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Textbooks from Cambridge

ABN 28 508 204 178

Cambridge Textbooks

ABN 28 508 204 178

Leading the way in Education

Your contacts at Cambridge University Press:

Cambridge University Press has an established collection of Education textbooks for undergraduate and postgraduate students.

John Elliot NSW / ACT / WA E: M: 0458 913 645

Covering all foundation subjects and a wide range of electives, our textbooks are written

Shona Gray VIC / SA E: M: 0418 517 879

by experts in their field, providing students and lecturers with authoritative, engaging and thought-provoking material to enhance their learning experience. Our textbooks are available in print or as eBooks, enabling students to access their content in the way they prefer.

Kim Lingard QLD / NT / TAS / New Zealand E: M: 0437 389 810

Browse our full range of textbooks and order your inspection copy online at Lecturers, order your Inspection Copy If you are considering using one of our textbooks as a set text on your course then you can request a free inspection copy. Order your inspection copy in the following ways:

Online Visit, find your chosen textbook, click the ‘request an inspection copy’ button and complete the online form. Please note that only books marked ‘Request inspection copy’ are available in this way.

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Phone Telephone customer services on (03) 8671 1400




01 Teaching the Arts

14 Educational Leadership



02 Assessment for Teaching

15 Learn to Teach

29 Literacy in Early Childhood and Primary Education 30 Language and Literacy Development in Early NEW! Childhood



03 Understanding Child and Adolescent Behaviour in the Classroom

16 Health and Physical Education

31 Theorising Play in the Early Years 32 Play in the Early Years



04 Understanding Curriculum

17 Aboriginal and Torres Strait Islander Education 18 Knowledge of Life

33 Success in Professional Experience



05 Early Learning and Development EARLY CHILDHOOD HEALTH

19 Early Childhood Curriculum 20 Learning and Teaching in the Early Years

06 Health and Wellbeing in Childhood



21 Teaching and Learning Strategies

35 Making Sense of Mass Education 36 Understanding Sociological Theory for Educational Practices

07 Leading and Managing Early Childhood Settings




22 New Learning

08 Early Mathematical Explorations


37 Engaging the Disengaged 38 Sustainable Learning


23 Learning to Teach in the Primary School


09 Primary Mathematics




SECONDARY MATHEMATICS 34 Teaching Secondary Maths





39 History, Geography and Civics


24 Big Fish, Little Fish

10 Young Children and the Environment



25 Learning to Teach in the Secondary School

40 Teaching and Digital Technologies 41 Technologies for Children

11 Science in Early Childhood




26 Literacies 27 Becoming a Teacher of Language and Literacy 28 Spelling It Out

12 Science for Children PRIMARY SCIENCE 13 Learning and Teaching Primary Science




Arts education SECOND EDITION

Teaching the Arts Early Childhood and Primary Education David Roy, University of Newcastle William Baker, University of Tasmania Amy Hamilton, Flinders University Teaching the Arts: Early Childhood and Primary Education offers a comprehensive introduction to Arts education in Australia and New Zealand. In this second edition, each chapter encourages students to engage with the Arts and provides opportunities to develop their understanding and practical skills through reflective questions, examples and activities. • Chapters are extended, with a focus on the five art forms of dance, drama, media, music and visual art • Includes additional practical activities, current research and theory • Draws important links to the finalised Australian Curriculum: the Arts, the New Zealand Curriculum, the Early Years Learning Framework and Te Whariki

Available now 2015, 249 x 176 mm, 392 pp 9781107433670 AU$88.95 NZ$97.95 PB


Contents Part I. Why: the Arts in Education and Society: 1. A vision for the Arts in education; 2. Why the Arts are fundamental; 3. The Arts and cross-curriculum priorities; Part II. What: the Arts Learning Areas: 4. Learning in dance; 5. Learning in drama; 6. Learning in media arts; 7. Learning in music; 8. Learning in visual arts; Part III. How: Embedding the Arts in Education: 9. Integration and general capabilities; 10. Organisation; 11. Quality teaching; 12. Quality Arts education and rich learning.

Assessment Assessment for Teaching Edited by Patrick Griffin, University of Melbourne Assessment for Teaching is a comprehensive and practical introduction to assessment and learning in primary and secondary school settings. Grounded in contemporary, evidence-based research, this book treats assessment as a source of data that informs teaching strategies. It is an essential resource for both pre-service and in-service teachers. • Written by a team of experts from the Assessment Research Centre at the University of Melbourne • It replaces a deficit model of assessment with a development model: a framework which recognises the importance of identifying what the student is ready to learn, rather than ‘teaching to the test’ • Grounded in contemporary, evidence-based research

Available now 2014, 250 x 176 mm, 340 pp 9781107636095 AU$77.95 NZ$85.95 PB

Contents 1. Professional learning teams and decision making Patrick Griffin and Pam Robertson; 2. Developmental teaching and assessment Danielle Hutchinson, Michael Francis and Patrick Griffin; 3. Conducting assessments Masa Pavlovic, Nafisa Awwal, Roz Mountain and Danielle Hutchinson; 4. Team-based interpretation Michael Francis, Pam Robertson and Danielle Hutchinson; 5. Cultural change and assessment Esther Care and Patrick Griffin; 6. Judgement-based assessment Patrick Griffin and Pam Robertson; 7. Writing assessment rubrics Patrick Griffin and Pam Robertson; 8. Test construction Patrick Griffin and Esther Care; 9. Deriving a criterion-referenced framework Patrick Griffin and Pam Robertson; 10. Modified Guttman analysis Patrick Griffin, Pam Robertson and Danielle Hutchinson; 11. Interpreting data to evaluate progress Patrick Griffin, Pam Robertson and Danielle Hutchinson; 12. Developmental assessment for students with additional needs Kerry Woods and Roz Mountain; 13. Case study: Warragul regional college Esther Care.


Classroom Management/Behaviour Understanding Child and Adolescent Behaviour in the Classroom David Armstrong, Flinders University Fiona Hallett, Edge Hill University Julian Elliot, University of Durham Graham Hallett, University of Cumbria Understanding Child and Adolescent Behaviour in the Classroom is a vital guide for preservice and in-service teachers, providing the tools to respond effectively and ethically to child and adolescent behaviour that is of concern. In this innovative book, expert authors offer ‘positive rules’ that will assist educators in their classroom practice. • Focus on classroom relationships • Evidence-based • Critical, reflective • Practical; shows ‘what approaches, strategies and interventions are most likely to be effective’

Available Now 2015, 249 x 179 mm, 188 pp 9781107439726 AU$79.95 NZ$87.95 PB


Contents Introduction: Positive rules for your life as a teacher 1. Promoting positive behaviour in the classroom 2. Theory: Scaffolds for understanding the behaviour of children and young people 3. ‘Thinking it through’: Responding to children who present with SEBD 4. Wider contexts: The role of assessment, working with allied professionals and policy 5. Teacher expertise 6. Research-informed teaching: Questioning ‘rules for living’ in schools 7. Putting teachers in the picture: Teacher behaviour and wellbeing Conclusion: Principles to guide practice in the classroom.

Curriculum Studies Understanding Curriculum An Australian Context Scott Webster, Deakin University Ann Ryan, Monash University Every day, teachers make countless decisions about the best learning experiences for their students. This book encourages readers to reflect on how curriculum theory can enhance classroom practice. It provides a critical introduction to contemporary curriculum theory and practice, outlining both traditional and progressive approaches in order to reconceptualise curriculum. • Provides a critical introduction to contemporary curriculum theory • Explores technology, gender, equity and diversity, and Indigenous issues in depth • Key principles and debates are brought to life through reflective questions and vignettes

Available Now 2014, 250 x 175 mm, 237 pp 9781107639317 AU$83.95 NZ$92.95 PB

Contents Introduction; 1. The landscape of curriculum theory; 2. Introducing traditional approaches to curriculum; 3. Progressive approaches to curriculum; 4. Who owns the Australian curriculum?; 5. Reconceptualising curriculum work; 6. Equity and (critical) diversity; 7. Exploring the implications of the girl/boy binary in curriculum; 8. Indigenous issues and a curriculum for social justice; 9. Technology and how it influences curriculum work; 10. Lesson planning; 11. Assessing what we value; 12. Reflecting on how you can bring education to the curriculum.


Early Childhood Development Early Learning and Development Cultural-historical Concepts in Play Marilyn Fleer, Monash University Foreword by Mariane Hedegaard Early Learning and Development provides a unique synthesis of cultural-historical theory from Vygotsky, Elkonin and Leontiev in the 20th century to the ground-breaking research of scholars such as Siraj-Blatchford, Kratsova and Hedegaard today. • International real-world examples, dialogue transcripts, flowcharts, and illustrations throughout • A comprehensive account of established and contemporary theorists presented in a readily digestible format that highlights implications specifically for the early childhood profession • Foreword by Professor Mariane Hedegaard, University of Copenhagen, Denmark

Available Now 2010, 230 x 152 mm, 266 pp 9780521122658 AU$73.95 NZ$81.95 PB


Contents Part I. Learning and Development in Play: 1. A political-pedagogical landscape; 2. Parallel conceptual worlds; 3. Teacher beliefs about teaching concepts; 4. Valued curriculum concepts in early education; 5. Teacher knowledge of subject matter concepts; 6. Empirical and narrative knowledge development in play; 7. Children building theoretical knowledge in play; Part II. Cultural–Historical Theories of Play and Learning: 8. Cultural–historical programs that afford play development – play as a leading activity; 9. Theories about play and learning; 10. The imaginative act as conceptual play; Part III. Learning and Development as Cultural Practice: 11. Views on child development matter; 12. A revolutionary view of development; 13. Children’s development as participation in everyday practices across institutions; 14. A cultural–historical view of play, learning and development.

