Australian Journal of Teacher Education

Volume 18 Issue 1 Article 5

1993

Book reviews

John R. Godfrey Edith Cowan University

Barry Down Edith Cowan University

Edmund Z. Mazibuko University of Swaziland

Russell Waugh Edith Cowan University

John Woods Edith Cowan University

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Recommended Citation Godfrey, J. R., Down, B., Mazibuko, E. Z., Waugh, R., & Woods, J. (1993). Book reviews. Australian Journal of Teacher Education, 18(1). http://dx.doi.org/10.14221/ajte.1993v18n1.5

This Book Review is posted at Research Online. https://ro.ecu.edu.au/ajte/vol18/iss1/5 AIIstrnlil711 TOllmal a/Teacher Edllcatioll AIIstrnlil711 To 11 1'11171 ojTcac/lcr Edllcatioll not impossible to discuss curriculum issues in a Leon, A.(1985). The History of Education TOday. BOOK REVUES meaningful way without looking at them in a Paris: UNESCO. social, cultural and historical context. Marsden, W. (1979). Historical approaches to curriculum study. In History of ~duc.ation SOciety, CONCLUSION Curriculum Dcc'clopmcnt - An Historical Appraisal: Conference Papcrs, December 1978. London: Taylor An attempt has been made in this paper to outline and Francis. the major areas of study in the history of curriculum appropriate especially for students Musgrave, P.w. (1992). From Humanity to Utility: University effectively limited any 'attempt to Marwick, A. (1971). The Nature of History. London: Melbolll'1le Unipersity and Public Examinations 1856- establish alternate parameters of a worthwhile involved in post-graduate programmes like the The Macmillan Press Ltd. M.Ed. It has been argued that there are four 1964. Hawthorn: ACER. 340 pages. education. major areas of study, namely, a general study of Midwinter, E. (1970). Ninctee1ltiz This book examines the manner in which the Chapter three traces some of the early pressures the basic issues in the history of curriculum in Educatio1l. London: Longman. one's own State, a basic course in the nature and University of Melbourne "created, lIIai1ltained and to reform the public examination system. Under controlled the system of pllblic ('xaminations" (1992, the influence of broader economic, political and methodology of history with particular reference Peters, R.S. The philosophy of education. In J.W. to the history of curriculum, a study of the p.5) in Victoria from 1856 to 1964. Musgrave's social changes pressure to broaden the range of Tibble, (1969), Tile Study [~f Education. London: major contention is that the debate over public examination courses mounted. Melbourne historical dimension of a selection of current Routledge and Keegan Pau!' curriculum issues, and a consideration of a examinations reflected a broader ideological University came under increasing pressure to variety of case studies as resources for suggestion struggle between the humanitarian and utilitarian offer a curriculum more relevant to the Rogers, P.J. (1984) Why teach history? In A.I<. traditions of education. He emphasises the role of contemporary world. Thus in the 1890s and creativity latent in the thoughts and practices Dickinson. Lea1'1ling History. London: Hememann. of other times and other lands. It is to be hoped public opinion in influencing the education utilitarianism became increasingly influential as system to respond to the realities of changing the industrial and commercial bourgeoisie that the major issues which have been raised will K. Rutschky, (1983). Erziehungszeugen. Zeitschrift economic and political circumstances. In the demanded courses in engineering, agriculture, provide food for thought and discussion amongst fur Padagogik, August, 499-517. those who are responsible for constructing process, he accentuates the hegemonic influence forestry and the sciences. of the university's examinations on the whole courses in curriculum studies and provide Seddon, T. (1989). Curriculum history: a map directions for those with particular responsibility ed uca tion system of Victoria. Chapter four charts the move toward 'adaptation key issues. CurriClllulll Perspectipes, 9,4, \.JL.tlJ'.'"'' for the history of curriculum within such