WINTER 2002
JUNE : JULY : AUGUST
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Paid time off, better pay and industry placements are among measures suggested to help educators meet challenges of the future. Mary Kalantsis and Andrew Harvey report.
Prospective teachers in training are encouraged to think of themselves as professionals from day one. But what kind of professionals? asks Terry Hayes.
Does teaching matter? Reporting on the Challenging Futures Conference, Jo-Anne Reid calls for rich professional conversations about pedagogy.
John Smyth questions the effect of educational reform policies that have been adopted in this and many other countries.
How important an innovation is grounding the knowledge and practices of a profession in cases based on authentic workplace experiences? Robyn Ewing reports.
There is no doubt that mentoring, whether virtual or face-to-face, has a valuable place in education, writes Maryann Brown.
Rosemary Callingham and Jane Watson discuss the mathematics component of a special middle years teacher training program at the University of Tasmania.
The 'scaffolding' concept not only works; it also encourages healthy pedagogical debate, writes Jenny Hammond.
Kath Murdoch and Jeni Wilson report on collaborative professional development programs in three different schools.
Pat Kiddey draws a sharp distinction between the 'whats' and 'hows' of mandated outcomes and calls for detailed practical and focussed professional development.
A tribute to Kathy Skelton from colleagues in the Faculty of Education, University of Melbourne.
Denis Coogan, shellac, the storeroom and the theory of water pressure: Kathy Skelton's typically hilarious reminiscence is reprinted from EQ in Summer 1998.
Kathy Skelton became a dab hand with a computer. But it was not always so. This story is from EQ in Spring 2001.
Maura Sellars looks at past and present sources of inspiration for teachers of lifelong learners.
Results highlights from the Programme for International Student Assessment (PISA), which looked at students from 30 countries.
Peter West discusses research into how boys regard school and learning.
What will it take to make teachers confident about using information and communication technology? Peter Snow takes a look at the future.
Robyn English models professional development strategies based on classroom teaching techniques and collaboration between participants.
