Action+Research+Key+Readings


 * __ Key Readings for the Action Research Project __**

Australian College of Education. (2001). Teachers in Australian schools: a report from the 1999 national survey. Retrieved from http://www.dest.gov.au/sectors/school_education/publications_resources/other_publications/teachers_in_australian_schools.htm

Churches, R., Hutchinson, G., & Jones, J. (2009) [|Fast Track teaching: beginning the experiment in accelerated leadership development]. School Leadership & Management, 29(3), 277-293.

Department of Education and Early Childhood Development (2008). 2008 Teacher Supply and Demand Report for Victoria. Retrieved from http://www.eduweb.vic.gov.au/edulibrary/public/hr/recruit/Teach/2008_Teacher_Supply_and_Demand_Report.pdf

Forgasz, P. (2010). Lecture: Theories Action Research: What it is & What it isn’t [PowerPoint slides]. Retrieved from EDF6902, Monash University Studies Online: http://muso.monash.edu.au

Forgasz, P. (2010). Lecture: Theories and practice of change [PowerPoint slides]. Retrieved from EDF6902, Monash University Studies Online: [|http://muso.monash.edu.au]

Fullan, M. (1993). 'The complexity of the change process' in Change forces: probing the depths of educational reform, London; New York: Falmer Press.

Fullan, M. (2002). The change leader, Educational Leadership, 59(8), 16-20.

Graham, L., Miller, J., & Paterson D. (2009). Early Career Leadership Opportunities in Australian Rural Schools. Education in Rural Australia, 19(3), 26-36.

Jones, J. (2010). Leadership lessons from the Fast Track programme for teachers in England, Educational Management Administration & Leadership, 38(2), 149-163.

Suranna, K., & Moss, D. (2002, April). Exploring Teacher Leadership in the Context of Teacher Preparation. Paper presented at the 83rd Annual American Educational Research Association Meeting, New Orleans.

Victoria Parliament Education Training Committee (2005). Step up, step in, step out : report on the inquiry into the suitability of pre-service teacher training in Victoria, Government Printer, Melbourne.

White, J. and Moss, J. (2003, September). Professional paradoxes: Context for development of beginner teacher identity and knowledge. Paper presented at British Educational Research Association Annual Conference, Edinburgh.