Early Childhood Health Health and Wellbeing in Childhood Edited by Susanne Garvis, Monash University Donna Pendergast, Griffith University Health and Wellbeing in Childhood is an essential resource for tertiary students, educators and carers. Providing a comprehensive introduction to a range of topics and issues in health and wellbeing education, this book equips pre- and in-service educators with the skills to promote and teach health and wellbeing in the classroom. • One of the first books in Australia/New Zealand to focus on health and wellbeing within the national context • Brings together the expertise of academics in the field of early years and the primary years of school • Chapters feature examples, case studies and links to relevant curriculum documents and frameworks

Available Now 2014, 250 x 176 mm, 416 pp 9781107652262 AU$83.95 NZ$92.95 PB


Part I. Context: 1. The importance of health and wellbeing Donna Pendergast and Susanne Garvis; 2. Classifying health and wellbeing Jane McCormack and Sharynne McLeod; Part II. Dimensions of Health and Wellbeing: 3. Promoting healthy development and wellbeing Matthew Manning; 4. Communication development Jane McCormack, Sharynne McLeod and Linda J. Harrison; 5. Human movement and motor skills Benjamin J. Williams; 6. Sexual abuse prevention education Kerryann Walsh, Donna Berthelsen and Jan M. Nicholson; 7. Child safety Susanne Garvis and Donna Pendergast; 8. Social determinants of health and wellbeing Margaret Sims; 9. Friendships Maryanne Theobald, Susan Danby, Catherine Thompson and Karen Thorpe; 10. Food for thought Natalie Parletta; 11. Body image David Birbeck; Part III. Applications: 12. Social and emotional learning Wendi Beamish and Fiona Bryer; 13. Talking circles Jennifer Cartmel and Marilyn Casley; 14. Connecting with families Alison Elliott; 15. Image making as a way to build a sense of belonging and wellbeing Narelle Lemon; 16. Promoting wellbeing with Aboriginal and Torres Strait Islander peoples Susan L. Whatman; 17. Supporting resilience Andrea Nolan, Karen Stagnitti, Ann Taket and Siobhan Casey; 18. Settings-based health promotion Janet Dyment, Sherridan Emery, Theresa Doherty, Sue Moir, Mary Eckhardt and Sue Frendin; 19. Play materials Marjory Ebbeck, Hoi Yin Bonnie Yim and Lai Wan Maria Lee; 20. Bullying and social-emotional wellbeing Cathrine Neilsen-Hewett and Kay Bussey; 21. Strengthening social and emotional learning in children with special needs Wendi Beamish and Beth Saggers; Part IV. Leadership and Innovations: 22. Developing girls’ leadership identity Nicole Archard, Romana Morda and Manjula Waniganayake; 23. Building the capacity of early childhood educators to promote children’s mental health: learnings from three new programs Sarah Cavanagh, Jo Cole, Judy Kynaston, Kim-Michelle Gilson and Gavin Hazel; 24. The Sydney Playground Project: a playful approach to promoting health and wellbeing Shirley Wyver, Anita Bundy, Lina Engelen, Geraldine Naughton and Anita Nelson Niehues; 25. Contemplative practices for teaching, leadership and wellbeing Alison L. Black, Gillian Busch and Christine Woodrow.


Early Childhood Leadership and Management Leading and Managing Early Childhood Settings Inspiring People, Places and Practices Nadine McCrea, University of New England This book examines what it means to be a leader, manager and administrator across the early childhood education field. It challenges readers to make links across research, theories and everyday practices by thinking, reflecting, sharing with others and writing stories. It is an invaluable resource for pre- and in-service educators alike. • Utilises a storytelling approach to guide readers through the chapters • Provides students with an understanding of global sustainability issues that drive early childhood education for sustainability and its application • Links theory with real-world examples of leading and managing by using case-studies and autobiographical examples

Available Now 2015, 249 x 174 mm, 250 pp 9781107669185 AU$72.95 NZ$80.95 PB


Contents Part I. Thinking about People and Places: 1. Understanding self; 2. Exploring communication; 3. Contemplating workplaces; Part II. Thinking about Practices as Roles: 4. A professional role – a team stakeholder; 5. A professional role – a policy designer; 6. A professional role – a pedagogy creator; 7. A professional role – a rights advocate.

Early Childhood Mathematics Early Mathematical Explorations Nicola Yelland, Victoria University Carmel Diezmann, Australian Catholic University Deborah Butler, St Margaret’s Anglican Girls School Early Mathematical Explorations shows readers how to provide young children with rich mathematical learning environments and experiences. This book presents teachers with a sound theoretical framework to encourage children to become numerate in the twenty-first century. It is an essential resource for pre- and in-service teachers alike. • This book will assist teachers and parents to understand the ways in which they can help children to become mathematically literate • Each chapter includes numerous practical activities for children from birth to eight years old • Written in a user-friendly style and generously illustrated with examples of activities and children’s work

Available Now 2014, 250 x 172 mm, 293 pp 9781107618824 AU$72.95 NZ$80.95 PB

Contents 1. Mathematics for the 21st century; 2. Early mathematical understandings; 3. Mathematical learning in the first five years of life; 4. The young child at school; 5. Number; 6. Patterns and algebra; 7. Measurement; 8. Space; 9. Chance and data; 10. Contexts and connections; 11. Designing mathematical experiences to become numerate in the 21st century.


Primary Mathematics SECOND EDITION

Primary Mathematics Capitalising on ICT for Today and Tomorrow Penelope Serow, University of New England Rosemary Callingham, University of Tasmania Tracey Muir, University of Tasmania Now in its second edition, Primary Mathematics continues to provide a comprehensive introduction to teaching and learning mathematics in today’s classrooms. With links to both the Australian and New Zealand curriculums, this book covers the core learning areas of measurement, space and geometry, early number concepts, data and statistics, chance and probability, and patterns and algebra. • Each chapter features definitions of key terms, classroom activities, including HOTmaths activities, ‘pause and reflect’ points, classroom vignettes and suggested further reading and websites for exploration • This book provides teachers with detailed activities and examples to cater for the mathematical needs of all learners

Available Now 2016, 249 x 176 mm, 376 pp 9781316600757 AU$110.00 NZ$118.95 PB


Contents: 1. Teaching mathematics today with tomorrow in mind in the primary setting; 2. Exploring early number concepts; 3. Exploring measurement; 4. Exploring geometry; 5. Exploring whole number computation; 6. Part-whole numbers and proportional reasoning; 7. Exploring patterns and algebra; 8. Exploring data and statistics; 9. Exploring chance and probability; 10. Capitalising on assessment ‘for’, ‘of’ and ‘as’ learning; 11. Capitalising on ICT in the mathematics classroom; 12. Diversity in the primary mathematics classroom; 13. Surviving as an ‘out of field’ teacher of mathematics; 14. Teaching mathematics beyond the urban areas; 15. Planning and sustainability in the mathematics classroom.

Early Childhood and Sustainability SECOND EDITION

Young Children and the Environment Early Education for Sustainability Edited by Julie Davis, Queensland University of Technology This second edition has been substantially revised and updated. It includes a new section exploring sustainability education in a variety of global contexts, researched and written by authors recognised as leaders in their own countries. It remains accessibly written with ample case studies, vignettes and ‘Provocations’ to engage readers. • Updated edition referencing recent Australian curriculum initiatives in early childhood education for sustainability • Researched and written by Australian and International authors who are recognised as leaders in their own countries • Accessibly written with ample case studies, vignettes and ‘Provocations’ to engage readers

Available Now 2014, 248 x 175 mm, 336 pp 9781107636347 AU$77.95 NZ$85.95 PB


Part I: 1. What is early childhood education for sustainability and why does it matter? Julie M. Davis; 2. Children in the natural world Sue Elliott; 3. Leadership for creating cultures of sustainability Megan Gibson; 4. Practical possibilities and pedagogical approaches for early childhood education for sustainability: the Kenmore West story Robert Pratt; 5. Ethics and pedagogy at the heart of early childhood education for sustainability Lesley Robinson and Sue Væaliki; 6. Reconciliation and early childhood education for sustainability: broadening the environmental paradigm Melinda G. Miller; 7. The world is getting flatter: ICT and education for sustainability in the early years Margaret Lloyd; 8. Healthy and sustainable environments for children and communities Sue Cooke; 9. Food first: beginning steps toward children’s sustainable education Nadine Louise McCrea; 10. Early learning for sustainability through the arts Lyndal O’Gorman; 11. The children’s environment project: developing a transformative project approach with children in a kindergarten Sharon Stuhmcke; Part II: 12. Caring for oneself, others and the environment: EfS in Swedish preschools Eva Ärlemalm-Hagsér and Ingrid Engdahl; 13. Beyond traditional nature-based activities to education for sustainability: a case study from Japan Michiko Inoue; 14. Education for sustainable development in early childhood in Korea Okjong Ji; 15. Early childhood education for sustainability in the United Kingdom Louise Gilbert, Janet Rose and Paulette Luff; 16. Using research and a systems approach to mainstream change in early childhood education for sustainability Jo-Anne Ferreira and Julie Davis.


