I suggested that Australia’s current imaginary is not unlike that of many other nations, including the USA, in depicting pervasive deficiencies within institutions of schooling (e.g., public schools) and educational agents (e.g., administrators, teachers, and teacher educators). This essay revises and extends a brief contribution to the Journal of Curriculum and Pedagogy (Gough, 2006) in which I responded to Tom Barone and Martha Lash’s (2006) invitation to characterise Australia’s current ‘educational imaginary’, a term they used to describe ‘a set of broadly disseminated images about what schools and school people within a nation are supposedly like’ (p.

No abstract (Introductory paragraph follows: The theoretical and practical implications of the study are discussed. The findings indicated four main outcomes: Students’ personal literature is a reflection of who they are as a child within a family structure students’ personal literature brings them comfort students’ personal literature is a reflection of their inner desires and students’ personal literature is selected for their entertainment. The data were analyzed using the constant comparative method. Data collection included observational field notes, multiple forms of literature, audio recordings, and photographs. Literature holds the potential to significantly influence the lives of readers, but what is the nature of this influence for very young readers? This study investigated the question “What are the relationships between beginning readers and their personal literature?” A first-grade class of 18 students individually assembled a collection of personal literature, that is, literature that they chose to read for their own purposes, and shared their literature during presentations to the class.

The three pigs wiesner