Excellence in Scholarship: Transcending Transdisciplinarity in Teacher Education -- TABLE OF CONTENTS -- PREFACE: ON SCHOLARSHIP: SCOPE, OPPORTUNITIES AND CHALLENGES -- INTRODUCTION: EDUCATION, TEACHER EDUCATION AND SCHOLARSHIP -- EDUCATION: ENACTING THE FOUR PILLARS OF LEARNING -- CHANGING NATURE OF EDUCATION AND RESEARCH EVIDENCE -- Opportunities and Challenges -- Structure of this Monograph -- REFERENCES -- THE CONTRIBUTORS -- PART 1: CONTRIBUTIONS TO EXCELLENCE INSCHOLARSHIP (PRIMERS/KEYNOTES) -- CHAPTER 1: CREATING A TRADITION OF RESEARCH INEDUCATION: The Marjoribanks and Smolicz Achievement -- INTRODUCTION -- OBJECTIVE MEASURES OF RESEARCH -- A PERSPECTIVE FROM LIVED HISTORY -- A REVIEW OF KEVIN & GEORGE'S RESEARCH CONTRIBUTIONS -- FACTORS EXPLAINING THEIR ACHIEVEMENT -- AN ON-GOING TRADITION OF EDUCATIONAL RESEARCH? -- REFERENCES -- CHAPTER 2: EFFECTS OF SOCIOECONOMIC STATUS, CLASSSIZE AND ABILITY GROUPING ON SCIENCEACHIEVEMENT: A Sociological Approach+ -- ABSTRACT -- INTRODUCTION -- A REVIEW OF PREVIOUS RESEARCH -- DATA -- HYPOTHESIZED MODEL -- ANALYSES -- RESULTS -- Fixed Effects -- Variance Partitioning and Variance Explained -- CONCLUSIONS -- REFERENCES -- CHAPTER 3: CONTRIBUTIONS OF FAMILY AND SCHOOL CAPITALTO STUDENT ACHIEVEMENT: An Examination of Marjoribanks' Context Theory -- MARJORIBANKS' CONTEXT THEORY -- INEQUALITIES IN EDUCATIONAL OUTCOMES -- CONTEXT THEORY OF STUDENTS' SCHOOL OUTCOMES -- MARJORIBANKS' RESEARCH: EVIDENCE IN SUPPORTOF HIS THEORETICAL MODEL -- THE U.A.E. STUDY -- The Analysis of the U.A.E. Data -- A RENEWED FOCUS ON STUDENTS' CHARACTERISTICS -- REFERENCES -- PART 2: MULTI-FAITH AND MULTI-VALUES'CONTRIBUTIONS TO EDUCATION -- CHAPTER 4: A QUANTUM THEORY LOOK AT THE CHALLENGESFOR ACADEMIC RESEARCH IN EDUCATION -- INTRODUCTION -- PROF KEVIN MARJORIBANKS AND PROF JERZY SMOLICZ -- PARADIGMATIC CHANGES TO UNIVERSITAS.

EQUITY OF ACCESS - CURRENT STATE AND TASK AHEAD -- SOCIAL RESEARCH AND POLICY DISCOURSE -- SOCIAL COHESION VERSUS SOCIAL ENGINEERING -- SOCIAL SCIENCE RESEARCH BEYOND THE HORIZON TO THE FUTURE -- REFERENCES -- CHAPTER 5: DIVERSIFY VALUES OR VALUE DIVERSITY -- INTRODUCTION -- CONCEPTUALISING THE KEY FRAMEWORKS: Imagined Communities -- Theory of Cultural Values -- Theory of Core Values -- THE RESEARCH STUDY ITSELF -- Background: 1901-1973 -- Purpose of this Study -- Participants - Concrete and Cultural Data -- DISCUSSION OF THE DATA -- CONCLUSIONS -- REFERENCES -- CHAPTER 6: CELEBRATING MULTICULTURAL EDUCATIONAND PROMOTING LINGUISTIC AND CULTURALDIVERSITY THROUGH THE WORK OF THEMULTICULTURAL EDUCATION COMMITTEE -- ABSTRACT -- INTRODUCTION -- MEC: THE POWER TO SHAPE -- THE POWER TO MOVE -- THE POWER TO EDUCATE -- THE POWER TO CHANGE -- CONCLUSION -- REFERENCES -- CHAPTER 7: MULTIFAITH CHAPLAINCIES IN A SUCCESSFULPLURALISTIC SOCIETY -- Introduction -- Corporate Culture -- Internationalization and Globalization -- Diversity -- Multi-cultural Society -- Pluralism -- Learning Organizations -- Religion -- Spirituality -- Chaplaincy -- Multifaith Chaplaincy -- Conclusions -- PART 3: EQUITY AND INCLUSION IN EDUCATION -- CHAPTER 8: PARENTS' PERCEPTIONS OF THEIR CHILDREN'SSOCIAL SKILLS AND SOCIAL BEHAVIOUR -- INTRODUCTION -- Aim of the Study -- Purpose of the Research -- METHOD -- The Participants -- Procedure -- FINDINGS -- Social Skills -- Eye Contact -- Body Language -- Gesture -- Facial Expression -- Social Behaviour -- Sharing with Peers -- Turn Taking -- Aggressive Behaviour -- Fighting -- Short Temper -- Students' Feelings are Easily Hurt -- Independence -- Students Who Brag -- Discussion -- Conclusion -- REFERENCES -- CHAPTER 9: POST-SCHOOL PATHWAYS IN AUSTRALIA: Participant Characteristics -- CONTEXT.