course and modernity' in the period 1905 to 1916. In the 1989. The book operates at three distinct levels. It sets first decade of the twentieth century Federation, out to explain the relationship between social industrial growth, economic prosperity and social REFERENCES Simon, B. (1969). The history of education. In J.W. structure and human agency. As a consequence, mobility created a mood of optimism in Australia. Tibble (ed), The Study of Education. London: Musgrave devotes considerable space to the After Federation there was a general consensus Broudy, H.S. (1967). Philosophy of Education: An Routledge and Keegan Pau!' historical, economic and political context of the between the ruling elite and working class about Olgl7llisatio1l of Topics and Selected Sources. Chicago: public examination debate. Within these broader the desirability of social peace. In this context University of Illinois Press. Stanley, W,O. (1968). The social founda . constraints, he explains the manner in which schools adapted their curriculum to the modern subjects in the professional education of teachers. various interest groups struggled to control the era and moved in an utilitarian direction. At this Charlton, K. (1968). The contribution of history to Educational Theory, 18,3,224-36. nature, content and process of education. Finally, moment the Education Department started to the study of the curriculum. In J.P. Kerr, Changing at the school level, he examines the implications mediate in the debate over the role of secondary the CurricululII. London: University of London Sutherland, B. (1985). The place of theory of the broader ideological struggle in relation to education and public examinations. Press Ltd. education in teacher education. British jouJ'J1al the organisation of the school curriculum in the Educational Studies, 33, 1, 222-234. private and public school systems. Chapter five examines the role of Theodore Fink Coodson,1. (1985). The making of curriculum. and Frank Tate in engineering the establishment Paper presented to the American Educational Taylor, P. (1979). New Directions in Curricul Chapter one briefly outlines the major conceptual of the Schools Board in place of the Board of Research Association, Chicago. March 31-ApriI4, Studies. Lewes: Falmer Press. ideas that illuminate the book. Musgrave alludes Public Examinations. In the context of 1985. (ED 257720). to some important theoretical ideas to order his Musgrave's argument, the balance of power Ward le, D. (1970). English Popular Educat data and expose the interests tha t stimula ted shifted to the self interest of the industrial King, A.R. and Brownell, J.A. (1966). Thc Cambridge: Cambridge University Press. public examination reforms in Victoria between bourgeoisie under the impact of technological CurricululII and the Discipli1les of Knowledge. New 1856 and 1964. The ideas of structure and culture progress. Reformers like Tate and Fink were able York: John Wiley. provide the major 'organising principles' for this to affirm the values of national efficiency to rather ambitious task. appeal to the ruling elite. - Lawn, M. and Barton, 1. (1981). Retizinking CUITiClllll11l Stlldies: A Radical Approach. London: Chapter two analyses the early power struggle In chapter six Musgrave explains how Melbourne CroomHelm. between the proponents of the classics and the University's desire for a distinct university entry modern subjects. Musgrave demonstrates that in examination allowed the Professorial Board Uta Lawton, D. (1980). The end of the secret garden? a the period 1856 to 1880 the governing eli te sought reclaim the fllllctioll (~f po/icillg the stalldards [if study in the politics of the curriculum. In Peter to impose a particular set of cultural matriculatio11 while allowi11g the School Board to rtlll Cordon, The Study of Education. London: Woburn arrangements on the Victorian education system. the LeGl'illg Certificate" (p.256). Press, Vo!. 2. From the beginning, a strong relationship between the elite private schools and Melbourne Austra/illlI jOlll'1l111 afTel1cher EdUCl1tiOll Allstralian jallrIlll/ afTel1cher EdllCl1tioll

