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A questioning, critical attitude—the Socratic strain—is accepted as essential in higher education, but it has been subject to little effective examination. This paper begins by considering the role of Socrates in the distinction between higher education and indoctrinational or merely...
The paper argues that the effective use of power, a little-investigated concept, is crucial to providing leadership in educational settings. It then presents French and Raven's social bases of power—coercive, reward, legitimate, referent, and expert—and builds a case for power being a focus for...
While the move towards criterion-referenced assessment in Australia represents a step in the right direction, the path is fraught with political and technical hazards. Advocates of criterion-referenced assessment tend to overdraw the distinction between norm and criterion-referenced assessment,...
Implicit in the rationale behind the shift from a centre-periphery/systems management approach to a school-based curriculum development (SBCD) approach to curriculum innovation and development are two notions which are viewed here as problematic. The first is that teachers will be ‘free’ to...
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