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dc.contributor.authorPendergast, Donna
dc.contributor.authorMain, Katherine
dc.contributor.editorDebra Evans
dc.date.accessioned2017-05-03T11:58:13Z
dc.date.available2017-05-03T11:58:13Z
dc.date.issued2011
dc.date.modified2012-02-10T02:32:53Z
dc.identifier.issn1445-2928
dc.identifier.urihttp://hdl.handle.net/10072/41943
dc.description.abstractOutcomes of a national study funded by the Ministerial Council on Education, Employment, Training and Youth Affairs (Pendergast et al., 2005) investigating the practices, processes, strategies and structures that promote lifelong learning and the development of lifelong learners in the middle years of schooling have been previously published in this journal (Pendergast, 2006). The paper reported on the development of a three-phase model that can be used to guide the sequence in which schools undertaking middle schooling reform attend to particular core component changes. The model was developed from the extensive analysis of 25 innovative schools around the nation and provided a unique insight into the desirable sequences and time spent achieving reforms, along with typical pitfalls that lead to a regression in the reform process. The model has subsequently proven to be an invaluable guide for schools and education systems on the reform path. Importantly, the model confirms that schooling reform takes much more time than planners typically expect or allocate. It also confirms that there are predictable and identifiable inhibitors to achieving reform. Since the model has been in use, an audit tool has been developed to assist in determining the phase of reform, and to assist in the process of reforming the middle years, in the unique context of the individual school. This paper shares an example of the audit tool in use, and how it has benefitted the reported site to advance the middle years agendas at the local site.
dc.description.peerreviewedYes
dc.description.publicationstatusYes
dc.format.extent1797163 bytes
dc.format.mimetypeapplication/pdf
dc.languageEnglish
dc.language.isoeng
dc.publisherMiddle Years of Schooling Association
dc.publisher.placeAustralia
dc.publisher.urihttp://www.mysa.org.au/index.cfm?action=content&title=australian-journal-of-middle-schooling&id=254
dc.relation.ispartofstudentpublicationN
dc.relation.ispartofpagefrom5
dc.relation.ispartofpageto10
dc.relation.ispartofissue2
dc.relation.ispartofjournalAustralian Journal of Middle Schooling
dc.relation.ispartofvolume11
dc.rights.retentionY
dc.subject.fieldofresearchCurriculum and Pedagogy Theory and Development
dc.subject.fieldofresearchEducation Systems
dc.subject.fieldofresearchCurriculum and Pedagogy
dc.subject.fieldofresearchSpecialist Studies in Education
dc.subject.fieldofresearchcode130202
dc.subject.fieldofresearchcode1301
dc.subject.fieldofresearchcode1302
dc.subject.fieldofresearchcode1303
dc.titleMiddle school reform: Constructing an audit tool for practical purposes
dc.typeJournal article
dc.type.descriptionC1 - Articles
dc.type.codeC - Journal Articles
gro.facultyArts, Education & Law Group, School of Education and Professional Studies
gro.rights.copyright© 2011 Middle Years of Schooling Association (MYSA). The attached file is reproduced here in accordance with the copyright policy of the publisher. Please refer to the journal's website for access to the definitive, published version.
gro.date.issued2011
gro.hasfulltextFull Text
gro.griffith.authorPendergast, Donna L.
gro.griffith.authorMain, Katherine M.


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