was not adequate. This section should have particularly because this study was modelled on A final chapter draws together some of the major reading for all scholars interested in social history; e)(plor~d the concept in much greater detail, by a study carried out elsewhere. I do not historical and sociological conclusions arising in particular, the history of examinations. It i~ explOrIng the work done in this area in Australia ~nderestimat~ the value of bringing in diversity from the study. Unfortunately this concluding highly recommended to educators at all levels and other parts of the world and how this work 111 the analYSIS, but I do question how we can chapter is disappointing. The first chapter who wish to gain an insight into the origin of the contributes to that body of literature. There are make a reasonable comparison of the study with promised much but the final chapter delivered Australian examination phenomena. certainly different views about craft knowledge the Scottish study. little of consequence. Possibly Musgrave wearied and the authors should have tried to explore the of his task. John R. Godfrey and Barry Down Edith Cowan University areas of convergence and divergence. The The findings of the study are important and insights of those who write about teaching as a certainly make a contribution to our Central to the book is Giddens' idea of the understanding of how teachers reflect about their 'duality of structure' or the relationship between craft have much to offer researchers, teachers and teacher educators in Australia and elsewhere, classroom practice. Though craft knowledge in social structure and human agency. teaching has to do with "knowing how" to teach, Unfortunately, for the theoretically inclined, this Batten, M, Marland, P. & Khamis, M. (1993). bearing in mind that the authors claim that the all book is a rich resource for these groups. it seems to me that at least for this book, the rubric discussion is limited. Nonetheless the book is an Knowing How to Teach Well: Teachers Reflect "Knowing How to Teach Well" is too ambitious important reminder that some individuals and Their Classroolll Practice. Hawthorn: ACER In Chapter 2, Britten reports a survey of students' and misleading. In fact the book is what the social groups are empowered to speak about Research Monograph, 84 pages. subtitle indicates: Teachers' Reflections on Their what counts as valuable and legitimate perceptions of effective teaching carried in the three states. Involving pupils in identifying their Classroom Practice. This should have been the knowledge in the education system. It offers Knowillg How to Teach Well is a paperback title of the book. some valuable insights into the 'goings on' of collection of research studies carried out by three good teachers and the qualities of good teaching various examination bodies, university senates researchers in Victoria, Queensland and New is important and Batten is correct that "the stl/dent I read the book as someone who is interested in and professorial boards. South Wales as part of the ACER project. The perspective on teaching and leaming is too (?ftell three authors of the book are researchers who are lIeglected or 1I11derrated in edllcatiOlwl research" (p. aspects of teachers' knowledge, who trains However, the reader is left wondering where this involved in teacher education in universities in 11). But there is a danger in relying on the students to become teachers and works with account is leading to? Is the major aim to show the states where they conducted the study. From students' perspectives alone in selecting the good te~chers in inservice courses. I have a problem that education is instrumental to the needs of the the little information one gathers about the teachers. It would have been much more WIth how I can use the book. I might not be the worthwhile to involve teachers and other sources only one who faces this problem. It would have economy? Recent developments demonstrate authors from the book, it seems the authors in identifying the teachers. been worthwhile if the authors had devoted a that educational reform has been easily hijacked experienced researchers and teacher educators. section of their book explaining ways in which the into serving the instrumental objecti\'es of Chapters 3, 4 and 5 report progress and the results book could be used. Exemplars of actiyities and economic rationalism and economic efficiency. If The basic aim of the study as specified in the book was to "enable teachers to articlllate, develop alld of the studies in the three states. In Victoria, wavs in which it could be used in inservice and so, is the book challenging the dominant or Batten worked in two schools with 11 teachers. In staff development seminars would have been a prevailing hegemony and contesting the share their professional craft knowledge" (p.8). Teachers were encouraged to talk about their Queensland, Marland worked in one school with worthwhile contribution. Craft knowledge has inequalities of wealth, power and status? teaching by identifying and reflecting on the three teachers and Khamis in New South Wales an important role to play in the formation of worked in one government school with six skilful, reflective, and empowered teachers. It is Musgrave also draws attention to the certification positive aspects of their teaching. This was so that the teachers "l1Iight provide researchers botl! teachers. All the teachers