Curriculum, Schooling and Applied Research

1. Front Matter

   Pages i-xxix

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2. Educational Innovation: Challenges of Conducting and Applying Research in Schools

   • Karen Trimmer, Jennifer Donovan, Nicholas Flegg

   Pages 1-17

3. Global System Level and Policy Issues

   1. Front Matter

      Pages 19-19

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   2. The Long March towards School Improvement in France: Paradoxes, Tensions and Adjustments between Bottom-up Innovations and Top-down Policies

      • Romuald Normand

      Pages 21-40

   3. The Unintended Impact of Regulatory Compliance: The Case of Pre-service Teacher Preparation to Teach Integrated Math-science Education under No Child Left Behind

      • Fernando F. Padró, Marlene M. Hurley, Karen Trimmer, Jennifer Donovan

      Pages 41-75

   4. An Educated Nation: Governmental Policy and Early Childhood Education in America

      • Jannah Nerren

      Pages 77-102

   5. Innovation and Research in the Danish Public School

      • Palle Rasmussen, Karen E. Andreasen

      Pages 103-118

4. School and Teacher Challenges

   1. Front Matter

      Pages 119-119

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   2. Teacher Perceptions of Daily Physical Activity and Perceived Contextual Barriers to the Implementation of Daily Physical Activity

      • Natasha Williams, Harsha N. Perera

      Pages 121-141

   3. Children Versus Curriculum: Who Wins?

      • Carole Haeusler, Jennifer Donovan, Grady Venville

      Pages 143-164

   4. HPE: Navigating the Chasm of Policy, Practice and Management to Enact the Intended Curriculum and Meet the Needs of the Twenty-First Century Learners

      • Susan Wilson-Gahan

      Pages 165-193

5. Researchers’ Experiences and Challenges

   1. Front Matter

      Pages 195-195

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   2. Challenging the Seductive Promise of Positivist Research in Schools: A Case for Classroom-based Critical Theory Research

      • Clayton Barry, Michael Christie

      Pages 197-219

   3. Developing Dialogue between a School Subject Department Head and a University Education Researcher: Convergences and Divergences in Experiencing Educational Change and Complexity

      • Don Harris, Patrick A. Danaher

      Pages 221-236

   4. The “Wicked Problem” of Implementing Evidence based Practice in Special and Inclusive Education: A Sociocultural Analysis

      • Roselyn M. Dixon, Irina Verenikina

      Pages 237-256

   5. Afterword: Innovating and Researching in Schools

      • Judith MacCallum

      Pages 257-272

6. Back Matter

   Pages 273-275

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This book explores how teachers can navigate the complex process of managing change within the classroom. The chapters highlight the new challenges that have arisen with the emergence and introduction of educational technology as teachers find themselves having to be responsive to the needs and demands of multiple stakeholders. Traversing a range of conceptual, disciplinary and methodological boundaries, the editors and contributors investigate the tensions that impinge on research-based change and how to integrate directed changes into their education system and classroom. Subsequently, this volume argues that posing these questions leads to increased understanding of the possible long term effects of educational change, and how teachers can know whether their solutions are effective. 

• Curriculum
• Schooling
• Classroom Context
• Educational Innovation
• Educational issues

• School of Education, University of Southern Queensland, Toowoomba, Australia

  Jennifer Donovan, Nicholas Flegg

• Faculty of Business, Law, Education & Arts, University of Southern Queensland, Toowoomba, Australia

  Karen Trimmer

Jenny Donovan is Lecturer in Science Education and in Writing Doctoral Literature Reviews in the School of Education at the University of Southern Queensland, Australia. Her research focuses on the motivation and capacity primary children have to explore and learn about the 'big ideas' of science such as atomic-molecular theory, and genes and DNA.


Karen A. Trimmer is Professor of Educational Leadership at the University of Southern Queensland, Australia. Her research interests include decision-making by school principals, policy and governance, social justice impacts of policy, Indigenous participation in higher education and political pressures on rigorous and ethical research.

 
Nick Flegg was Lecturer in Mathematics Education at the University of Southern Queensland, Australia. His research interests include exploring the concept of Mathematics Anxiety in school children.
 

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