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This paper provides a critical interpretative analysis of the first secondary English syllabus for schools in New South Wales (NSW), Australia, contained within the Courses for Study for High Schools (New South Wales Department of Public Instruction, 1911). The purpose of the paper is to examine the “continuities that link English curriculum discourses and practices with previous discourses and practices” in the rhetorical curriculum. The analysis identifies those aspects of the 1911 English syllabus that have since become normative and challenges the appropriateness of certain enduring orthodoxies in a twenty-first century context.

Focussing on a landmark historical curriculum document from 1911, this paper draws on methods of historical comparative and documentary analysis. It sits within the tradition of historical curriculum research that critiques curriculum documents as a primary source for understanding continuities of discourses and practices. A social constructionist approach informs the analysis.

The conceptualisation of subject English evident in the structure, content and emphases of the 1911 English syllabus encodes a range of “discourses and practices” that have in some form endured or been “reconstituted and remade” (Cormack, 2008, p. 275) over the course of a century. The analysis draws attention to those aspects of the subject that have remained unproblematised and taken-for-granted, and the implications of this for universal student participation and attainment.

This paper reorients critical attention to a significant historical curriculum document that has not, to date, been explored against the backdrop twenty-first century senior secondary English curriculum. In doing so, it presents extended insights into a range of now normative structures, beliefs, ideas, assumptions and practices and questions the potential impact of these on student learning, access and achievement in senior secondary English in NSW in the twenty-first century.

The purpose of this paper is to relate the compelling story of Viennese-born and educated Anna Marie Hlawaczek (c.1849–1893) and her employment as the second headmistress at Maitland Girls High School in the colony of New South Wales (NSW) from 1885 to 1887.

Through a biographical lens, this paper uses traditional documentary research mainly in the school administration files in the NSW State Archives to explore Hlawaczek’s experiences.

The first set of findings forms the narrative of Anna Hlawaczek’s troubled employment in the NSW teaching service at the beginnings of public girls’ secondary education. It shows the ways in which ethnicity, gender, career history and expectations worked on both sides to exacerbate the potential for misunderstanding between her and the all-male administrators of the NSW Department of Public Instruction. The second set of findings suggests two ways in which the national worked as a transnational shaping factor in her story, both constraining and empowering her.

The careers of non-Anglo women working in the early colonial secondary schools for girls have been rarely studied. This paper presents a previously untold story of one pioneering transnational headmistress in the NSW Department of Public Instruction. Her story complicates the transnational approach in the history of women’s education by highlighting the power of the national within the transnational.

The purpose of this paper is to examine the education of children at St Helena Penal Establishment in Queensland and the trials faced by the educators that delivered their formal schooling. The paper will add to the growing research into the prison island and will provide an insight into a unique facet of education in the newly established Australian State of Queensland.

The historical analysis draws on original documents and published works to chronicle the provision of education to the children of warders at the St Helena Penal Establishment.

The establishment of the Department of Public Instruction and the introduction of the State Education Act of 1875 were intended to provide Queensland children from 6 to 12 years of age with free, compulsory, and secular primary education. The full implementation of the Act took until 1900, and in the process, initiatives like St Helena State School No. 12, through issues of administrative control, saw teachers excluded from the Department of Public Instruction in order to include schoolchildren under the auspices of the same department.

The research paper is an initial investigation into the subject and limited by the paucity of primary data available on the topic.

The case study adds to the growing literature on other aspects of the prison at St Helena, Queensland and adds to knowledge of life on the island. Furthermore, the aspects of control over staff on the island and the requirement for the teachers to double as guards, ready to take up arms in defence of the prison, provides new insights into the obligations placed on some early educators.

The aim of this article is to detail the day to day experience of the Junior Cadet component of the Australian scheme of universal military service from 1911‐31. Its focus, therefore, is on describing the administrative and practical functioning of the Junior Cadet system. It does not, for example, seek to address issues such as the social or psychological impact of the scheme or its long‐term effects on the development of education in Australia. Nor does it explore questions of how or why the system evolved as it did. Such matters have been the subject of past, and will no doubt be the focus of future research. As space precludes an in depth investigation of all aspects of the practical conduct of the Junior Cadet scheme, a number of important themes will therefore be traced that, taken together, provide a reasonably full picture of how the system functioned. Beginning with its origins, the article traces the evolution of its purpose, organisation/structure, teacher‐officer instructional staff, training activities, and the eventual dismantling of the scheme. Building on the practice of military‐styled ‘drill’ in many colonial schools prior to Federation, and embedded in the wider theory and practice of universal military service, this scheme was (and remains) a unique experiment in the history of Australian education.

