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The purpose of this paper is to explore the concept of national identity, as imparted to students by the Western Australia Education Department, in the early part of the twentieth century. By specifically examining The School Paper, as a part of a broader investigation into the teaching of English, this paper interrogates the role “school papers” played in the formation of the citizen subject.

This paper draws on all available editions of Western Australia’s Education Department school reader, The School Paper, between 1909 and 1911, and on the Department’s Education Circular publication between the years 1899 and 1911. These are read within the context of the prevailing education philosophy, internationally and domestically, and the extent to which it was shaped by Australia’s cultural heritage and the desire to establish a national identity in the years post-federation.

The School Paper featured stories, poems, songs and articles that complimented the goals of the new education. Used in supplement to a revised curriculum weighted towards English classics, The School Paper, provided an important site for citizenship training. This publication pursued dual projects of constructing a specific Australian identity while defining a British imperial identity from which it is informed.

This research builds on scholarship on the role of school readers in other states in the construction of national identity and the formation of the citizen subject. It is the first research conducted into Western Australia’s school paper, the school reader, and provides a new lens through which to view how the processes of national/imperial identities are carried out and influenced by state-sanctioned study of English.

The purpose of this paper is to propose a common business school framework based on knowledge resources that are available in business schools. To support the arguments made based on review literature, the paper presents the holistic framework of knowledge resources in a business school and also provides a knowledge value chain in sharing the resources. The paper then applies the framework to study the provisions of knowledge recourses in a business school to examine the effect of knowledge sharing.

Drawing on insights from review literature the paper starts from a broad view on knowledge sharing in business schools. Then the paper proposes a knowledge‐sharing framework. To evaluate the framework, the paper investigates one of the business school's knowledge sharing tools. Wherever data were insufficient, logical interpretation is provided. The framework is compared with respect to business schools. Then it is analyzed with the business school's online knowledge sharing tool.

The paper finds that the rapid pace of change in knowledge resources is increasingly influencing the creation, publication and dissemination of educational materials and sharing information – thus, finally having an impact on learning. The paper finds that there is an urgent need to share all the knowledge resources in business schools for effective delivery. Some important general observations are argued for, while studying the online knowledge‐sharing tool. First, effective information technology infrastructure for sharing knowledge resources is a must, and second, all the resources need to be shared online. The paper finds that the purpose of knowledge sharing in business schools would create value in the form of academic and personal value.

The paper provides useful suggestions for business schools to adopt knowledge‐sharing tools. The framework proposed can be adopted by any business school worldwide to enhance their ratings and processes. The paper reveals through study that, business schools must actively explore the immense potential and the wide ramifications of the knowledge resources that are hidden in different academic domains rather than just waiting to adopt passively some tool at different academic domains. This paper sets out to inspire business school leaders to find out more on knowledge sharing tools. The chosen research strategy was to study business schools and analyze their content, looking for similarities and complementarities in their nature and their strategies with respect to knowledge sharing. First, the paper identified existing systems, examining available processes in the business school, and expanding them through more searches. This paper is based on reflections combined with inputs from informal discussions and interviews conducted with several management educators, management consultants, management students and managers, which had taken place at several meetings, seminars and conferences over the last few years.

Despite the fact that schools should be places where learning occurs, most schools have overlooked the importance of knowledge. In contrast, commercial firms have recognized knowledge as a strategic intangible asset and a key resource of the enterprises. Therefore, enterprises have already harnessed knowledge to a great extent with wide practice of knowledge management (KM). The purpose of this paper is to show that KM could be applied to the education sector similar to the practice in the business world for leveraging intellectual assets. This paper examines how schools can kick off the process of KM implementation. This paper also reports what have been done and what should be done in KM implementation better in a school. This can give insights for schools which will try KM in near future.

The paper uses a case study in a secondary school to explore how KM can be kicked off and sustained in a school setting. A KM system called knowledge base and a document management system called Digital Archive were developed to serve as the infrastructure for knowledge sharing. Lesson study and communities of practice (CoPs) were adopted to be the platforms for knowledge sharing among teachers in the school. A case study of the processes and lesson learned was done in this paper. Multiple sources of data, including observations, questionnaires and interviews, have been collected for evaluation.

In this paper, KM implementation was found to be effective through dual approaches: information-based and people-/interaction-based approaches. A knowledge base and a Digital Archive as knowledge repositories and lesson study and CoPs as platforms for knowledge sharing have been successfully established to facilitate sharing information/knowledge and nurturing a sharing culture and trust. Challenges faced and the related coping strategies during the process of implementation were shared and reflected. It was also found that building sharing culture is the critical turning point of the process of KM implementation. Breaking through the barrier of sharing was found to be very essential to KM implementation.