came from a diversity of in light of this reason that it is important for a role of public examinations in selecting a small subject areas and this I think was a good pa(t of book of this nature to articulate different ways in number of University entrants and certifying the with an insigirt into L:fjcctipe tcaciring and with inforlllation about tile feasibility of llsing sllch Il/l the study in that it was possible to compare which craft knowledge of teaching can be rest of the school population for the job market. teachers from a broad range of subject areas. incorporated into teacher education and staff As a consequence, the public examination system approach as a basis for school-based, collaborative professional dCI'cloplllent" (p.61). There is no doubt Though the researchers followed almost the same development programs. tended to reinforce the hegemony of the that the book is an Australian contribution to the framework in conducting the research, there were competitive academic curriculum connected with literature on teachers' craft knowledge, that is differences in the analysis of the data. Batten in The book is complete and in many ways it the elite private secondary schools. currently being dominated by studies from North Victoria developed teacher profiles which were accomplishes what it set out to achieve. The America and Europe. The book provides an later used to identify commonalities across value of the writing depends on the interests and While Musgrave has revealed a fine level of profiles. Khamis in New South Wales developed perspective of the reader of the book. Those scholarship and research there are a number of understanding of teachers craft knowledge by reporting three case studies carried out in four categories of principles attributed to good concerned wi th the study of teachers' knowledge, weaknesses evident in the manuscript. The story teaching, which were used to develop profiles particularly the tacit knowledge that teachers is a little long-winded even for those interested in Australia based on a study carried out in Scotland by Brown and Mclntyre (1989). that were later verified by the teachers. Mal'land develop in their teaching, may find the book the history of Australian examinations. The Queensland developed profiles in the form of useful; those concerned with staff development excess of historical baggage sometimes causes one diagrammatic maps of teachers' concepts of and inservice courses, may find it difficult to use. to miss the key ideas developed in chapter one. The book consists of six chapters plus a reference section, figures, tables and a comprehensive effective teaching and their interrelationships, by All in all, the book is a good effort to write on a Unfortunately the narrow focus of the book making use of the comments made by the subject that has been given little attention in excludes any comparative reference to other state reference section. In Chapter I, Batten discusses the context of the project. Here the author teachers. Australia. It is a worthwhile book to have in your education systems. succinctly and coherently explains the aim, shelf. A book is never the last word. All that it purpose and design of the studies, and sets the Though there are strengths in using the different can do is make a contribution to the collective Nonetheless, Musgrave achieves his objectives. techniques to analyse the data, I think we should processes whereby ideas and opinions are The book is thoroughly researched and written in scene for the rest of the book. As already pointed out earlier, the aim of the study was to encourage not lose sight of the limitations of this. I think it formed. I recommend it to teacher educators, a clear style. His sources are intelligently and teachers to articulate, develop and share their would have been proper to use the same teachers and people involved in inservice and thoroughly pursued. professional knowledge. I think though that the techniques in all processes of the research, staff development courses, and researchers. The book requires the reader to exercise some powers In short, this publication should be essential treatment of the concept of "craft knowledge" Allstraliall JOllrJIlll Of Teacher Edllcatioll Allstralian JOIIl'l1al Of Teacher Edllcation of imagination and creativity on how to use it, 1. Monitoring School Achievements. 4. Assessmcnt ill Specific Circllmstances. particularly in workshops and seminars. Maybe Griffen, 1991. curriculum information is at once a strength and Anthony Owens. 1991. that is one of the implicit aims of the book. weakness of all editions of Brady's text. It is a This book focuses on monitoring schOOl strength in that it provides a framework upon This book discusses assessment in four areas: Edmund Zizwe Mazibuko achievement and accountability. It has chapters which curriculum development theory can be University of Swaziland on the purposes of monitoring, gathering students participating in co-operative learning, built, but a weakness in that the concepts are dealt evidence for monitoring, moderation, monitoring students who are being integrated into with in a descriptive manner only and little systems used in France, Sweden, Australia, mainstream classes, gifted students, and students attention is directed towards higher level 1. Griff~n, P. (1991). Monitoring School Encrland and Wales, Canada, and the USA, and who have non-English speaking backgrounds. cognitive skills involving analysis, synthesis and b Since this is achieved within 46 pages, the evaluation of the principles being presented. Achievemellts. Geelong, Victoria: Deakin communicating monitoring data. I read the bOok discussion is more of a summary of strategies, University Press. 