Early Childhood Science SECOND EDITION

Science in Early Childhood Edited by Coral Campbell, Deakin University Wendy Jobling, Deakin University Christine Howitt, University of Western Australia This second edition has been substantially updated and revised to include comprehensive coverage of the birth-to-eight age group. Drawing on the most up-to-date research, this edition presents current issues and debates relevant to pre-service teachers of early childhood science, both at preschool and in the early years of schooling. • Places a greater emphasis on the birth-to-eight age group • Presents current issues and debates relevant to pre-service teachers of early childhood science • Theory is brought to life through the use of detailed case studies and practical examples

Available Now 2015, 252 x 176mm, 248 pp 9781107432260 AU$77.95 NZ$85.95 PB



Part I. What Initial Information Should I Know to Teach Science?: 1. The place of science in the early years Coral Campbell and Christine Howitt; 2. Science in the National Early Years Learning Framework Andrea Nolan; 3. Science in the Australian curriculum Kathryn Paige; 4. Learning theories related to early childhood science education Coral Campbell; Part II. How Can I Enhance Children’s Learning of Science: 5. Approaches to enhance science learning Coral Campbell and Kate Chealuck; 6. Using play pedagogy in the early years in science education Jane Johnson; 7. Developing pedagogical practices for science teaching and learning with 3- and 4-year-old children Elaine Blake and Christine Howitt; Part III. How Can I Use the Learning Environment to Enhance Children’s Science Understandings?: 8. Supporting science understandings through the learning environment Coral Campbell, Wendy Jobling and Christine Howitt; 9. Learning science in informal contexts: the home and community Jill Robbins; 10. Environmental education in natural play spaces Coral Campbell and Amy Cutter-Mackenzie; Part IV. How Do I Plan and Assess in Science?: 11. Planning for teaching science in the early years Christine Howitt; 12. Observing, assessing and documenting science learning in the early years Coral Campbell.

Early Primary Childhood Science Science for Children Marilyn Fleer, Monash University Designed to prepare future educators for practice, Science for Children challenges students and offers practical classroom-based strategies for their science teaching careers. It presents a wealth of science content across the birth-to-twelve-years continuum, demonstrating how science can come alive in the classroom. • Pays special attention to the three strands of science, in accordance with the Australian Curriculum • Tackles a wealth of science content across the birth-to-twelve-years continuum • Marilyn Fleer is a well-experienced author, who is much respected in science and technology education

Available Now 2015, 250 x 177 mm, 327 pp 9781107548701 AU$93.95 NZ$103.95 PB

Contents Part I. Research Foundation for Developing a Personal Approach to Teaching Science: 1. Science as a human endeavour; 2. Researching children’s understanding and ways of learning; Part II. Transmission and Discovery Approaches to Teaching and Learning in Science: 3. A transmission approach to teaching science; 4. A discovery based approach to learning science; Part III. Inquiry-Based Approaches: 5. Inquiry-based approach to teaching science; 6. Inquiry-based approach to learning science; 7. Teaching for conceptual change: constructivism; Part IV. Inclusive Constructions of Knowledge across and within Communities and Cultures: 8. Conceptual play, and contextual and conceptual intersubjectivity: cultural-historical approaches to learning science; 9. Culturally sensitive teaching: sustainability and relatedness in our ecosystems; Part V. Leadership in Science: 10. Becoming a leader of science: situating yourself.


Primary Science Learning and Teaching Primary Science Edited by Angela Fitzgerald, Monash University Learning and Teaching Primary Science brings science to life. It examines issues such as engaging diverse learners, utilising technology, assessment and reporting, language and representation, and integration in the curriculum. Dedicated chapters for chemistry, physics, biology and earth and environmental science will give confidence to those without a science background. • Includes vignettes, case studies and examples of classroom activities to bring science to life and engage preservice teachers • Features dedicated chapters for the areas of chemistry, physics, biology and earth and environmental science • Based on current classroom approaches and research from experts from Australia and New Zealand

Available Now 2013, 250 x 176 mm, 320 pp 9781107609457 AU$83.95 NZ$92.95 PB



Introduction: 1. Making sense of teaching and learning primary science Kathy Smith and Angela Fitzgerald; Part I. Looking at Learners of Primary Science: 2. Breaking down the barriers to learning science Dayle Anderson and Azra Moeed; 3. Engaging all learners in science Kimberly Wilson and Brian Lewthwaite; 4. Making links between science and the learner’s world Amy Cutter-Mackenzie and Marianne Logan; 5. Capturing the interest of the technologically-savvy science learner P. John Williams and Mike Forret; Part II. Thinking Like a Teacher of Primary Science: 6. Grappling with teaching science as content, process and human endeavour Rena Heap; 7. Tools for supporting the learning and teaching of science Karen Murcia; 8. Learning and teaching science through assessment Bronwen Cowie; 9. Integration and innovation in teaching science Wan Ng; Part III. Putting Primary Science into Practice: 10. Living world: learning and teaching biology Prem Kurup; 11. Material world: learning and teaching chemistry Gail Chittleborough and Peter Hubber; 12. Planet Earth and beyond: learning and teaching Earth and space sciences Leah Moore; 13. Physical world: learning and teaching physics John Kenny and Marj Colvill; Conclusion: 14. Making science work in the primary classroom Dawn Garbett.

Educational Leadership SECOND EDITION

Educational Leadership Together Creating Ethical Learning Environments Patrick Duignan, Australian Catholic University In this new edition of Educational Leadership, Patrick Duignan draws together cutting-edge research, theory and best practice on learning, teaching and leadership to assist leaders and teachers to better understand contemporary educational challenges and respond to them wisely, creatively and effectively. • There are reflective exercises at the end of each chapter that challenge readers to apply key leadership concepts in practice and also improve their leadership practices • It combines cutting-edge research, theory and best practice on learning and leadership to create ethical, engaging and technologically smart learning environments • Duignan has a solid reputation as a well researched academic/consultant in the field

Available Now 2012, 248 x 176mm, 252 pp 9781107637894 AU$49.95 NZ$54.95 PB

Contents 1. The changing and challenging context for educational leaders; 2. Key macro challenges for educational leaders; 3. Key micro challenges for educational leaders; 4. Leadership challenges as tensions; 5. A framework for analysing ethical tensions; 6. Vision-inspired leadership and ethical decision-making; 7. Building a collective ethic of responsibility for leadership in schools; 8. Authentic leaders use the power of presence, authentic relationships, and influence fields; 9. Authentic leaders help create innovating, deep, rich learning environments; 10. Forming capable and authentic leaders: transformational learning approaches.


Educational Psychology Learn to Teach Teach to Learn Catherine Scott, University of Melbourne Learn to Teach explores the most up-to-date findings on how children learn in order to help teachers create effective learning environments and plan for teaching. Lively, engaging and thought-provoking, this book explores the significant contributions to the study of learning and teaching from psychologists, sociologists and cultural theorists. • The best and most up-to-date evidence from psychology clearly explained • Describes ‘what works’ in the classroom and why • Supports the development of an optimistic view of children and their learning and reflective approach to teaching

Available Now 2014, 250 x 172mm, 213 pp 9781107647190 AU$83.95 NZ$92.95 PB


Contents Introduction; 1. Ideas that shape thinking about learning and teaching; 2. Culture and education; 3. Natural pedagogy; 4. Intelligence; 5. Cognitive processes in the classroom; 6. Memory processes: making it stick; 7. Non-cognitive factors in school success; 8. Experts and novices; 9. Teaching unplugged: talk for learning; 10. Assessment and feedback: teaching’s engine room.

Health and Physical Education SECOND EDITION

Health and Physical Education Preparing educators for the future Deborah Callcott, Edith Cowan University Judith Miller, University of New England Susan Wilson-Gahan, University of Southern Queensland Well-structured and engaging, this second edition of Health and Physical Education: Preparing Educators for the Future has been updated throughout to include the latest literature, figures, statistics and resources. Learning is enhanced through further reading, end-of-chapter questions and case studies, as well as an updated and comprehensive companion website. • This second edition outlines the latest developments to the Australian Curriculum: Health and Physical Education, to help pre-service teacher educators understand the application of these concepts in practice • Updated throughout to include the latest literature, figures, statistics and resources • Offers a comprehensive overview of the knowledge, understanding, skills and theoretical underpinnings required to teach health and physical education in Australian schools

Available Now 2015, 248 x 177 mm, 232 pp 9781107446120 AU$88.95 NZ$97.95 PB

Contents 1. Introduction; 2. The foundation of movement skills; 3. Teaching inclusively: equity and diversity in education; 4. What all teachers need to know about movement; 5. Pedagogy; 6. Planning for teaching and learning; 7. ICT and general capabilities in the Australian curriculum; 8. Assessment in health and physical education; 9. Health education.


