John Polesel
Datos Biográficos
| ID | 762008 |
|---|---|
| NOMBRE | John Polesel |
| NOMBRES | John |
| APELLIDO | Polesel |
| FIRMA | POLESEL J |
| AFILIACIONES | The University of Melbourne |
| ORCID | 0000-0003-1752-0849 |
| VERIFICADO | Sí |
| TOTAL DE OBRAS | 11 |
| TOTAL DE CITAS | 46 |
| TOTAL COMO AUTOR | 10 |
| TOTAL COMO EDITOR | 1 |
| PRIMER AÑO DE PUBLICACIÓN | 2006 |
| AÑO MÁS RECIENTE DE PUBLICACIÓN | 2021 |
| ÍNDICE H | 4 |
The Australian Senior Certificates
Vocational education and social inequalities in within- and between-school curriculum tracking
Using rich administrative data from the Chilean education system, this paper looked at the link between curriculum tracking and social inequalities considering the way that tracking is organised: between- or within- schools. In particular, it examines the influence of socioeconomic status (SES) on track placement (general or vocational), and gaps in higher education access between graduates from both tracks. Result suggests that in a highly socia…
Educational inequality and transitions to university in Australia
This paper is based on research into the destinations and aspirations of school leavers in Australia. It investigates the relationship between the transition to university for different groups of students and their own and their parents’ and teachers’ expectations. It draws on Bourdieu, Boudon, Nussbaum and others to investigate the way young people construct their aspirations. It examines the limits of young people’s agency, which is bound by th…
Pre-Employment Skill Formation in Australia and Germany
This chapter provides a critical analysis of the role that vocational education and training plays in preparing young people for the labour market in two contrasting systems – Australia and Germany. In Germany, this occurs mainly within the structure of the “dual system”. In Australia, it occurs within a system of comprehensive high schools, where vocational studies are located within the senior secondary certificates. In Australia, it also occur…
The impact of high-stakes testing on curriculum and pedagogy
Debates continue about how high-stakes testing regimes influence schools at all levels: their impact on teaching practices, distribution of resources and curriculum provision, and whether they achieve the intended increases in student achievement in targeted areas. In 2008, the Australian government introduced a national testing scheme, the National Assessment Program – Literacy and Numeracy (NAPLAN), in which all Australian students in Years 3, …
Letting schools off the hook? Exploring the role of Australian secondary schools in the Coag Year 12 attainment agenda
In 2009, the Council of Australian Governments (COAG) set a target to lift Australia’s Year 12 or equivalent attainment rate from 83.5 to 90% by 2015. In the context of global financial uncertainty, the target was rationalised as a means for boosting national productivity and developing human capital to help Australia compete in the global knowledge economy. Historically, Year 12 attainment targets have been designed to pressure state and territo…
Strong on retention, weak on outcomes
The re-shaping of the Australian senior secondary landscape in recent years and the emergence of a new space for vocational knowledge within Australian senior secondary certificates of education have been underpinned by a national focus on raising retention rates and achieving Year 12 or equivalent attainment rates in the context of a diversifying senior secondary cohort, and on delivering effective training to meet the skills needs of the growin…
School Dropout and Completion
Educational outcomes, policy reform and cultural capital in Italian secondary schools
Italy’s poor performance in various indicators of educational achievement, such as the Programme for International Student Assessment (PISA), has featured strongly in analyses of Italian education policy, and its progress towards the Lisbon objectives has been slow. With weak outcomes often linked to a highly stratified system of upper secondary schooling, combining high levels of track differentiation with a comparatively young track selection a…
Democratising the curriculum or training the children of the poor
Historically grounded in a tradition of meeting local skills needs and training the children of the poor, vocational education and training (VET) in schools continues to struggle in terms of esteem and parity of status. Associated in the literature with the training of a reliable and compliant class of workers, it has also been tainted by its links to the processes of social selection and its lowly status in the hierarchy of school subjects. Howe…
Reform and reaction
Despite concerns regarding Italy’s high levels of early school‐leaving, regional differences in educational outcomes and persistent inequalities, efforts to reform the country’s complex system of senior secondary schooling have been repeatedly frustrated. Regarded by the left as contributing to the reproduction of social inequalities, Italy’s dual‐track system of academic and vocational secondary schools has been the focus of many reform efforts,…
The impact of high-stakes testing on curriculum and pedagogy
Debates continue about how high-stakes testing regimes influence schools at all levels: their impact on teaching practices, distribution of resources and curriculum provision, and whether they achieve the intended increases in student achievement in targeted areas. In 2008, the Australian government introduced a national testing scheme, the National Assessment Program – Literacy and Numeracy (NAPLAN), in which all Australian students in Years 3, …
Democratising the curriculum or training the children of the poor
Historically grounded in a tradition of meeting local skills needs and training the children of the poor, vocational education and training (VET) in schools continues to struggle in terms of esteem and parity of status. Associated in the literature with the training of a reliable and compliant class of workers, it has also been tainted by its links to the processes of social selection and its lowly status in the hierarchy of school subjects. Howe…
Letting schools off the hook? Exploring the role of Australian secondary schools in the Coag Year 12 attainment agenda
In 2009, the Council of Australian Governments (COAG) set a target to lift Australia’s Year 12 or equivalent attainment rate from 83.5 to 90% by 2015. In the context of global financial uncertainty, the target was rationalised as a means for boosting national productivity and developing human capital to help Australia compete in the global knowledge economy. Historically, Year 12 attainment targets have been designed to pressure state and territo…
Educational inequality and transitions to university in Australia
