AbstractsWhither history teaching?
Volume 42
Number 4, 2007;
Pages 5–11
The study of history gives students an 'intellectual toolkit' which enables them to 'think, analyse, sift information, and make judgements based on evidence', and to link past events to their current social contexts. History can be made accessible and engaging for students through means such as classroom debates and discussions, examining simple primary sources, and evaluating relevant films and documentaries with scaffolding of vocabulary and context. It may be useful to teach some local history, contextualised within wider historical currents. Australian history should also be given a global context to deepen understanding of it and to enhance its interest to students. Historical study equips students to evaluate Internet content critically, gives them vocationally oriented skills in problem solving, research and communication, and provides what Brian Hoepper calls 'historical literacy'. As Inga Clendinnen says it offers a way to sharpen students' understanding of values, through the study of past conflicts over values and interests. The Future of the Past report published in 2000 found that history can validly be taught either thematically or chronologically, but in either case it should involve studies in depth and critical thinking. This approach is best achieved through history as an independent subject. Within SOSE, history can be fragmented and repetitive across year levels. The debates about history teaching in recent years rest on two different views of its purpose. For author Kevin Donnelly and the former Australian Government, school history is chiefly a way to help develop national identity. See Donnelly's commentaries 6 January, 30 January, April, and September 2006. However, Inga Clendinnen sees dangers in such 'patriotic history', citing 'the corrupt feel good history' taught in the USA. Donnelly approves the call by Gregory Melleuish for school history to centre around key dates and events and their global context, and the everyday life of past Australians. Melleuish presented a detailed plan of how this material could be taught in Years 9 and 10. However, to cover such extensive material would involve a 'chronological dash' with superficial treatment. The study of history cannot cover all historical knowledge of benefit to students, so historical study necessarily involves acquiring the skills that can be turned to new historical contexts. Key Learning AreasStudies of Society and EnvironmentSubject HeadingsHistoryTeaching and learning Curriculum planning School mental health promotion: MindMatters as an example of mental health reform
Volume 18
Number 3, 2007;
Pages 229–235
KLA Subject HeadingsMental HealthSchools School and community CAS technology and the mathematics curriculum
Volume 44
Number 3, November 2007;
Pages 2–4
A pilot study of Computer Algebra Systems (CAS) in mathematics teaching is currently running in 22 Key Learning AreasMathematicsSubject HeadingsMathematics teachingMathematics Calculators Technology Pedagogy A pathway to literacy28 April 2008
Literacy levels have been steadily declining at Key Learning AreasEnglishLanguages Subject HeadingsAboriginal studentsLiteracy Northern Territory Australia Rural education Defining a 'good teacher'. Simply!
Volume 17
Number 1, 2008;
Pages 5–14
Good teaching is the result of a combination of personal characteristics and skills that can be developed over time. A survey of 54 teachers and trainees conducted for an MA dissertation has revealed a high level of consistency in these qualities. The survey was administered to a range of people of differing age, gender, geographical location, and levels of teaching experience. Qualities most commonly mentioned were creativity and open-mindedness, with 89 per cent of participants naming these as important. Other personal qualities identified by more than three-quarters of participants were ‘caring’, ‘enthusiastic’, ‘flexible’, ‘knowledgeable’, ‘patient’, ‘well-planned’ and ‘respectful’. Building rapport with learners is essential, and a strong rapport is formed when teachers show genuine interest in their students and share information about themselves in return. Excellent teachers create a classroom in which they would be happy to be learners. They tend to emphasise the role of facilitator rather than performer and encourage students to ask questions, make mistakes and discover connections on their own. Having an open mind allows teachers to approach unfamiliar territory without fear and ask learners for feedback and content suggestions. Patience is essential, and the best teachers allow time for students to formulate answers and self-correct if necessary. They do not assume a class will remember everything that has been previously taught. Creativity and flexibility are crucial, in conjunction with well-organised lessons that have been planned around effective student learning. The best teachers are knowledgeable about both the subject content and research on teaching and learning, and keep up-to-date on course materials and developments. Classroom management skills, such as the ability to give clear and concise instructions or to discipline a class when necessary, are developed through experience. Pacing and estimation of the time needed for an activity also come with practice. The best teachers work to develop their own personal qualities and learnt skills, and teach with joy, integrity and attention to the progress of all their students. KLA Subject HeadingsTeaching and learningTeaching profession Teacher-student relationships Teacher training The effects of multisensory vowel instruction during word study for third-grade students