Indigenous Education SECOND EDITION

Aboriginal and Torres Strait Islander Education An Introduction for the Teaching Profession Edited by Kaye Price, University of Southern Queensland Updated with the Australian Curriculum in mind, this textbook is written by esteemed Aboriginal and Torres Strait Islander academics. It enables future teachers to understand Aboriginal and Torres Strait Islander education within a social, cultural and historical context and uses compelling stories and practical strategies to empower students and teachers. • Written by a team of highly regarded Aboriginal and Torres Strait Islander academics • Expanded to include information on fostering the unique talents of Aboriginal and Torres Strait Islander children • Updated to include the new Australian Curriculum

Available Now 2015, 248 x 176 mm, 232 pp 9781107463844 AU$77.95 NZ$85.95 PB


Contents 1. A brief history of Aboriginal and Torres Strait Islander education in Australia Kaye Price; 2. The Stolen Generations: what does this mean for Aboriginal and Torres Strait Islander children and young people today? John Williams-Mozley; 3. Delivering the promise: empowering teachers to empower students Jeannie Herbert; 4. Your professional experience and becoming professional about working with Aboriginal and Torres Strait Islander students and communities Chris Evans; 5. The ‘silent apartheid’ as the practitioner’s blindspot Mark Rose; 6. Tagai State College – navigating towards a successful future: a case study Judith Ketchell ; 7. Maths as storytelling: maths is beautiful Christopher Matthews ; 8. Information and communication technologies in the classroom: implications and considerations Peter Radoll; 9. Language and literacy Jaky Troy; 10. Aboriginal and Torres Strait Islander Studies in the classroom Kaye Price; 11. Engaging Indigenous students: the important relationship between Aboriginal and Torres Strait Islander students and their teachers Peter Buckskin.

Indigenous Education Knowledge of Life Aboriginal and Torres Strait Islander Australia Edited by Kaye Price, University of Southern Queensland Knowledge of Life is a timely publication, which emphasises the importance of relationships between non-Indigenous and Aboriginal and Torres Strait Islander cultures. Led by accomplished academic, educator and author Kaye Price, the experienced author team provides students with a comprehensive guide to Aboriginal and Torres Strait Islander Australia. • An author team comprised of entirely Aboriginal or Torres Strait Islander academics • Each chapter opens with a précis of the author’s journey, allowing the reader to engage with the writer and the issues discussed • Intellectually accessible writing style suited for students from a range of backgrounds and academic disciplines

Available Now 2015, 248 x 172 mm, 244 pp 9781107477421 AU$88.95 NZ$97.95 PB

Contents 1. History Steve Kinnane; 2. Reconciliation: the nation’s history Paul Newman; 3. Law and native title Asmi Wood; 4. Overkill, over time: the criminalisation of Aboriginal society – or genocide by stealth John Williams-Mozley; 5. Art Fabri Blacklock; 6. Literature Sandra R Phillips; 7. Enterprise and entrepreneurial thinking: it’s a black thing! Dennis Foley; 8. Health and wellbeing Raelene Ward; 9. Midwifery Karel Williams; 10. Education Jessa Rogers; 11. Good sports: representations of Aborigines in Australian sports Barry Judd; 12. The right to be human – Aboriginal and Torres Strait Islander people and human rights Gary Thomas.


Introduction to Early Childhood Education SECOND EDITION

Early Childhood Curriculum Planning, Assessment, and Implementation Claire McLachlan, Massey University Marilyn Fleer, Monash University Susan Edwards, Australian Catholic University The second edition of Early Childhood Curriculum provides a comprehensive introduction to curriculum theories, approaches and issues in early childhood settings. Drawing on contemporary research and case studies, the new edition includes learning intentions, glossary, real-world examples, a companion website and up-to-date coverage of national curriculum documents. • Draws upon contemporary research and case studies • Includes up-to-date coverage of national curriculum documents, including the Early Years Framework and Te Whariki • Uses hypothetical transcripts and real-world examples to bring theory to life

Available Now 2013, 250 x 172 mm, 241 pp 9781107624955 AU$83.95 NZ$92.95 PB


Contents 1. Introduction; 2. Theory, research and the Early Childhood Curriculum; 3. Development and learning – how views of development shape how curriculum is framed; 4. Curriculum as a cultural broker; 5. Interpreting Early Childhood Curriculum; 6. Cultural-historical curriculum in action; 7. Curriculum as a conceptual tool – observation, content and programming; 8. Assessing children and evaluating curriculum – shifting lenses; 9. Content knowledge – the sciences, maths and numeracy; 10. Content knowledge – language, literacy and ICT; 11. Content knowledge – the arts and health, wellbeing and physical activity; 12. Conclusions.

Introduction to Early Childhood Education Learning and Teaching in the Early Years Jane Page, University of Melbourne Collette Tayler, University of Melbourne Learning and Teaching in the Early Years provides a comprehensive, contemporary and practical introduction to early childhood teaching in Australia. A strong focus on the links between theory, policy and practice firmly aligns this text with the Early Years Learning Framework. • A comprehensive, contemporary introduction to early childhood teaching in Australia • Draws on the latest research to present children’s learning as a dynamic process requiring intentional teaching behaviours • Provides a strong link between theory, policy and practice

Available October 2016 2016, 249 x 176 mm, 250 pp 9781107697188 AU$79.95 NZ$86.95 PB

Contents 1. A learning frame; 2. A policy frame; 3. Young children as active learners; 4. Teaching for learning; 5. Partnering with families to promote learning 6. Leading for learning; 7. Advocating for learning; 8. Researching for learning


Education Strategies Teaching and Learning Strategies Diana Whitton, University of Western Sydney The text outlines teaching strategies that can be used to facilitate classroom learning and engagement, including discovery learning, experiments, demonstrations, the use of questioning, the facilitation of discussion and the effective provision of feedback. Chapters include activities, diagrams and key points to help readers practise the strategies and consolidate knowledge. • Includes learning strategies in addition to teaching strategies, focusing equally on the teacher and student • Highly practical, designed for students to use throughout their degree and during their first years of practising teaching

Available Now 2015, 247 x 176 mm, 216 pp 9781107441187 AU$67.95 NZ$74.95 PB


Contents Introduction; 1. Observation; 2. Narration; 3. Discussion; 4. Explanation; 5. Questioning; 6. Demonstration; 7. Application; 8. Experiments; 9. Discovery learning; 10. Gaining feedback; 11. Graphic organisers and visualisations; 12. Grouping; 13. Checklists; 14. Product descriptors and rubrics.

Introduction to Education SECOND EDITION

New Learning Elements of a Science of Education Mary Kalantzis, University of Illinois Bill Cope, University of Illinois Fully updated and revised, the second edition of New Learning explores the contemporary debates and challenges in education and considers how schools can prepare their students for the future. New Learning, Second Edition is an inspiring and comprehensive resource for pre-service and in-service teachers alike. • Brings concepts and theories to life with exciting and real-world examples • Gives students access to cutting edge online tools offered through • Raises the intellectual tenor of the discipline of Education with reference to big-picture ideas and important thinkers

Available Now 2012, 250 x 176 mm, 368 pp 9781107644281 AU$87.95 NZ$96.95  PB

Contents Part I. Introduction - Changing Education: 1. New learning; 2. Life in schools; Part II. Contexts – Changing Conditions for Learning: 3. Learning for work; 4. Learning civics; 5. Learning personalities; Part III. Responses - Ways of Learning and Teaching: 6. The nature of learning; 7. Knowledge and learning; 8. Pedagogy and curriculum; 9. Learning communities at work; 10. Measuring learning.


Introduction to Primary Years Education Learning to Teach in the Primary School Edited by Peter Hudson, Queensland University of Technology Learning to Teach in the Primary School provides a pathway into the Australian curriculum for pre-service primary teachers. Drawing upon the wide-ranging expertise of each contributor, the book contains applied learning boxes, discussion questions, research topics and practical guidance across a range of key learning areas. • Contains specific and practical coverage of the key learning areas by experts in their respective fields • Includes strong links to the new Australian Curriculum • Accompanied by an extensive companion website with further resources

Available Now 2013, 250 x 175 mm, 334 pp 9781107672826 AU$93.95 NZ$103.95  PB


Contents: Preface Peter Hudson; 1. Child development: approaches to learning Karen Swabey; 2. Planning to manage my teaching in a democratic classroom Rebecca Spooner Lane; 3. Understanding the curriculum Tony Dowden; 4. Differentiating learning experiences for diverse students Jane Jarvis; 5. Tools for learning: technology and teaching strategies Lori Lockyer and Michelle Eady; 6. Multimodality and complex texts in university settings Jenni Carter and Christine Davis; 7. Mathematics and numeracy Shelley Dole; 8. Learning to teach primary science Peter Hudson; 9. Citizenship and social education in primary schools Libby Tudball; 10. Health and physical education: students, teachers and the curriculum Jacqui Peters and John Quay; 11. Preparing to teach the arts in primary school Amy Hamilton; 12. Religious diversity and religious literacy Peta Goldburg; 13. Aboriginal and Torres Strait Islander education Kaye Price; 14. Curricula integration Peter Hudson; 15. Professional experience Sue Hudson and Kerryn McCluskey; 16. Learning and teaching reflection: developing capacities for lifelong learning Mary Ryan and Michael Ryan.

