This paper examines the structure, validity, and reliability of Guglielmino's self-directed learning readiness scale (SDLRS). It begins by reviewing claims made in the literature that the scale is sound, valid and reliable, and attempts to trace the source of these claims. This leads to scrutiny of Guglielmino's original thesis, which is found to be marred by both conceptual and methodological problems. The paper then reports data derived from an administration of the scale to students undertaking diplomas in vocational teaching or training. These data reveal a number of problems in the wording of the scale and show that the scale appears to measure a homogeneous construct that does not appear to be associated with readiness for self-directed learning. The paper concludes that the scale is structurally unsound and invalid.
Against a backdrop of new public management (NPM) thinking and managerialism generally applied to universities in a range of countries, this study examines one of its manifestationsperformance management for academics. Drawing on in-depth interviews with 40 academics at an Australian university, this article identifies six stances regularly adopted by those conducting performance appraisal interviews with academics. These are labelled 'nurturing', 'hard-driving', 'self-serving', 'coddling', 'disengaged' and 'hostile'. Each of these appraisal stances is described in detail and then considered from two perspectivesthat of academics themselves and of NPM. The material presented suggests that while a 'nurturing' stance was viewed favourably by the academics interviewed, it is out of step with NPM thinking. 'Hard-driving' and 'self-serving' stances, which directly reflect NPM thinking, were disliked by many (although not all) of the interviewees who had experienced them. The most common appraising stancea 'disengaged' onewas widely condemned, as was the 'hostile' stance, yet both stances have much in common with the ruthlessness of NPM.
IN EARLY CHILDHOOD CENTRES directors have responsibility for ongoing professional learning to support the implementation of the Early Years Learning Framework (EYLF). Currently there is limited understanding about how early childhood leaders support educators to participate in professional learning. This article presents findings from two case studies undertaken as part of a larger research project aimed at exploring the enactment of leadership for professional learning in early childhood centres. Key findings from this research show that directors played a key role as the centre's educational leader and distributing leadership to room leaders was critical in supporting educators' professional learning.
Looks at the concepts of "empowerment" and "learning", and examines the difficulties in making "empowered learning" a reality. Drawing on a series of case studies in the Australian manufacturing industry, shows that empowerment and learning present challenges for both managers and employees. For managers, empowerment and learning raise the prospect of loss of control. To ensure that they do not surrender control, managers sometimes act in ways that disempower employees and undermine opportunities for learning. Like managers, employees may be wary of empowerment and learning, partly because of the potential for hostility and blame. Employees may feel that the risks of empowered learning are high while the potential benefits are low. As with managers, personal security seems to be the basic, underlying issue. Also argues that technoculture (the organization's human and technical systems and associated assumptions) can perpetuate control-oriented ways of operating even if management has made a genuine effort to foster empowerment and learning.
A range of studies has demonstrated that collaborative professional development and learning (PD&L) is effective in implementing curriculum reform. PD&L that is contextualised within a specific setting enables educators to explore new theoretical perspectives, review existing knowledge and beliefs, and examine their current practice. This article reports on an investigation of how Australian early childhood centre directors understand and lead PD&L during a major reform of curriculum. Qualitative analysis was undertaken drawing on orienting concepts from the literature. Analysis of data collected from two focus groups of early childhood centre directors shows the importance of the director as overall educational leader but suggests that distributing leadership supports PD&L. Although directors articulated belief in the value of collaborative professional learning, individualised, one-off, external professional development events remained a common strategy. Directors' perceptions about managing curriculum reform, their understanding of leadership and PD&L, together with considerations of broader social and system influences such as organisational culture and structural arrangements are factors that contribute to professional learning. A model for a centre-based professional learning system is proposed.
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