, Australia) and sociology (M.A, University of Frankfurt, Germany). His current research focuses on the politics and effects of performance governance at universities and the opportunities and challenges afforded by institutional forms of university autonomy.
Victoria Millar is a lecturer in science education at Melbourne Graduate School of Education. She has previously taught physics in schools, and has lectured on tertiary teaching and learning at the Melbourne Centre for the Study of Higher Education. Victoria has an MSc in physics and her previous research projects include national studies of female participation in non-compulsory physics, and on the future of the academic workforce in Australia. Her doctoral and subsequent research has focussed on higher education, the sociology of education, disciplinarity, interdisciplinarity and curriculum issues.
Kate O’Connor is a PhD student who has previously worked as a policy officer in the Australian Department of Education, and more recently on research projects and publications concerned with Australian curriculum and with education governance. Kate has degrees in history and policy studies, and she co-edited Australia’s Curriculum Dilemmas. Her PhD focuses on curriculum practice and policy in the context of online learning reforms.
Bibliographic Information
Book Title: Knowledge at the Crossroads?
Book Subtitle: Physics and History in the Changing World of Schools and Universities
Authors: Lyn Yates, Peter Woelert, Victoria Millar, Kate O'Connor
DOI: https://doi.org/10.1007/978-981-10-2081-0
Publisher: Springer Singapore
eBook Packages: Education, Education (R0)
Copyright Information: Springer Science+Business Media Singapore 2017
Hardcover ISBN: 978-981-10-2079-7Published: 04 November 2016
Softcover ISBN: 978-981-10-9522-1Published: 22 April 2018
eBook ISBN: 978-981-10-2081-0Published: 26 October 2016
Edition Number: 1
Number of Pages: XII, 257
Topics: Curriculum Studies, Educational Policy and Politics, Science Education, Early Childhood Education, Higher Education