Introduction to Middle Years Education Big Fish, Little Fish Teaching and Learning in the Middle Years Edited by Susan Groundwater-Smith, University of Sydney Nicole Mockler, University of Newcastle Big Fish, Little Fish explores contemporary challenges for teaching and learning in the middle years, with a focus on student experience, identity, engagement and resilience. Key issues, such as teaching academically at-risk students, the impact of education policy on middle years students, and teacher preparation and identity, are given comprehensive coverage. • Provides a unique focus and analysis of the history of middle-years education • Focuses on key issues such as teaching academically at-risk students, the impact of education policy on middle years students, and teacher preparation and identity • Includes a team of contributors with a wide range of expertise in the field

Available Now 2015, 250 x 177 mm, 296 pp 9781107432314 AU$72.95 NZ$80.95 PB


Part I. Introduction: 1. Challenges for teaching and learning in the middle years Susan Groundwater-Smith and Nicole Mockler; 2. Questions arising from the history of schooling young people in the middle years Craig Campbell and Kay Whitehead; Part II. The Needs of Learners in the Middle Years: 3. Teaching academically at-risk students in middle school: the roles of explicit instruction and guided discovery learning Andrew J. Martin; 4. Success after (dis)continuous transfer? (Re)imaginative praxis for pedagogy, curriculum and assessment Lisa Hunter; 5. A fair go and student agency in the middle years classroom Susan Groundwater-Smith; 6. Consulting young people in the middle years in New Zealand Jenny Poskitt; 7. High possibility classrooms in the middle years: a model for reform Jane Hunter; Part III. Curriculum, Pedagogy and Assessment in the Middle Years: 8. Teaching strategies that encourage student effort in Year 8 and 9 Sara Murray and Jane Mitchell; 9. Visceral pedagogies: learning to teach middle years in the margins Sam Sellar; 10. The challenges of testing accountability : understanding limitations and negotiating consequences Greg Thompson; 11. Indigenous learners in the middle years Peter Buckskin; 12. The experiences of Ma¯ori students in the middle years Angus Macfarlane; 13. Changing scenarios for teaching and learning in middle years Margaret Mulcahy; Part IV. Preparing Teachers for the Middle Years: 14. Teacher identity in the middle years Donna Pendergast; 15. Swimming up-stream: struggles in teacher education Sally Knipe; 16. Leading teacher professional learning in the middle years Lyn Kirkby; Part V. Conclusion: 17. The middle years as a site for reform: from local to global Nicole Mockler.


Introduction to Secondary Education Learning to Teach in the Secondary School Edited by Noelene Weatherby-Fell, University of Wollongong Learning to Teach in the Secondary School includes many valuable teaching resources such as practical examples and case studies based on personal teaching experiences in school systems, questions and research topics emphasising the importance of collaboration, and explicit instructional and behavioural strategies for pre-service teachers to implement in their classrooms. • Includes practical examples and case studies based on personal teaching experiences in school systems, to encourage effective education intervention for the empowerment of secondary students • Questions and research topics are provided to emphasise the importance of collaboration and to highlight opportunities for discussion within each chapter • Authors are from diverse backgrounds with different areas of experience and expertise, led by Dr Noelene Weatherby-Fell

Available Now 2015, 249 x 176 mm, 309 pp 9781107461802 AU$77.95 $NZ85.95 PB



1. Welcome to the world of secondary teaching and pedagogy Tania L. Aspland; 2. Teacher professional resilience: thriving not just surviving Susan Beltman; 3. The developing child and adolescent: implications for learning Karen Swabey; 4. Transition from primary to secondary school: middle schooling concepts Peter Hudson and Sue Hudson; 5. Effective and reflective teaching practice Jennifer M. Gore; 6. The Australian Curriculum: Secondary considerations Val Thomas; 7. Planning to pedagogy: a tool kit for the beginning teacher Noelene Weatherby-Fell; 8. Managing student behaviour: individual and group contexts Wendy Moran; 9. Inclusive classrooms and differentiation Jane Jarvis; 10. Developing a professional sensibility to ‘the digital’ in secondary classrooms Chris Bigum and Leonie Rowan; 11. Aboriginal education: more than adding different perspectives Nerida Blair; 12. Approaching disadvantage with ‘care’ Nicoli Humphry; 13. Professional experience in schools Rosie Le Cornu; 14. The Australian Professional Standards for Teachers, and professionalism Graeme Hall and Noelene Weatherby-Fell; 15. Managing the complex interconnection of practice: professional portfolios as a technology for teacher reflection Jo-Anne Reid.

Literacy - Middle and Primary Years SECOND EDITION

Literacies Mary Kalantzis, University of Illinois Bill Cope, University of Illinois Eveline Chan, University of New England Leanne Dalley-Trim, James Cook Univeristy The second edition of Literacies continues to provide a comprehensive introduction to literacy pedagogy within today’s new media environment. It focuses not only on reading and writing, but also on other modes of communication, including oral, visual, audio, gestural and spatial. Increased coverage of grammar, phonics and spelling has been integrated into this edition along with a comprehensive discussion of topics such as theory, multiliteracies and critical literacy. • New features include learning outcomes for each chapter, additional practical classroom activities, activities integrated with the text’s website and coverage of the latest curriculum developments • Comprehensive introduction to literacy pedagogy in today’s new media environment • Focuses not only on reading and writing, but on other modes of communication, including oral, visual, gestural and spatial • Using real-world examples and illustrations, it emphasises the ‘how-to’ practicalities of designing literacy learning experiences and assessing learner outcomes

Available Now 2016, 249 x 176 mm, 528 pp 9781107578692 AU$99.95 NZ$107.95  PB

Contents: Part I. The ‘Why’ of Literacies: 1. Literacies on a human scale; 2. Literacies’ purposes; Part II. Approaches to Literacies: 3. Didactic literacy; 4. Authentic literacy; 5. Functional literacy; 6. Critical literacies; Part III. The ‘What’ of Literacies: 7. Literacies as multimodal designs for meaning; 8. Making written meanings; 9. Making visual meanings;10. Making spatial, tactile and gestural meanings; 11. Making audio and oral meanings; Part IV. The ‘How’ of Literacies: 12. Literacies to think and to learn; 13. Literacies’ pedagogy; 14. Literacies and learner differences; 15. Literacies’ standards and assessment.


Literacy - Middle and Primary Years Becoming a Teacher of Language and Literacy Edited by Brenton Doecke, Deakin University Glenn Auld, Deakin University Muriel Wells, Deakin University Becoming a Teacher of Language and Literacy explores what it means to be a literacy educator in the 21st century. The book covers a range of contemporary topics in language and literacy education, including reading and creating digital texts, supporting intercultural engagement in literacy education and developing community partnerships. • Promotes a reflective and inquiry-based approach to literacy teaching • Written by a team of experts in the field of language and literacy education • Chapters feature teacher narratives designed to prompt reflection about teachers’ professional practice within local school settings

Available Now 2014, 249 x 175 mm, 188 pp 9781107662865 AU$72.95 NZ$80.95 PB


Contents: 1. How to read this book; 2. Engaging with tensions: tensions are the norm; 3. Teachers researching their teaching: learning through practitioner inquiry; 4. Literacy teaching and learning in digital times: tales of classroom interactions; 5. Supporting intercultural engagement in literacy education; 6. Inclusive literacy education; 7. Homework: a window into community literacies; 8. Planning for teaching/planning for learning; 9. Teacher and student agency in contemporary literacy classrooms

Literacy - Middle and Primary Years Spelling It Out How Words Work and How to Teach Them Misty Adoniou, University of Canberra Spelling can be a source of anxiety for school children and working professionals alike. Yet the spelling of words in English is not as random or chaotic as it is often perceived to be; rather, it is a system based on both meaning and a fascinating linguistic history. Spelling It Out aims to ease anxiety and crush the myth that good spelling comes naturally. Good spelling comes from good teaching. • Eases anxiety and crushes the myth that good spelling comes naturally • Presents English spelling as a system based on both meaning and linguistic history • Aimed at parents and teachers of children at all stages of their spelling journey

Available now 2016, 216 x 138 mm, 160 pp 9781107557659 AU$39.95 NZ$43.95 PB

Contents: 1. Redefining spelling; 2. How do words work? Unravelling the threads; 3. How do we learn to spell?; 4. Planning a spelling program; 5. Assessing spelling; Appendix 1. Some stories about words; Appendix 2. Common English morphemes; Appendix 3. Ways into words; Appendix 4. Spelling and scope sequence


Literacy - Early Childhood and Primary Years Literacy in Early Childhood and Primary Education Issues, Challenges and Solutions Claire McLachlan, Massey University Tom Nicholson, Massey University Ruth Fielding-Barnsley, University of Tasmania Louise Mercer, Queensland University of Technology Sarah Ohi, Deakin University Literacy in Early Childhood and Primary Education provides a comprehensive, reader-friendly introduction to literacy teaching and learning. The book explores the continuum of literacy learning and equips pre-service teachers with the theory and practical strategies to teach literacy. It covers topics such as assessment, multiliteracies, reading difficulties and diverse classrooms. • Covers literacy in birth-to-12 years – equal coverage of early childhood and primary levels • Written to the new standards of the national curriculum and contains links to the Early Years Framework and Te Whariki • Pedagogical features include: learning objectives, boxed vignettes and examples, reflective questions, glossary and recommended reading list

Available Now 2012, 249 x 176 mm, 347 pp 9781107671010 AU$88.95 NZ$97.95  PB



1. Introduction; Part I. Literacy Acquisition: the Child, the Family and Diversity in the Modern World: 2. Literacy acquisition in the early years: past, present and future; 3. When should children start learning literacy? Issues about ages and stages; 4. Family literacies and relationships with centres and schools; 5. Multiliteracies: growing the next generation of readers; 6. Diverse classrooms and learning in bilingual and multicultural/multilingual settings: issues, challenges and evidence; Part II. Learning about Literacy in Early Childhood Settings: 7. Early childhood settings: evidence on effective practice and the role of teachers in supporting literacy; 8. ‘Sound’ foundations for learning literacy; 9. Uses of assessment before, during and after transition to school; Part III. Literacy Learning in the Primary School: 10. The first year of primary schooling: building on foundations; 11. Establishing a community of readers; 12. The uses of assessment in the junior school years; 13. The reciprocal relationship between reading and writing in the junior and senior school: research on effective practice and the role of the teacher; Part IV. Literacy Learning in the Senior School: 14. Extending reading and writing in the senior school: moving beyond functionality; 15. Struggling readers: issues and solutions to a problem we have created in schools; 16. Conclusion.