This paper adopts case study methodology to report the process of KM implementation in a school. Although these results of the study conducted in one school may not be generalized to other school contexts, the lessons learned in the study will be a strong empirical evidence of research of KM implementation, especially in schools. Because of the limited number of prior studies and the importance of the pioneering work of launching KM implementation, this paper tries to address the research gap by using theory building from cases as a research strategy rather than theory testing research, especially in “how”and“why” in the steps of kicking off KM implementation in an unexplored research area.

This paper shows a case of KM implementation in a school with thoughtful procedures of implementing information-based and people-/interaction-based approaches. The paper is a showcase that will shed light on the processes and lessons learned and also helps to provide a model for schools who are interested in applying KM in their schools.

Most people might think that KM can be applied only in commercial sector. This paper shows that KM can also be adopted in schools as well as other sectors.

This paper represents one of the pioneering work of implementing KM in a school. It hopes to make contributions for KM implementation also in the public sector within which are non-profit-making organizations.

The purpose of this paper is to explore representations of Aboriginal people, in particular children, in the Victorian government’s school reader The School Paper, from the end of the Second World War until its publication ceased in 1968. The author interrogates these representations within the framework of pedagogies of citizenship training and the development of national identity, to reveal the role Aboriginal people and their culture were accorded within the “imagined community” of Australian nationhood and its heritage and history.

The paper draws on the rich material available in the Victorian Department of Education’s school reader, The School Paper, from 1946 to 1968 (when the publication ceased), and on the Department’s annual reports. These are read within the context of scholarship on race, education and citizenship formation in the post-war years.

State government policies of assimilation following the Second World War tied in with pedagogies and curricula regarding citizenship and belonging, which became a key focus of education departments following the Second World War. The informal pedagogies of The School Paper’s representations of Aboriginal children and their families, the author argues, excluded Aboriginal communities from understandings of Australian nationhood, and from conceptions of the ideal Australian citizen-in-formation. Instead, representations of Aboriginal people relegated them to the outdoors in ways that racialised Australian spaces: Aboriginal cultures are portrayed as historical yet timeless, linked with the natural/native rather than civic/political environment.

This paper builds on scholarship on the relationship between education, reading pedagogies and citizenship formation in Australia in the post-war years to develop our knowledge of how conceptions of the ideal Australian citizen of the future – that is, Australian students – were inherently racialised. It makes a new contribution to scholarship on the assimilation project in Australia, through revealing the relationship between government policies towards Aboriginal people and the racial and cultural qualities being taught in Australian schools.

This paper features a narrative case study of a leadership team engaged in an effort to transform both culture and instructional practice at an urban charter school. The paper describes the team's effort to align their decision-making with two frameworks selected to anchor the school's institutional change process: restorative justice and deeper learning. Interweaving rich case data with analysis, the paper explores the dilemmas that emerged as leaders struggled to “walk the talk” of these two frameworks, using this to theorize about the synergies between them and to explore the broader leadership challenges involved in transforming schools from authoritarian to humanizing institutions.

The researcher employed an ethnographic approach with the goal of generating a thickly-textured single case study. Data-gathering activities included more than 400 h of participant-observation, in-depth interviewing and artifact collection, conducted over the course of a ten-month academic year. Data analysis was iterative and included frequent member checks with participants.

The paper finds that restorative justice and deeper learning have powerful epistemological connections that school leaders can harness in order to ensure a coherent approach to change processes. The paper also illuminates several of the core dilemmas that school leaders should anticipate facing when embracing these two frameworks: the dilemma of responding to feedback, the dilemma of power-sharing and the dilemma of balancing expectations with support.

The case study approach employed in this paper allows for rich understandings of specific phenomena while also providing a platform for exploring the general qualities that these phenomena might illustrate. This approach does not allow for statistical generalizability.

The paper suggests that it is imperative for school leaders to explore what it means to lead in ways that are coherent with their vision for change, e.g. to cultivate symmetry. Moreover, the paper demonstrates that the value of such explorations lies in the process of grappling with the tensions that arise when humanizing frameworks are implemented within systems that uphold traditional power hierarchies. Additionally, the paper affirms the value of de-siloing the transformation of school culture from the transformation of instructional practice.

This paper offers an unusually textured account of the messy and uncertain processes that constitute the work of school change. This paper also draws together two educational paradigms which are rarely brought into conversation with each other despite their epistemological synergy.

The purpose of this paper is to investigate the philosophical stances and related methodologies used within the last 15 years of project management research using The International Research Network on Organizing by Projects (IRNOP) conference papers.