76 pages. as a summary of issues and developments in ideas and arguments. The topic is important In making a judgement about the relat.ive educational achievement and accountability in because equity has become an important issue in contribution of Brady's work one must fIrst 2. Izard, J. (1991). Assessmellt of Leamillg ill the which there were adequate references where I the western countries. This book tries to help determine the purpose or intent for which the Classroom. Geelong, Victoria: Deakin could find more detailed arguments on the issues. University Press. 62 pages. students and teachers develop a caring and fairer book is to be used. If one is looking for a 2. Assessment of Leaming in the Classroom. assessment structure in what have often been traveller's guide to curriculum development 3. Ormell, C. (1991). Behavioural Objectives ill Izard,1991. difficult areas for teachers. Some suggested tests, theory then this book serves tha t purpose very the Classroom. Geelong, Victoria: Deakin with references and a brief non-statistical well. A number of aspects of curriculum are comment, are provided for assessment in each of touched upon without dealing with anyone University Press. 73 pages. The overview (page 1) says that this book '" the four areas. aspect in any great depth. The sequence of. early provides a non-statistical discussi~n of chapters in Parts I and IT reflects the ratIOnal, 4. Owens, A. (1991). Assessmellt ill Spccific assessment in the classroom context, WIth the 5. From Marks to Profiles and Rccords of linear approach to curriculum development Circumstances. Geelong, Victoria: Deakin intention of encouraging the classroom teacher to Achievement. Graeme Withers. 1991. typical of the models first enunciated by Tyl~r ~nd University Press. 46 pages. become a wiser consumer of published tests and Taba. This is certainly a practical and effICIent a more sophisticated and constructive critic of the This book discusses assessment in relation to way of transmitting the factual information 5. Withers, G. (1991). Fro1ll Marks to Profilcs and assessment process. It then proceeds to atten:pt various aspects: curriculum, normative-based, associa ted with a trea tment of the essential Records of Achievement. Geelong, Victoria: this through chapters on assessment of learnmg goal-based, criterion-referenced, standards­ elements of a curriculum and the basic facts are Deakin University Press. 74 pages. achievement, assessment procedures, and referenced, work-required, descriptive and clearly outlined. Taken at face value, it is a assessmen t s tra tegies for classroom teachers. These books are part of a series produced as study While it is not clear to me that the book has done moderated. It discusses many aspects of the worthwhile summary of basic curriculum recording of marks (including grades, anecdotal development theory. materials for Early Childhood Teaching 338/438, this well, and maybe it cannot be done .in 62 recording, formative and summative assessment, Evalllating Children's Progress, which is one.of tl:e pages, it does give the reader a summary pIcture non-competitive assessment, computer-assisted For the practitioner wishing to investigate units offered by the Faculty of EducatIon m of some problems of assessment. There are .also Deakin University's Open Campus Programme. I many up-to-date references to books and artIcles recording and redemption of learning) and the curriculum development theory in greater depth, report of marks from tests to computer-generated however, this book is not as appropriate. For presume that the numbers 338 and 438 refer to 3rd on the topics discussed. and 4th year undergraduate units. Each of the reports and profiling. A clear distinction is made example, there is no discussion of the impact that an adherence to a particular philosophical or books is non-statistical (none of the books has any 3. Behavioural Objectives in Education. between recording and reporting, and two Australian case studies are provided. In each conceptual position regarding curriculum might mathematical or statistical descriptions in relation Christopher Ormell. 1991. to assessment and measurement) and uses chapter, the issues are simply put and have upon the way an individual relates to the summarised, making it as easy as possible for the various elements of the curriculum described by relatively simple descriptive language. 