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Editorial Introduction

Editorial Introduction The Australian Journal of Education VOLUME 10 NUMBER 3 OCTOBER 1966 With this issue, The Australian Journal of Education completes its tenth year of publication. The Journal has in this period sought to present "the best thought, scholarship, and research from all who are professionally interested in education in Australia, and to provide a medium for the dissemination of information concerning significant developments in educational practice and research". Its ten volumes include a range of theoretical and historical articles, reports of empirical research studies, and systematic discussions and analyses of features of Australian education. This special Decennial issue pursues this last theme, being devoted to an analysis of recent change and development in Australian education. Each contributor was invited to review and critically analyse major trends and changes in an aspect of Australian education in the years since World War II, with some discussion of prospective developments of likely importance in future years. Their commission thus required them to attempt the difficult task of making judgments about recent and current developments; further, space limitations have necessarily required a selective examination of the areas under review. From the differing approaches they have taken, a variety of perspectives on problems and trends in Australian education may be gained. The initial article provides a general picture of developments in Australian education, reviewing a number of the salient changes in the post-war period. A further perspective on problems and criticisms of Australian education comes from examination of the views expressed by overseas educationists surveying the Australian scene. The substantial developments in secondary education are examined in the context of projections of future directions and patterns, while developments in primary school curriculum are viewed in the context of a theoretical framework of curriculum development. Articles on technical education and the education of exceptional children reveal significant developments in these fields which often receive too little attention. Several of the papers touch on the much-discussed questions concerning examinations in Australian education, a topic which is subjected to closer scrutiny in the final article. The article on The Ungraded School in Australia which brings together an account and analysis of the varied patterns of provision in this area in the different states, reflects in part the author's first-hand observation of these programmes which have hitherto lacked an analysis with such a wide perspective. It is planned as the first of a series of articles reviewing experi­ mental ventures in Australian education. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Australian Journal of Education SAGE

Editorial Introduction

Australian Journal of Education , Volume 10 (3): 1 – Oct 1, 1966

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Publisher
SAGE
Copyright
© 1966 Australian Council for Educational Research
ISSN
0004-9441
eISSN
2050-5884
DOI
10.1177/000494416601000301
Publisher site
See Article on Publisher Site

Abstract

The Australian Journal of Education VOLUME 10 NUMBER 3 OCTOBER 1966 With this issue, The Australian Journal of Education completes its tenth year of publication. The Journal has in this period sought to present "the best thought, scholarship, and research from all who are professionally interested in education in Australia, and to provide a medium for the dissemination of information concerning significant developments in educational practice and research". Its ten volumes include a range of theoretical and historical articles, reports of empirical research studies, and systematic discussions and analyses of features of Australian education. This special Decennial issue pursues this last theme, being devoted to an analysis of recent change and development in Australian education. Each contributor was invited to review and critically analyse major trends and changes in an aspect of Australian education in the years since World War II, with some discussion of prospective developments of likely importance in future years. Their commission thus required them to attempt the difficult task of making judgments about recent and current developments; further, space limitations have necessarily required a selective examination of the areas under review. From the differing approaches they have taken, a variety of perspectives on problems and trends in Australian education may be gained. The initial article provides a general picture of developments in Australian education, reviewing a number of the salient changes in the post-war period. A further perspective on problems and criticisms of Australian education comes from examination of the views expressed by overseas educationists surveying the Australian scene. The substantial developments in secondary education are examined in the context of projections of future directions and patterns, while developments in primary school curriculum are viewed in the context of a theoretical framework of curriculum development. Articles on technical education and the education of exceptional children reveal significant developments in these fields which often receive too little attention. Several of the papers touch on the much-discussed questions concerning examinations in Australian education, a topic which is subjected to closer scrutiny in the final article. The article on The Ungraded School in Australia which brings together an account and analysis of the varied patterns of provision in this area in the different states, reflects in part the author's first-hand observation of these programmes which have hitherto lacked an analysis with such a wide perspective. It is planned as the first of a series of articles reviewing experi­ mental ventures in Australian education.

Journal

Australian Journal of EducationSAGE

Published: Oct 1, 1966

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