This paper is based on research into the destinations and aspirations of school leavers in Australia. It investigates the relationship between the transition to university for different groups of students and their own and their parents’ and teachers’ expectations. It draws on Bourdieu, Boudon, Nussbaum and others to investigate the way young people construct their aspirations. It examines the limits of young people’s agency, which is bound by th…
Vocational education and social inequalities in within- and between-school curriculum tracking
Using rich administrative data from the Chilean education system, this paper looked at the link between curriculum tracking and social inequalities considering the way that tracking is organised: between- or within- schools. In particular, it examines the influence of socioeconomic status (SES) on track placement (general or vocational), and gaps in higher education access between graduates from both tracks. Result suggests that in a highly socia…
Strong on retention, weak on outcomes
The re-shaping of the Australian senior secondary landscape in recent years and the emergence of a new space for vocational knowledge within Australian senior secondary certificates of education have been underpinned by a national focus on raising retention rates and achieving Year 12 or equivalent attainment rates in the context of a diversifying senior secondary cohort, and on delivering effective training to meet the skills needs of the growin…
Reform and reaction
Despite concerns regarding Italy’s high levels of early school‐leaving, regional differences in educational outcomes and persistent inequalities, efforts to reform the country’s complex system of senior secondary schooling have been repeatedly frustrated. Regarded by the left as contributing to the reproduction of social inequalities, Italy’s dual‐track system of academic and vocational secondary schools has been the focus of many reform efforts,…
Reform and reaction
Despite concerns regarding Italy’s high levels of early school‐leaving, regional differences in educational outcomes and persistent inequalities, efforts to reform the country’s complex system of senior secondary schooling have been repeatedly frustrated. Regarded by the left as contributing to the reproduction of social inequalities, Italy’s dual‐track system of academic and vocational secondary schools has been the focus of many reform efforts,…
Democratising the curriculum or training the children of the poor
Historically grounded in a tradition of meeting local skills needs and training the children of the poor, vocational education and training (VET) in schools continues to struggle in terms of esteem and parity of status. Associated in the literature with the training of a reliable and compliant class of workers, it has also been tainted by its links to the processes of social selection and its lowly status in the hierarchy of school subjects. Howe…
School Dropout and Completion
Educational outcomes, policy reform and cultural capital in Italian secondary schools
Italy’s poor performance in various indicators of educational achievement, such as the Programme for International Student Assessment (PISA), has featured strongly in analyses of Italian education policy, and its progress towards the Lisbon objectives has been slow. With weak outcomes often linked to a highly stratified system of upper secondary schooling, combining high levels of track differentiation with a comparatively young track selection a…
Letting schools off the hook? Exploring the role of Australian secondary schools in the Coag Year 12 attainment agenda
In 2009, the Council of Australian Governments (COAG) set a target to lift Australia’s Year 12 or equivalent attainment rate from 83.5 to 90% by 2015. In the context of global financial uncertainty, the target was rationalised as a means for boosting national productivity and developing human capital to help Australia compete in the global knowledge economy. Historically, Year 12 attainment targets have been designed to pressure state and territo…
Strong on retention, weak on outcomes
The re-shaping of the Australian senior secondary landscape in recent years and the emergence of a new space for vocational knowledge within Australian senior secondary certificates of education have been underpinned by a national focus on raising retention rates and achieving Year 12 or equivalent attainment rates in the context of a diversifying senior secondary cohort, and on delivering effective training to meet the skills needs of the growin…
The impact of high-stakes testing on curriculum and pedagogy
Debates continue about how high-stakes testing regimes influence schools at all levels: their impact on teaching practices, distribution of resources and curriculum provision, and whether they achieve the intended increases in student achievement in targeted areas. In 2008, the Australian government introduced a national testing scheme, the National Assessment Program – Literacy and Numeracy (NAPLAN), in which all Australian students in Years 3, …
Pre-Employment Skill Formation in Australia and Germany
This chapter provides a critical analysis of the role that vocational education and training plays in preparing young people for the labour market in two contrasting systems – Australia and Germany. In Germany, this occurs mainly within the structure of the “dual system”. In Australia, it occurs within a system of comprehensive high schools, where vocational studies are located within the senior secondary certificates. In Australia, it also occur…
Educational inequality and transitions to university in Australia
This paper is based on research into the destinations and aspirations of school leavers in Australia. It investigates the relationship between the transition to university for different groups of students and their own and their parents’ and teachers’ expectations. It draws on Bourdieu, Boudon, Nussbaum and others to investigate the way young people construct their aspirations. It examines the limits of young people’s agency, which is bound by th…
Vocational education and social inequalities in within- and between-school curriculum tracking
Using rich administrative data from the Chilean education system, this paper looked at the link between curriculum tracking and social inequalities considering the way that tracking is organised: between- or within- schools. In particular, it examines the influence of socioeconomic status (SES) on track placement (general or vocational), and gaps in higher education access between graduates from both tracks. Result suggests that in a highly socia…
The Australian Senior Certificates
Political science (11 obras) · Pedagogy (10 obras) · Sociology (10 obras) · Education Systems and Policy (8 obras) · Economic growth (7 obras) · Global Educational Policies and Reforms (7 obras) · Youth Education and Societal Dynamics (7 obras) · Curriculum (6 obras) · Economics (6 obras) · Vocational education (6 obras)