The Structure of Post-school Education and Training -- The Emerging Labour Market in Australia -- DATA AND METHODS -- RESULTS -- Individual Characteristics and Post-School Pathways -- Net Effects of Individual Characteristics -- DISCUSSION -- NOTE -- REFERENCES -- CHAPTER 10: AN HISTORICAL EXAMINATION OF A UNIVERSITY'S SCHEME TO FIND A 'FAIR WAY' FOR ALL STUDENTS -- INTRODUCTION -- ORIGINS -- RESEARCH BASE -- INDIVIDUALS INVOLVED -- PILOT SCHEME 1989 -- IMPLEMENTATION 1990 -- CONCERNS/ANOMALIES/PROBLEMS -- CONTEMPORARY SITUATION -- CONCLUSION -- AFFILIATIONS -- Written Recollections of Individuals Involved -- Interviews with Individuals Involved -- I Wish to Acknowledge Formally the Generous Support of -- NOTES -- CHAPTER 11: TOWARDS A NEW AND INCLUSIVE MODEL OFSENIOR SECONDARY EDUCATION -- ABSTRACT -- INTRODUCTION -- TOWARDS A NEW MODEL OF TRANSITION EDUCATION -- REFERENCES -- PART 4: VALUE-ADDING LEARNING AND TEACHING -- CHAPTER 12: COMPUTER SIMULATIONS AND IMPLICATIONS FOREDUCATION* AND SOCIETY -- ABSTRACT -- INTRODUCTION -- Simulations are Everywhere -- Artificial Intelligence -- COMPUTER SIMULATIONS -- Introducing the ODIR Model -- Agents/Players -- Social Simulations -- The Virtual Classroom Simulation -- EDUCATIONAL IMPLICATIONS -- RESEARCH FINDINGS -- REFLECTION AND CONCLUSION -- REFERENCES -- CHAPTER 13: THE P.E.A.C.E. PACK & S.I.T.E. SOFTWARE: Interventions to Reduce Bullying in Australian Schools -- ABSTRACT -- INTRODUCTION -- S.I.T.E. SOFTWARE -- User Interface -- QUESTION AND ANSWER DATA -- WHAT ELSE? -- Deployment -- REFERENCES -- CHAPTER 14: PROMOTING SCIENCE EDUCATION FOR ALL -- INTRODUCTION: SCIENCE AND THE SOCIETY -- Scientific Literacy and Scientific Thinking -- Recruitment Problems in the Sciences -- Science Teachers and Science Education -- Science in Primary and Secondary Schools -- The situation in Australia.

What Should Be Done? -- REFERENCES -- CHAPTER 15: SOCIAL CHANGE AND TEACHER'S PAY -- INTRODUCTION -- FIVE RATINGS ERRORS -- Rater Severity or Leniency -- The Halo Effect -- The Central Tendency Effect -- Restriction of Range -- Inter-rater Reliability or Agreement -- DESIGN OF THE STUDY -- PHASE ONE OF THE STUDY: INITIAL QUESTIONS -- PHASE TWO OF THE STUDY -- PHASE THREE OF THE STUDY -- CONCLUSION -- REFERENCES -- PART 5: EXTENDING SCHOLARSHIP'SARENA - OPPORTUNITIES FOR ALL -- CHAPTER 16: ASIA IN-COUNTRY EXPERIENCE: Impact on Teachers -- ABSTRACT -- INTRODUCTION -- LITERATURE REVIEW -- Professional Development -- Identity -- Experiential Learning -- Cross-Cultural Learning -- In-Country Experience -- BACKGROUND TO THE STUDY -- OVERVIEW OF THE STUDY -- FINDINGS AND ANALYSIS -- Reasons for Undertaking Asia In-country Experience -- Impact at a Personal Level -- Professional Impact -- Professional Practice Implications -- Own teaching and learning program -- Further professional learning -- Further in-country experience -- Career direction -- Teachers within own schools -- Teachers in other schools -- Reflection Process -- CONCLUSION -- REFERENCES -- CHAPTER 17: EDUCATION AND CULTURE: An Australian Coeducational Boarding School as a Crucible for a Culturally Diverse Life as Seen Through the Eyes of the StudentsThemselves. A Humanistic Sociological Study -- ABSTRACT -- INTRODUCTION -- A Brief Overview of Boarding in Australia -- A Brief Overview of Australian Boarding -- Defining an Australian boarding school -- Geelong Grammar School's milieu in Australian education -- Method -- The analysis of personal documents -- THE PRESENT STUDY -- A boarding House as a primary group social system -- CONCLUSIONS AND QUESTIONS FOR FURTHER RESEARCH -- REFERENCES -- NOTE -- CHAPTER 18: RURAL-URBAN SCHOOL PARTNERSHIPS ANDAUSTRALIA'S SUSTAINABILITY -- PURPOSE.

INTRODUCTION -- WHERE IS RURAL? WHAT IS RURAL? WHO IS RURAL? -- SOME RURAL CONTEXTUAL OBSERVATIONS -- TOWARDS A NEW RURAL-URBAN APPROACH TO SCHOOL LEVEL EDUCATION -- PROGRESSING NEW RURAL-URBAN SCHOOL PARTNERSHIPS -- CONCLUDING COMMENTS -- REFERENCES -- EPILOGUE: IMPLICATIONS FOR TEACHER EDUCATIONAND EDUCATORS -- COMPLEXITIES IN EDUCATION -- TEACHER EDUCATION PROGRAMS AND EDUCATORS -- REFERENCES.