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Curriculum & Leadership Journal
An electronic journal for leaders in education
ISSN: 1448-0743
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High Possibility Classrooms: a new model of technology integration for schools

Jane Hunter

A recent study has examined how exemplary primary, middle and high school teachers in NSW public schools integrated technology into their teaching. All teachers consciously applied their knowledge of various education theories when integrating technology into their practices. They recognised that technology gave students many more opportunities to be inventive, and it allowed expression of creativity in the classroom. Technology provided new ways for students to display learning to an audience beyond the teacher. Teachers used technology to facilitate students' imagination and to allow students to share their work with peers. The teachers believed that technology gave students ways to understand the world beyond school, as well as giving them a real voice, a sense of ownership over their work and a sense of what they need to be able to do outside of school. Each teacher also had a sense of the interplay between technology, elements of their personal lives and their sense of professional identity.

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SES and the career aspirations of Australian school students: testing enduring assumptions

Jennifer Gore, et al.

A NSW study has examined the career aspirations of over 3500 students, across years 4, 6, 8 and 10 – Australian Educational Researcher.

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Meditation interventions in schools

Lea Waters, et al.

A literature review examines how school meditation programs contribute to students’ well-being and social competence – Educational Psychology Review.

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Show me what you know

Teresa Young, Ashley Morgan

Project work in kindergarten is a means to fulfil two of the key roles of early years’ educators: building the foundations for literacy and numeracy, while also nurturing children’s curiosity, confidence and social skills – The Reading Teacher.

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Lively minds: distinctions between academic versus intellectual goals for young children

Lilian G Katz

In early childhood settings, children need intellectual challenge rather than academic drills or banal routines – Defending the Early Years.

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