Literacy - Early Childhood and Primary Years Language and Literacy Development in Early Childhood Robyn Ewing, The University of Sydney Jon Callow, The University of Sydney Kathleen Rushton, The University of Sydney Language and Literacy Development in Early Childhood provides educators with an integrated approach to language and literacy learning in early childhood. Written by a team of leading academics in the field, it explores how children learn to talk, play using language, become literate and make meaning – from birth through to preschool and the early school years. • An integrated approach: moves seamlessly from exploring how children learn to talk, to exploring how their language and literacy can be developed • Connects theory and current research with practice: includes case studies, interviews, reflective questions, creative activities, and clear links to the Early Years Learning Framework and Australian Curriculum • Encourages teachers to extend their work beyond the classroom: suggests ways in which they could partner with parents and caregivers to aid children’s language and literacy development • A comprehensive companion website offers links to video and audio sources to enhance students’ engagement with topics.

Available Now 2016, 250 x 177 mm, 250 pp 9781107578623 AU$74.95 NZ$80.95  PB


1. The importance of language in our lives; 2. Learning how to mean: exploring the dimensions of early language development; 3. Playing with language: imaginative play, language development and technology; 4. Talking to learn: listening to young children’s language; 5. Difference and diversity in language and literacy development; 6. Aboriginal perspectives in the early childhood literacy classroom; 7. Reading with children: quality literature and language development; 8. Supporting the emergent reader; 9. Storying and the emergent storyteller and writer; 10. Making meaning with image and text in picture books; 11. Digital literacies in the lives of young children; 12. Language literacy assessment in early childhood contexts and classrooms.


Play and Early Childhood Theorising Play in the Early Years Marilyn Fleer, Monash University Theorising Play in the Early Years is a theoretical and empirical exploration of the concept of pedagogy and play in early childhood. The book provides an in-depth examination of classical and contemporary theories, with a focus on post-developmental perspectives, to move beyond a universal view of the construct of play. • Easy to read and designed to support academics and postgraduate students with their research and course development • Uses cultural-historical theory to frame early childhood pedagogy and play • Provides an international and cross-cultural perspective

Available Now 2013, 228 x 152 mm, 184 pp 9781107032293 AU$83.95 NZ$92.95 PB


Contents: 1. A psychological reading of play for early childhood education; 2. How role-play is learned in families; 3. Role-play as cultural expression and as a form of cultural development; 4. Collective role-play; 5. Digital play: placeholders and virtual pivots in meta-imaginary situations; 6. Unity of emotions and cognition in role-play – perezhivanie; 7. Understanding the politics of play through a holistic perspective.

Play and Early Childhood Play in the Early Years Marilyn Fleer, Monash University Play-based learning is an important focus in the Early Years Learning Framework and in early childhood education degrees. This book examines play across time, culture and institutions, and analyses key theories from classical and contemporary perspectives. Includes vignettes and endof-chapter glossaries. • This is the most current local text on the market • Marilyn Fleer has over 25 years of experience and is a globally recognised expert in the area • Looks at the relations between play, learning and development from the child’s perspective - a key point of difference

Available Now 2013, 249 x 175 mm, 261 pp 9781107640221 AU$83.95 NZ$92.95 PB

Contents: 1. Perspectives on play; 2. Infants’ and children’s perspectives on play; 3. Families at play; 4. Playing in communities, classrooms and centres; 5. Classical, grand, developmental and postdevelopmental theories of play; 6. Play in the curriculum; 7. Planning for play development; 8. Cultural technologies and play; 9. Assessing play, assessing through play and assessing for play; 10. Being a play activist.


Practicum Success in Professional Experience Building Relationships Michael Dyson, Federation University Margaret Plunkett, Federation University Kerryn McCluskey, University of Queensland Success in Professional Experience has been specifically designed to assist pre-service teachers on their journey to become successful learners and teachers during the practicum component of their degree. It is suitable for early childhood, primary and secondary contexts and addresses the learning needs of on-campus and distance education students. • Designed to assist pre-service teachers during the practicum component of their degree • Each chapter explores a different area of professional experience • Specific chapters targeted toward areas that students find most challenging, such as classroom management, ethics and working with diverse student populations

Available Now 2015, 249 x 176 mm, 184 pp 9781107451988 AU$72.95 NZ$80.95 PB


Contents: 1. Introduction; 2. Ethical considerations; 3. Expectations; 4. Observations; 5. Classroom management; 6. Mentoring and reflective practice; 7. Portfolios and reflective practice; 8. Building relationships for working with Indigenous students; 9. Building relationships for working with highly able/gifted students; 10. Pre-service teachers from a non-English speaking background; 11. Conclusion.

Secondary Mathematics Teaching Secondary Maths Greg Hine, The University of Notre Dame Robyn Reaburn, University of Tasmania Judy Anderson, University of Sydney Linda Galligan, University of Southern Queensland Colin Carmichael, University of Southern Queensland Michael Cavanagh, Macquarie University Bing Ngu, University of New England Bruce White, University of South Australia Technology plays a crucial role in contemporary mathematics education. Teaching Secondary Mathematics covers major contemporary issues in mathematics education, as well as how to teach key mathematics concepts from the Australian Curriculum: Mathematics. • Each chapter outlines the needs of adolescent learners, together with a range of pedagogical approaches that educators can use to respond to these needs. • Provides teachers of lower and upper school students with resources to use immediately in the classroom – linked to interactive online maths learning system HOTmaths

Available Now 2016, 249 x 176 mm, 416 pp 9781107578678 AU$99.95 NZ$107.95 PB

Contents: How to use HOTmaths with this book; Part I. Contemporary Issues in Learning and Teaching Mathematics: 1. Introduction - the learning and teaching of mathematics; 2. Language and mathematics; 3. Making mathematical connections; 4. Using technology in mathematics education; 5. Inquiry-based learning; 6. Gender, culture and diversity in the mathematics classroom; 7. Assessing mathematics learning; Part II. Learning and Teaching Key Mathematics Content: 8. Number and algebra; 9. Measurement and geometry; 10. Statistics and probability; 11. Functions: A unifying concept; 12. Calculus


Sociology of Education SECOND EDITION

Making Sense of Mass Education Gordon Tait, Queensland University of Technology Making Sense of Mass Education provides an engaging and accessible analysis of traditional issues associated with mass education. The book challenges preconceptions about social class, gender and ethnicity discrimination; highlights the interplay between technology, media, popular cuture and schooling; and inspects the relevence of ethics and philosophy in the modern classroom. • Comprehensively updated to provide current information regarding literature, statistics and legal policies • Two new chapters on Big Data and Globalisation, and what they mean for the Australian classroom • Summarises the current educational landscape in Australia and looks at fundamental issues in society as they relate to education

Available Now 2015, 154 x 191 mm, 369 pp 9781107432369 AU$79.95 NZ$87.95 PB


Contents: Introduction; Part I. Re-assessing the Three Pillars: Modern and Postmodern Sociologies of Education: 1. Social class; 2. Gender; 3. Race/ethnicity; Part II. The Foundation of an Alternative Approach: Education and Governance: 4. Governance; 5. Subjectivity; 6. Pre-adulthood; Part III. Cultural Contexts of Contemporary Education: 7. The media; 8. Popular culture; 9. Technology; Part IV. Philosophy and Mass Education: 10. Philosophy; 11. Ethics and the law; 12. Truth and postcolonialism; Conclusion.