In August 1977, the Division for Library Services awarded Library Services and Construction Act Title III funding to a proposal submitted by Denise B. Erwin, Director of the Instructional Materials Center, School of Education, University of Wisconsin‐Madison, for a planning grant to identify and document the need for “Cooperative Media Review Centers” in the State of Wisconsin. This grant provided money for an eight month period to conduct the study and, based on the findings, to submit a report which would include a plan for the development and implementation of such an evaluation program. This proposal was based on work done previously, nationwide in scope and widely reported in the library press.

The purpose of this paper is to examine the strong influence of Herbartian ideas on the first secondary school-based English course (1911) in New South Wales (NSW), Australia. Whilst previous research has established the influence of the “New Education” on the (NSW Director of Education, Peter Board, the architect of the) 1911 courses, no specific analysis of Johann Friedrich Herbart’s educational ideas has been undertaken in relation to this seminal secondary English course.

Through using three of Herbart’s key educational ideas as an interpretive framework to analyse the 1911 NSW Courses of Study for High Schools English course, the paper demonstrates the influence of those ideas on this inaugural secondary English course.

The analysis reveals that the NSW 1911 secondary English course was influenced by Herbartian educational ideas underpinning the course.

This paper focuses on the “pre-active”1911 rhetorical English curriculum in NSW, rather than the “enacted” implemented curriculum.

The paper identifies Herbartian influences on the 1911 NSW English syllabus, revealing important philosophical ideas.

Future English curriculum design will benefit from the identification of the philosophical ideas embedded in the NSW 1911 English curriculum.

This analysis provides insights into the Herbartian influences on the first secondary English course in NSW.

The majority of children receiving special education services in the United States are participating in the general education curriculum. Special education programming is closely regulated, creating environments where school districts must consider compliance issues, often neglecting the instructional needs of individual students. The Exceptional Children team in a large urban district in a Southeastern state created a “playbook” to support teachers and families in navigating and succeeding in a distance learning environment (District, 2020). This playbook will be useful for educators and families to ensure each and every child receives the assistance they need to be successful learners throughout their schooling.

The following is an annotated list of materials dealing with orientation to library facilities and services, instruction in the use of information resources, and research and computer skills related to retrieving, using, and evaluating information. This review, the sixteenth to be published in Reference Services Review, includes items in English published in 1989. A few are not annotated because the compiler could not obtain copies of them for this review.

More than five years have passed since A Nation at Risk was published in 1983 by then‐Secretary of Education Terrance Bell's National Commission on Excellence in Education. Those years have seen the publication of an enormous body of both primary material, composed of research reports, essays, and federal and state reform proposals and reports; and secondary material, composed of summaries and reviews of the original reform reports and reports about effective programs that are based on reform recommendations. This annotated bibliography seeks to identify, briefly describe, and organize in a useful manner those publications dealing with K‐12 education reform and improvement. The overall purposes of this article are to bring organization to that list, and also to trace relationships and influences from the federal initiatives to the states and professional associations, and from there to the school districts and individual schools.

The purpose of this chapter is to explore the Occupational Course of Study (OCS) program through blended learning courses offered through the North Carolina Virtual Public School. In this program, students take classes online with a virtual content area teacher and meet in a face-to-face setting with a certified special education teacher.

This chapter offers a practical exploration of the OCS program. Its intention is to offer insight into the perspectives of virtual teachers and face-to-face teachers and provide an understanding of how this type of blended learning has the potential to deliver high quality academic coursework targeted to meet individual learning needs.

This blended environment format is a viable method for helping highly qualified content area teachers and teachers with disabilities work together to meet the individual learning needs of students with disabilities.

The OCS program is able to support large numbers of students who need transition services. Evaluation on this program reveals that collaboration between various educational professionals supports learning outcomes for students.

Many K12 districts offer alternative diplomas for students with exceptionalities, with a goal of preparing students for their transition to postsecondary employment and independent living. This chapter offers a practical description of this program for the benefit of other systems that may want to consider this model.