Who decides what should be taught in our schools and why?

Edited book (chapter)


Findlay, Yvonne S.. 2019. "Who decides what should be taught in our schools and why?" Hammond, Sue and Sangster, Margaret (ed.) Perspective on educational practice around the world. London, United kingdom. Bloomsbury Academic. pp. 31-36
Chapter Title

Who decides what should be taught in our schools and why?

Book Chapter CategoryEdited book (chapter)
Book TitlePerspective on educational practice around the world
Authors
AuthorFindlay, Yvonne S.
EditorsHammond, Sue and Sangster, Margaret
Page Range31-36
Chapter Number4
Number of Pages6
Year2019
PublisherBloomsbury Academic
Place of PublicationLondon, United kingdom
ISBN9781350076341
9781350076358
Web Address (URL)https://www.bloomsbury.com/uk/perspectives-on-educational-practice-around-the-world-9781350076358/
Abstract

The policy matrix in Australia is complex. To understand how the system – or more accurately systems – works there is a need to consider the system of government. There are two main layers of legislature: Federal and State or Territory. The Federal Government has an overall responsibility for education nationally. However, each state has its own parliament and makes laws and devises policy, including those related to education, relevant to their own geographical area. This chapter encourages readers to consider a number of issues related to the development of a national curricula and standards within this complex policy matrix.

Keywordseducation; policy; national testing
ANZSRC Field of Research 2020390399. Education systems not elsewhere classified
Public Notes

Copyright Sue Hammond, Margaret Sangster and Contributors 2019.

Byline AffiliationsSchool of Teacher Education and Early Childhood
Institution of OriginUniversity of Southern Queensland
Permalink -

https://research.usq.edu.au/item/q5x6q/who-decides-what-should-be-taught-in-our-schools-and-why

  • 191
    total views
  • 16
    total downloads
  • 0
    views this month
  • 0
    downloads this month

Export as

Related outputs

Early career researchers’ collective advocacy work within an Australian university context
Larsen, Ellen, Salton, Yvonne, Fanshawe, Melissa, Gaunt, Lorraine, Ryan, Lisa, Findlay, Yvonne and Albion, Peter. 2024. "Early career researchers’ collective advocacy work within an Australian university context." The Australian Educational Researcher. 51, pp. 275-296. https://doi.org/10.1007/s13384-022-00604-6
The impact on supervisors of supervising doctoral students
Findlay, Yvonne and Danaher, Patrick. 2019. "The impact on supervisors of supervising doctoral students." Presentation for the 2019 University of Southern Queensland Research Supervisors Community of Practice. Toowoomba, Australia 18 Nov 2019
The voices of experience: teacher educators articulate their thoughts and concerns about current and future education policy and practice
Findlay, Yvonne Stewart. 2018. The voices of experience: teacher educators articulate their thoughts and concerns about current and future education policy and practice. PhD Thesis Doctor of Philosophy. University of Southern Queensland. https://doi.org/10.26192/7wwj-jf48
The rights of the child: are we creating a world in which all children are enabled to reach their full potential?
Findlay, Yvonne S.. 2018. "The rights of the child: are we creating a world in which all children are enabled to reach their full potential?" Trimmer, Karen, Dixon, Roselyn and Findlay, Yvonne S. (ed.) The Palgrave handbook of education law for schools. Cham, Switzerland. Palgrave Macmillan. pp. 447-462
A review of Efron, S.. E. & Ravid, R. (2013) Action research in education: a practical guide (New York, NY: Guildford Press). ISBN-13: 978-1462509614
Findlay, Yvonne S.. 2017. "A review of Efron, S.. E. & Ravid, R. (2013) Action research in education: a practical guide (New York, NY: Guildford Press). ISBN-13: 978-1462509614." Leading and Managing. 23 (2), pp. 96-98.
Master teachers as leaders in school-based action research
Trimmer, Karen, Donovan, Jennifer, Findlay, Yvonne S. and Mohamed, Kamariah. 2017. "Master teachers as leaders in school-based action research." Leading and Managing. 23 (2), pp. 1-12.
Meanings and motivation in education research - introduction
Baguley, Margaret M., Kerby, Martin C. and Findlay, Yvonne S.. 2015. "Meanings and motivation in education research - introduction." Baguely, Margaret M., Findlay, Yvonne S. and Kerby, Martin C. (ed.) Meanings and motivation in education research. New York, United States. Routledge. pp. 1-11
Disrupting the label: a 4D research method for re-constituting 'the other' and 'othered' through theory, narrative, metaphor and constructive conversation
Findlay, Yvonne S. and Jones, Janice K.. 2013. "Disrupting the label: a 4D research method for re-constituting 'the other' and 'othered' through theory, narrative, metaphor and constructive conversation." White, Julie (ed.) Annual International Conference of the Australian Association for Research in Education 2013 (AARE 2013): Shaping Australian Educational Research. Adelaide, Australia 01 - 05 Dec 2013 Melbourne, Australia.
Uisge Beatha: the ebb and flow of four tides
Findlay, Yvonne Stewart and Jones, Janice K.. 2014. "Uisge Beatha: the ebb and flow of four tides." Jones, Janice K. (ed.) Weaving words: personal and professional transformation through writing as research. Newcastle upon Tyne, United Kingdom. Cambridge Scholars Publishing. pp. 37-53
A case for case: exploring the use of case studies in an on-line context
McGill, Michele, Findlay, Yvonne, Turner, Michelle, McIlveen, Peter and Jasman, Anne. 2012. "A case for case: exploring the use of case studies in an on-line context." Wright, Jan (ed.) AARE 2011: Australian Association for Research in Education Annual Conference 2011: Researching Across Boundaries. Hobart, Australia 27 Nov - 01 Dec 2011 Melbourne, Australia.