0aI:y This book discusses the problem of behavioural reader. Brady. Since it is apparent that advocates .of assessment issues that are current tOpICS m objectives in education. Ormell says ~hat the i~s~e academic rationalism, humanism or SOCIal education are described and discussed, often with underlying this book is (page 2) ": IS the chIld s Russell Waugh reconstructionism, for example, would utilize arguments representing the differing points of behaviour to be informed by the mmd (thoughts, Edith Cowan University differently the curriculum structures . and view about those issues. The books include many feelings, perceptions), or is it to be groove~ to the recent references of books and journal articles on mechanisms for choice which Brady descnbes, point where the mind is driven 0\lt7, Wh:ch are this needs to be alluded to in some manner. assessment relating to issues of importance in we really at: educating the chIld s mmd or Similarly, in adopting the rational approach to Australian education and they have some trainincr him or her as a bundle of behaviours? Brady, L. (1992). CllrriclIllll11 Develop111ent (4th ed.). Australian and overseas examples. There are present the information, many novice curriculum The bogk attempts to examine this theme thro.ugh Sydney: Prentice-Hall, 308 pages. developers may be led to believe that this is the many references to papers written by imp?rtant chapters on behavioural objectives, behavI~ur recommended procedure to follow. Although overseas educators and, since assessment Issues and behaviourism, analysing understandmg As noted in the preface to this fourth edition of Chapter 5 deals with some alternative models for are common to the western countries, the books behaviourally, and reconciling behaviourism and Curriculum Development, the same chapters curriculum development, it is not made would be relevant to educators and students in all the processes of education. The a~thor has have been retained as in the previous edition and sufficiently clear that each individual or group western countries. In my view, the books contain written previous work opposmg the a new section on curriculum management added~ needs to determine just which model is most educational assessment material that would be behaviourism expressed by Bloom's Taxonomy of In fact, most of the chapters from the first edition relevant to 2nd and 3rd year undergraduate appropriate in their circumstances. the Cocrnitiveb Domain and the current book published in 1983 remain intact in this 1992 students who need an introduction to the issues, continues this theme. version. This is not to imply that the body of the problems and development~ in the assessment of The remaining sections in Brady's book focus text is dated, however, as most of the material achievement at schools, WIthout a focus on the upon areas of concern which emerge once the covered in these chapters rela tes to basic curriculum has been developed. Part IV looks at mathematics of measurement or the statistics of curriculum principles. This focus upon basic assessment and tests. curriculum translation and is very much a recipe Allstraliall !allrl/al afTeacher Edllcatioll ------or algorithm for curriculum programming. A useful as a means to develop a deeper series of steps is suggested to guide the developer understanding of issues and relationships which in constructing a programme and a number of lie below the surface of curriculum structures and examples of particular programmes are provided. characteristics than as an encyclopedia of While this may be a useful approach, again there curriculum facts. It tiptoes through the tulips of is the concern that the reader is encouraged to curriculum development theory without simply follow a formula, rather than to analyze attempting to explain how the field or the tulips and evaluate this information. have been created or the symbiotic relationships which link together the different elements. If this Part V focuses upon curriculum evaluation. In is all one wants, then Brady's book does it well. Chapter 14 some issues associated with For a deeper understanding, however, additional curriculum evaluation are considered and the sources would need to be consulted. reader is, indeed, encouraged to consider and reflect upon the information being presented. John Woods The remaining chapters revert back to the Edith Cowan University descriptive mode with a range of alternative curriculum evaluation models presented and some attention paid to the use of performance indicators as a means of undertaking school level evaluation.

The material which is new in this edition covers the issue of curriculum implementation. Chapter 10 looks at the structural and organizational elements which need to be taken into account if changes are to be made and new curricula adopted. Chapter 11 considers the extent to which the human element impacts upon curriculum implementation. Most theorists would argue that effective irnplementation is only likely to occur when the values, attitudes and perceptions of the individuals concerned are conducive to, and supportive of, the new innovation. If this is the case, it might well be that the order of these two chapters should be reversed and the human element in curriculum implementation stressed much more overtly. As with all other chapters, the basic information is sound but the reader is not challenged to go beyond absorption of basic factual information.

So where does this leave one in reviewing the book as a whole? If one takes Brady's book at face value it is a worthwhile summary of a range of essential facts about curriculum theory with some quite tightly structured suggestions as to how one might go about the process of curriculum development. The summary guides which follow each section of the book are excellent in this regard. Thus, if viewed as a compendium of curriculum facts, it may best be utilized as a ready reckoner to check on information which may then need to oe considered in greater detail elsewhere.

If one is looking for a text which presents an intellectual challenge or which sets out to encourage analysis, synthesis and evaluation, then this may not be the book for you. It is less