Sociology of Education Understanding Sociological Theory for Educational Practices Edited by Tania Ferfolja, University of Western Sydney Christine Jones-Diaz, University of Western Sydney Jacqueline Ullman, University of Western Sydney Understanding Sociological Theory for Educational Practices is an invaluable resource for primary, secondary and early childhood pre-service teacher education students as they prepare to navigate the diversity of the modern classroom. It is also an excellent resource for practitioners and researchers interested in issues of diversity and difference in education. • Integrates theoretical concepts in an accessible way for pre-service teachers • Each chapter includes a short research excerpt, reviews and applies relevant theoretical concepts to demonstrate how these inform, explain and deconstruct aspects of teaching • Reflects changes to the national teacher curriculum in Australia, specifically encouraging action research among teachers

Available Now 2015, 250 x 176 mm, 248 pp 9781107477469 AU$77.95 NZ$85.95 PB


1. The unseen half: theories for educational practices Tania Ferfolja, Criss Jones-Díaz and Jacqueline Ullman; Part I. Applying Poststructuralism(s): 2. Pre-service teacher identities and the social construction of childhood Son Truong; 3. Regulating ‘gender-climate’: exploring the social construction of gender and sexuality in regional and rural Australian schools Jacqueline Ullman; 4. Sexual diversities, policy approaches and the construction of the subject Tania Ferfolja; Part II. Intersecting Theories for Meaning: Postcolonialism, Critical ‘Race’ Theory, and Cultural Theory: 5. Destabilising privilege: disrupting deficit thinking in white pre-service teachers on field experience in culturally diverse, high poverty schools Jo Lampert, Bruce Burnett and Kristie Morse; 6. The perceptions that shape us: strengthening Indigenous young people’s cultural identity in flexi school settings Marnee Shay; 7. Silences in growing up bi/multilingual in multicultural globalised societies: educators’, families’ and children’s views of negotiating languages, identity and difference in childhood Criss Jones-Díaz; 8. ‘Disaffected’ youth: intersections of class and ethnicity Mohamed Moustakim; Part III. Using Critical Theory: 9. Culture, hybridity and globalisation: rethinking multicultural education in schools Megan Watkins; 10. Social class and the classroom: a reflection on the role of schooling and mothering in the production and reproduction of disadvantage and privilege Kate Huppatz; 11. Digital literacies: understanding the literate practices of refugee kids in an afterschool media club Karen Dooley; 12. Reflections on language and literacy: recognising what young people know and can do Jacqueline D’warte; 13. Final ruminations on the ‘unseen half’ Jacqueline Ullman, Criss Jones-Díaz and Tania Ferfolja.


Special Education/Inclusion Engaging the Disengaged Inclusive Approaches to Teaching the Least Advantaged Edited by Tarquam McKenna, Victoria University Marcelle Cacciattolo, Victoria University Mark Vicars, Victoria University Engaging the Disengaged addresses strategies of immersive teaching. Drawing together a range of experts, the book explores how various differences can alienate students, and examines challenges faced by schools in diverse settings. It also offers ideas for engaging students in subjects such as mathematics, physical education and the arts. • Presents immersive teaching and learning approaches that lead to successful schooling outcomes for young people • A unique publication in the field of inclusive education • Written by experts in the field locally as well as internationally recognised scholars

Available Now 2013, 249 x 176 mm, 254 pp 9781107627987 AU$83.95 NZ$92.95 PB



Foreword: are the engaged really engaged? Shirley Steinberg; Introduction: exclusion: a habit that’s hard to kick Roger Slee; Part I. The Digital Divide as a Tool for Inclusion: 1. Accommodating new learning in different school cultures Greg Neal; 2. Digital nation and social inclusion/exclusion: rethinking the digital divide Nicola Yelland; Part II. Engagement in the Early Years: 3. Early years – reconnecting families with pre-school education Andrea Nolan; Part III. Curriculum-Based Engagement: 4. Let’s leave the arts stuff till Friday afternoon – do the arts really matter? Tarquam McKenna; 5. You want me to teach maths?! Bringing joy and success to students and teachers through caring student-centered teaching of mathematics Colleen Vale and Sharon Livy; 6. The importance of physical education: how to promote healthy living in the classroom Anthony Watt; 7. Literacy: books? Who needs books anyway? It is not Kewl Mark Vicars; Part IV. Agents of Change and Student Wellbeing: 8. Fostering collaborative partnerships with parents and external organisations: one school’s approach Marcelle Cacciattolo; 9. Natural environments for learning – effecting change in classrooms and the community Cathryn Carpenter and Peter Burridge; 10. Sexualities – the ultimate outsiders – gays and lesbians queried? Mark Vicars and Tarquam McKenna; 11. Indigenous Australia: ontologies, epistemologies and pedagogies Davina Woods; 12. Positive education: pathways to achieving social and academic success Jeanne Carroll and Marcelle Cacciattolo; 13. Conclusion – purposeful, optimistic learning engagements Tarquam McKenna.

Special Education/Inclusion Sustainable Learning Inclusive Practices for 21st Century Classrooms Lorraine Graham, Melbourne Graduate School of Education Jeanette Berman, Massey University Anne Bellert, Southern Cross University The book employs three overarching frameworks to examine inclusive practices in education: equity (learning for all), values (learning that matters) and sustainability (learning that lasts). It canvasses topics such as a sustainable approach to inclusion, learning processes, teaching processes, differentiation, assessment to support teaching and learning, and life-long learning. • Employs three overarching frameworks to examine inclusive practices in education: equity, values and sustainability • Considers the complexities and diversity of learning in the 21st century • Provides examples, case studies and vignettes to illustrate the link between theory and practice

Available Now 2015, 250 x 180 mm, 241 pp 9781107695955 AU$88.95 NZ$97.95  PB

Contents: 1. An introduction to sustainable learning; 2. Processes of learning; 3. Processes of teaching; 4. Factors that support and hinder learning; 5. Assessment and learning; 6. Learning for all; 7. Learning that matters; 8. Learning that lasts; 9. Sustainable learning: inclusive practice for 21st century classrooms.


Studies of Society and Environment (SOSE) or Humanities History, Geography and Civics Teaching and Learning in the Primary Years John Buchanan, University of Technology Sydney History, Geography and Civics provides an in-depth and engaging introduction to teaching and learning socio-environmental education. It explores the centrality of socio-environmental issues to all aspects of life and education and makes explicit links between pedagogical theories and classroom activities. The book provides links to the Australian Curriculum. • Features provocations and reflective questions to foster discussion and engagement • Activities and further reading lists are incorporated throughout, with supplementary resources available at a companion website • Written in an engaging style which encourages readers to draw upon their own beliefs, values and attitudes in relation to their teaching

Available Now 2013, 249 x 176 mm, 200 pp 9781107617735 AU$83.95 NZ$92.95 PB


Contents: Part I. Content Areas: 1. Education, the socio-environmental world and child; 2. Teaching history; 3. Geography; 4. Civics and citizenship education; 5. Intercultural education; 6. A world of difference: globalisation and education; Part II. Processes: 7. Creative teaching and assessment; 8. Values; 9. Using (the) media; 10. Bringing it home and taking it out.

Technology/ICT Teaching and Digital Technologies Big Issues and Critical Questions Edited by Michael Henderson, Monash University Geoff Romeo, Australian Catholic University Teaching and Digital Technologies helps both pre-service and in-service teachers to critically question and evaluate the reasons for using digital technology in the classroom. It directly engages with policy, the Australian Curriculum, pedagogy, learning and wider issues of equity, access, generational stereotypes and professional learning. • Empowers pre-service and in-service teachers to understand why they should or should not use digital technologies • Notable team of contributors from across a broad range of Australian universities • Companion website is kept up-to-date with any major technological changes as well as emerging ideas, debates, policy and other relevant information

Available Now 2015, 248 x 176 mm, 352 pp 9781107451971 AU$88.95 NZ$97.95 PB


1. Why focus on big issues and critical questions? Michael Henderson and Geoff Romeo; Part I. Being Critical of our Assumptions: Learners, Learning and Digital Technology: 2. Digital natives and other myths Nicola F. Johnson; 3. Learning, teaching, technology: confusing, complicated, and contested! Geoff Romeo; 4. Balancing risks and growth in a digital world Jennifer Masters; 5. Digital technologies and equity: gender, digital divide and rurality Neil Anderson; 6. The dangerous and important practices of ICT use with Aboriginal and Torres Strait Islander students Glenn Auld and Lena Djabibba; Part II. Technological Affordances: What’s so Special about Digital Technologies?: 7. Computational thinking – philosophy and practice Andrew Fluck and Matt Bower; 8. Creativity, visualisation, collaboration and communication Glenn Finger; 9. Breaking boundaries Chris Campbell; 10. Using social media: assumptions, challenges and risks Michael Henderson; 11. Gamification and digital games based learning in the classroom Sue Gregory, Torsten Reiners, Lincoln C. Wood, Hanna Teräs, Marko Teräs and Michael Henderson; 12. Mobile learning: what is it and what are its possibilities? Mark Pegrum; Part III. Policy: Curriculum, Values and Agendas: 13. Considering the history of digital technologies in education Sarah K. Howard and Adrian Mozejko; 14. Digital technologies in the Curriculum – national and international Jason Zagami; 15. Don’t believe the hype: questioning digital ‘disruption’ and other big ideas Neil Selwyn; Part IV. Student Learning: 16. When does technology improve learning? C. Paul Newhouse; 17. Making learning visible through digital forms of assessment C. Paul Newhouse; 18. Learning with digital technologies Peter Albion; 19. Project-, problem-, and inquiry-based learning Peter Albion; 20. Numeracy and technology Donna Gronn and Ann Downton; 21. Digital literacy in theory, policy and practice: old concerns, new opportunities Scott Bulfin and Kelli McGraw; 22. Digital technologies in early childhood education Susan Edwards; Part V. Professional Learning: 23. National and international frameworks for teacher competency Margaret Lloyd; 24. Teachers: technology, change and resistance Sarah K. Howard and Adrian Mozejko; 25. Digital technology integration Michael Phillips; 26. Ongoing professional learning Kathryn Holmes and Nicole Mockler.


