School reform for equity and excellence

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Educational equity, access, and excellence have emerged as serious social problems in an age of economic and social disparity and instability. This project focuses on how these problems are being redefined via initiatives seeking to ‘lead’ under-engaged and/or under-achieving populations through school (primary or secondary) reforms in regional and rural Australia (and elsewhere). Bringing an inter-disciplinary approach to the grand challenges of equity, access and excellence, the aim is to build a strong empirical foundation that can inform current government and educational initiatives by examining the relations among educational, social, economic, geographic, and historical factors on school improvement/reform interventions.

Theoretically, the ideal candidate would have some background in education, leadership, and/or sociology. Particular preference would be given to candidates with working knowledge of social critical theory.

Methodologically, the project is diverse and the ideal candidate would have a skill set across one or more of the following: philosophical inquiry, empirical fieldwork (e.g., questionnaire and quantitative analysis; data mining of school-level performance data and resource usage; qualitative skills in interviews and focus groups), and/or document analysis.

Practically, the ideal candidate would have some skills engaging with professionals (e.g., educators, principals, teachers, systemic officers) and have effective written and oral presentation skills.

Personally, the ideal candidate would be willing to learn, be well read, and happy to network nationally and internationally.

Supervisory team
Scott
Eacott

Arts & Social Sciences
Education
Colin
Evers

Arts & Social Sciences
Education
Richard
Niesche

Arts & Social Sciences
Education
s.eacott@unsw.edu.au