Curriculum Press, 2010
This book is a result of professional development work and research with teachers and students across all education systems since the writing of Teaching and Learning Multiliteracies: Changing Times Changing Literacies (2006). As teachers and students began to engage with new literacies, multimodal texts and digital classroom resources, they identified a need to change pedagogy. The teaching of reading and writing had to change as texts changed and were delivered in a variety of ways. In particular, teachers' approaches to planning and balancing the literacy curriculum, their pedagogies, and classroom talk and interaction needed to evolve as literacies, technologies and society around them were evolving. The focus of the book is on multimodal texts, their characteristics and how they reshape pedagogy. It blends theory and practice and will provide readers with the opportunity to reflect upon and develop their own understandings as well as to apply this knowledge to their educational setting. The book contains 'Reflection Strategies', which focus on the issues that underlie the theory being discussed, and a section called 'Theory into Practice', which focuses on classroom application. The book is supported by a dedicated website that provides digital-electronic material, such as moving images and high-resolution photographs, and links to material discussed in the book. Adapted from the book, which is available from Education Services Australia.
Key Learning AreasEnglish
This book aims to promote an understanding of methods designed to address bullying and when and how these methods can best be applied. Six approaches are described in detail, in terms of their rationale, strengths and limitations. The book draws upon research-based evidence regarding their efficacy and applicability for different kinds and degrees of bullying encountered in schools. Adapted from the publisher's description.
ACER, May 2010
Results from international programs that assess the skills and knowledge of young people have indicated that Australia's Indigenous students perform at a significantly lower level than non-Indigenous students. An in-depth comparison of Indigenous and non-Indigenous students' performance on the Programme of International Student Assessment (PISA) across three cycles is provided in an accompanying volume to this report, while the current document provides an understanding of how various aspects of students' background and psychological constructs relate to each other and to student performance. Particular chapters cover potential influences on the performance of students, a comparison of the profiles of Indigenous and non-Indigenous students, as well as an analysis of factors having a significant impact on the reading, mathematics and scientific literacy of Indigenous students. Adapted from the report, which is available online. Also see the publisher's media release.
Subject HeadingsAboriginal students
Inspired by Science: a Paper Commissioned by the Royal Society and the Prime Minister's Chief Science Advisor
New Zealand Council for Educational Research (NZCER), August 2010
This paper was commissioned by the Royal Society of New Zealand and the Prime Minister’s Chief Science Advisor in conjunction with the Ministry of Research, Science and Technology to encourage discussion on how better to engage students with science, with a particular focus on the role of schools. The paper discusses a range of purposes for science education and reviews New Zealand and international evidence on what students think about science and how well they achieve in it. The paper also questions whether the current provision of science education meets the changing needs of society, work and young people, and makes suggestions for possible ways forward. Adapted from the publisher's description.
Key Learning AreasScience
Subject HeadingsNew Zealand
ASCD, January 2011
This book outlines and contests nine 'long-standing and destructive myths' about teaching and learning, and explores ways in which schools can create more dynamic and empowering classroom environments for students. Chapter headings include Myths Related to Learning in Schools and The Illusion of Accomplishment. Adapted from the publisher's description. Readers may also be interested in the accompanying guide, A Study Guide for Breaking Free from Myths about Teaching and Learning: Innovation as an Engine for Student Success.
Subject HeadingsTeaching and learning
ASCD, January 2011
This book outlines the author's approach to engaging both parents and students in the pursuit of learning and achievement. She calls on her own experience as a teacher and a parent, as well as the experiences of her students, children, friends and colleagues. The book has been further informed by the insights of the US Parent Leadership Network and by research on parent and student involvement. Each of this book's five parts focuses on one of the key elements that provide a stable groundwork for a collaborative partnership among schools, students and parents. Chapter headings include Sending the Pro-engagement Message, Making Inroads with Resisters, and Creating More Effective Learning Opportunities. Adapted from the Introduction. Readers may also be interested in the guide that accompanies this book, A Study Guide for Everyday Engagement: Making Students and Parents Your Partners in Learning.
Subject HeadingsTeacher-student relationships
Parent and child
Parent and teacher