Volume 42
Number 4, November 2007;
Pages 468–471
The winning entry in the International Reading Association’s Outstanding Dissertation Award for 2007 is a thesis exploring the effects of an intervention program at 25 urban public schools in the Key Learning AreasEnglishSubject HeadingsReadingLiteracy English language teaching Poverty United States of America (USA) Gen YMay 2008;
Pages 60–61
People born between 1976 and 1991, known as Generation Y, number around four and a half million across Australia. They are the second-largest generation currently in the workforce, and account at present for around a third of the staff in Australia’s schools. Generation Y staff tend to function differently to preceding generations, and being aware of how they differ can be a great asset for current school leaders. Typically, Generation Y workers dislike the traditional management style that elevates managers above other employees. They tend to be confident, optimistic, sociable and to have a strong social conscience. Opportunities for learning and skill building are important to them, as are clear goals and a supportive environment that encourages innovation and values new ideas. Preferred avenues of communication are usually informal, such as email, text or casual conversation. Generation Y members are technologically adept and eager to integrate new technology into their work. To attract and engage workers in this group, aim to provide a flexible workplace that allows for healthy work–life balance. Be sure to offer variety and opportunities for project leadership. Strive for transparency of processes and show respect for all staff, and openly appreciate and value the contributions these workers make. Give staff freedom to manage their own workload while also aiming to provide frequent constructive feedback. The confidence shown by this generation of workers is often surprising to those in older generations, but school leaders should not automatically assume they are antagonistic. Generation Y staff appreciate a working environment that respects skills and creativity, values workers as equals, and infuses work with purpose and a sense of fun. KLA Subject HeadingsGeneration YTeachers' employment Teaching and learning Education for sustainability
Volume 37
Number 3, November 2007;
Pages 16–18
The aim of the United Nations Decade of Education for Sustainable Development is ‘to integrate the principles, values, and practices of sustainable development into all the aspects of education and learning’. This challenging task affords educators an opportunity to re-evaluate their thinking about how and what they teach in the classroom. In Key Learning AreasStudies of Society and EnvironmentSubject HeadingsSustainable developmentEducational planning Environment Future Students' conceptions of assessment: links to outcomes
Volume 15
Number 1, March 2008;
Pages 3–17
A study of 3,469 high school students in KLA Subject HeadingsAssessmentMotivation The incubator: today's students, tomorrow's teachersApril 2008;
Pages 49–53
In the context of widespread teacher shortages, it is notable that teaching is the most popular career choice for Year 12 students at Freeman Catholic College in KLA Subject HeadingsTeaching and learningTeacher training School leadership Educational alternatives for marginalised youth
Volume 34
Number 3, December 2007;
Pages 53–68
Around a quarter of New South Wales students are unlikely to complete Year 12 in mainstream settings. In the context of a recent push to lift Year 12 retention rates, alternative education options are increasingly necessary. However, communication between organisations and professionals in this area is often hampered by the lack of an overarching conceptual framework. The article sets out a schematic ‘map of the alternative education landscape’ that locates the services available along two dimensions. The first dimension relates to each program’s aim. Programs that aim to change the individual to fit the educational system are contrasted with programs that aim to modify the delivery of education to fit the individual. The second dimension relates to the stability of the program in terms of its funding and continuity. These dimensions were chosen based on an analysis of the documents circulated by various programs, many of which have been summarised by the Dusseldorp Skills Forum. The map is drawn up into quarters. The first quarter houses programs that are unstable and dedicated to changing the young person, such as the New South Wales Department of Education and Training (DET)’s Links to Learning program, as well as other DET programs such as mobile literacy and numeracy training. The second quarter houses programs that are stable and dedicated to changing the young person, such as suspension centres and behaviour schools. New funding has been earmarked by the State government for this area. The third quarter consists of programs that are unstable and aimed at changing educational provision. These are rare but include the Dale Young Mothers’ Program, which changes educational provision to cater for the needs of young mothers. The fourth quarter consists of stable programs dedicated to changing educational provision. These include KLA Subject HeadingsVocational education and trainingRetention rates in schools New South Wales (NSW) Education policy There are no Conferences available in this issue. |