Utilizing a systematic sampling approach, IRNOP conference papers from 1994, 2000 and 2007 were analyzed for prevalent philosophical streams in project management research.

Results show a dominance of ontological subjectivism and epistemological interpretivism, with a preference for case studies and qualitative methods. Trends indicate a growth of positivist studies and, at the same time, an increase in multi‐case studies.

This paper's contribution to knowledge lies in the identification of predominant research paradigms for research reported at project management conferences using IRNOP as an example. The study shows trends, preferences, and potential differences between published research and conference papers.

Information on the quality, quantity and timely trends of underlying philosophies in project management research are lacking an insightful exploration of the project management research field. This is necessary for a better understanding of the past, present and possible future of research paradigms in project management. The paper's findings can be used to improve the interpretation of the state of knowledge in project management research.

Using the example of a “school paper” titled The Children's Hour, developed in South Australia in the late nineteenth century, the purpose of this paper is to show the way that the colonial margins could act as sites of innovation in curriculum and pedagogy and not just as importers of ideas from the imperial centre.

The analysis on which the examination of The Children's Hour is based is a combination of Foucaultian discourse analysis and a genealogical approach to curriculum history which tracks different formations of techniques and programmes for shaping the human subject.

The Children's Hour (1889-1963), featured the innovative use of literature and other genres, and provided new ways to shape the identities of school students and teachers. School papers were strongly implicated in the discursive construction of both a global/imperial and local/Australian identities and represent an informative case of the ways in which teaching and learning practices have been highly mobile in the field of reading.

This research shows that the humble school reading text is an overlooked site for examining processes of the constitution of national identity and the citizen subject. It is also a reminder of the significance of communications technologies in the formation of, and struggles over, national/imperial imaginaries and that the school is an important site for studying these processes.

This research paper tries to look into the issues of achievement gaps in education in Gulf countries. The paper sets forth an idea that the international projects such as Programme for International Student Assessment (PISA), Trends in International Mathematics and Science (TIMSS), and Progress in Reading Literacy Study (PIRLS) could serve not only as means of setting and checking quality standards in education but also as mediators in closing achievement gaps and in helping increase the accountability of schools toward the wider public. The paper also makes an attempt to look at the relative standing of Arab Gulf countries in the international projects such as TIMSS, PISA, and PIRLS. The research assumes that the large-scale international data might appear useful for benchmarking the progress made in any individual country. The paper suggests that the arrows of influence move and operate in both directions, implying that while setting global standards, international projects base their judgments on identified local challenges in education systems of individual countries. Most importantly, they could be used in influencing national policies to make education systems more transparent and comparable to international standards.

First, the paper states that in order to carry out the benchmarking process efficiently and obtain meaningful results for policy making on an international level, assessment procedures such as testing and questionnaire reporting should be conducted on a local level prior to moving to international level. The paper draws experiences from high-performing countries such as Chinese Taipei, South Korea, and Japan. These countries go through intensive local testing practices at early schooling stages before moving on to participating in TIMSS, PISA, and PIRLS projects. Consequently, school children, schools, school districts, and entire countries show high academic readiness and performance at the fourth and eighth grades on an international level.

Second, the paper hypothesizes that discrepancies between teaching methodologies of items covered by individual country curricula, a variety of approaches toward explanation and delivery of various concepts to students, and teacher-specific implementation of theory and practice balance during classes could all potentially contribute to wide gaps and discrepancies between TIMSS, PISA, and PIRLS scores of separate countries no matter how similar their national curricula might look. Strategies for narrowing down examination and questionnaire issues to the items covered in the curricula of all countries have been offered on several occasions; however, this procedure causes oversimplification of teaching and items, and leads to considerable lowering of standards. Therefore, this issue has been presenting a substantial dilemma in TIMSS, PISA, and PIRLS projects’ success across countries.

The purpose of this paper is threefold: to sketch the current policy context that frames the education of migrant children in Shanghai; to explore the work lives of school leaders in the privately owned but government-supported schools; and to understand the socio-cultural and educational factors that shape the leadership practices in these schools.

This paper drew from publicly accessible policy papers and interview data with four principals leading migrant children’s schools in Shanghai.

Migrant children’s schools have received increasing policy recognition and attention. Principals of these schools have strived to adopt various leadership strategies to enhance the quality of education as received by migrant children. However, due to the institutional barriers such as hukou, multiple challenges continue to face migrant children and leaders leading migrant schools.

This is one of the first few papers that collected data from principals leading migrant children’s schools. The paper contributes to further understandings about leadership in high-needs school context and about education quality and equity in relation to programme for international student assessment success in Shanghai.