Technology/ICT Technologies for Children Marilyn Fleer, Monash University What do we mean when we talk about technology? What constitutes knowledge in technology education? How can we find innovative solutions to complex technological problems? Technologies for Children presents a comprehensive array of contextual examples for teaching design and technology to children from birth to 12 years. • Presents a comprehensive array of contextual examples for teaching design and technology to children from birth to twelve years • Aligns with the Australian Curriculum: Technologies • Provides both theory and practical ideas for teaching infants, toddlers, preschoolers and primary children • A comprehensive companion website offers teaching slides and links to video and audio sources to enhance students’ engagement with topics.

Available Now 2016, 250 x 176 mm, 300 pp 9781107561564 AU$79.95 NZ$86.95 PB


Contents: Part I. Researching ‘What is Technology and Technologies Education’: 1. The contexts of technologies and technological knowledge; 2. Key ideas in the technologies curriculum; 3. Designing and creating preferred futures; 4. Creativity in design; Part II. The Curriculum in Action: 5. The curriculum in action – digital technologies; 6. Technologies contexts – food and fibre production and food specialisations; 7. Technologies contexts – engineering principles and systems, and materials and technology specialisations; 8. The curriculum in action – project management; Part III. Pedagogical Practices for Technologies: 9. Planning, assessment and evaluation in technologies; 10. Planning for teaching technologies – analysing the pedagogical approaches.

Coursebooks and Recommended Reading Structure and Improvisation in Creative Teaching Edited by R. Keith Sawyer, Washington University The authors draw on studies of jazz, theater improvisation and dance improvisation to demonstrate that the most creative performers work within structures and guidelines that teachers also confront. By looking to these creative genres, the book provides practical advice for teachers who wish to become more creative professionals. • The first book to use improvisational performance to enhance teaching • The first book about creative teaching to honestly address the necessary structures of school and how teachers can nonetheless be creative • Chapters by leading scholars in the field of teacher education

Available Now 2011, 229 x 152 mm, 318 pp 9780521746328 AU$62.95 NZ$67.95 PB


Foreword David Berliner; 1. What makes good teachers great? The artful balance of structure and improvisation R. Keith Sawyer; Part I. The Teacher Paradox: 2. Professional improvisation and teacher education: opening the conversation Stacy DeZutter; 3. Creativity, pedagogic partnerships, and the improvisatory space of teaching Pamela Burnar; 4. Improvising within the system: creating new teacher performances in inner city schools Carrie Lobman; 5. Teaching for creativity with disciplined improvisation Ronald A. Beghetto and James C. Kaufman; Part II. The Learning Paradox: 6. Taking advantage of structure to improvise in instruction: examples from elementary school classrooms Frederick Erickson; 7. Breaking through the communicative cocoon: improvisation in secondary school foreign language classrooms Jürgen Kurtz; 8. Improvising with adult English language learners Anthony Perone; 9. Productive improvisation and collective creativity: lessons from the dance studio Janice E. Fournier Part III. The Curriculum Paradox: 10. How 'scripted' materials might support improvisational teaching: insights from the implementation of a reading comprehension curriculum Annette Sassi; 11. Disciplined improvisation to extend young children's scientific thinking A. Susan Jurow and Laura Creighton; 12. Improvisational understanding in the mathematics classroom Lyndon C. Martin and Jo Towers; 13. Conclusion: presence and the art of improvisational teaching Lisa Barker and Hilda Borko.


Coursebooks and Recommended Reading School Bullying New Theories in Context Edited by Robin May Schott, Danish Institute for International Studies Dorte Marie Søndergaard, Aarhus Universitet, Denmark Challenging the dominance of the individualistic approach to school bullying, this book focuses on the multiple and complex social and relational dynamics involved in bullying processes. Contributors draw on new theoretical frameworks and cross-disciplinary perspectives to pave the way for a paradigm shift in the field. • Provides a new interdisciplinary approach to bullying, combining perspectives from philosophy, sociology, politics and psychology • Makes use of qualitative analysis and mixed methods to show how and why bullying practices emerge • Written in a clear and accessible style, drawing upon examples from everyday life and literature

Available Now 2014, 229 x 152 mm, 482 pp 9781107027763 AU$215.00 NZ$232.95 HB



1. Introduction: new approaches to school bullying Robin May Schott and Dorte Marie Søndergaard; Part I. Definitions and Theories: 2. The social concept of bullying: philosophical reflections on definitions Robin May Schott; 3. Social exclusion anxiety: bullying and the forces that contribute to bullying amongst children at school Dorte Marie Søndergaard; 4. Violence and the moral order in contemporary schooling: a discursive analysis Constance Ellwood and Bronwyn Davies; 5. Dispositifs of bullying Carsten Bagge Laustsen; Part II. Youth Experiences: 6. 'Who does he think she is?' Making new friends and leaving others behind – on the path from childhood to youth Hanne Haavind; 7. Non-simultaneity in cyberbullying Jette Kofoed; 8. The life and death of bullying Robin May Schott; Part III. School Talk: 9. New solutions for bullying and harassment: a post-structural, feminist approach Elizabeth J. Meyer; 10. Sanctions against bullying and disruptions at school Helle Rabøl Hansen; 11. When classroom culture tips into bullying Helle Rabøl Hansen, Inge Henningsen and Jette Kofoed; Part IV. Adult Perspectives: 12. Parental positions in school bullying: the production of powerlessness in home-school cooperation Nina Hein; 13. Traces of being bullied: 'dynamic effectuality' Charlotte Mathiassen; 14. 'Is something wrong with me?' A context-sensitive analysis of school bullying Eva Silberschmidt Viala; Part V. Moving Forward: 15. From technically standardised interventions to analytically informed, multiperspective intervention strategies Dorte Marie Søndergaard; 16. One size doesn't fit all: re-thinking implementation research for bullying prevention Donna Cross and Amy Barnes.

Coursebooks and Recommended Reading Play, Learning, and Children’s Development Everyday Life in Families and Transition to School Mariane Hedegaard, University of Copenhagen Marilyn Fleer, Monash University Explores the dynamics in children’s everyday lives as they move between school and the family, with particular consideration of how children’s motives change in response to new challenges. The authors follow four children, from Australia and Denmark, over a twelve-month period. Using these case studies, they show how children’s everyday activities, play, and the demands they meet in both family and educational contexts influence their learning development. • Outlines new concepts in cultural-historical theory • Comparative case studies enable transnational analysis • Engages both educational and developmental psychology in school and domestic settings

Available Now 2015, 229 x 152mm, 240pp 9781107531635 AU$58.95 NZ$63.95 PB


Foreword; Part I. A Wholeness Approach to the Study of Children's Everyday Life: 1. Children's social situation and their activities in everyday settings; 2. The conditions that family practices create for children's learning and development; 3. Societal conditions shape family practices; Part II. Family Activity Settings: 4. Morning routines in families; 5. Walking to school; 6. Afterschool settings and homework activities; 7. Relaxing at home - unstructured times in families; 8. The afterschool period - outdoor play at home; 9. Evening meals; 10. Bedtime routines; Part III. Children Entering School Practices and Participating in Different Settings: 11. Entering into school practice; 12. How schools create conditions for being a successful school child; Part IV. Learning, Play, and Children's Development: 13. Children's everyday life in families and across into school.


Coursebooks and Recommended Reading THIRD EDITION

Child, Adolescent and Family Development Phillip T. Slee, Flinders University Marilyn Campbell, Queensland University of Technology Barbara Spears, University of South Australia The third edition of Child, Adolescent and Family Development provides a comprehensive study of human development from conception to adulthood. It explores the foundations of modern developmental thought, incorporating the latest in international research set within a cultural and historical context. • Incorporates the latest in international research and modern thinking about child and adolescent development • Richly illustrated, with a range of practical teaching resources • Offers a systematic, thematic approach within chronologically ordered chapters, ideal for teaching and learning • Features an extensive companion website, which includes multiple-choice questions, observation activities, worksheets and an easy guide to research design and techniques

Available Now 2012, 250 x 190 mm, 640 pp 9781107402164 AU$109.95 NZ$120.95 PB



1. Seeing children in context; 2. Concepts of development; 3. Theoretical foundations of child development; 4. Prenatal development; 5. Birth and the newborn child; 6. Physical development in infancy; 7. Cognitive development in infancy; 8. Social and emotional development in infancy; 9. Physical development in toddlers; 10. Cognitive development of toddlers; 11. Social and emotional development of toddlers; 12. Physical development of pre-schoolers; 13. Cognitive development of pre-schoolers;14. Social and emotional development of pre-schoolers; 15. Physical development in middle childhood; 16. Cognitive development in middle childhood; 17. Social and emotional development in middle childhood; 18. Adolescent physical development and health issues; 19. Cognitive development in adolescence; 20. Social and emotional development in adolescence; 21. Towards a life span perspective.

Coursebooks and Recommended Reading The Anthropology of Childhood


Motives in Children’s Development

Cherubs, Chattel, Changelings

Cultural-Historical Approaches

David F. Lancy, Utah State University

Edited by Mariane Hedegaard, University of Copenhagen Anne Edwards, University of Oxford Marilyn Fleer, Monash University

Enriched with anecdotes from ethnography and the daily media, this revised edition examines family structure, reproduction, profiles of children’s caretakers, their treatment at different ages, their play, work, schooling, and transition to adulthood. The result is a nuanced and credible picture of childhood in different cultures, past and present. • A multidisciplinary text, jargon-free and theoretically transparent, with references to history, psychology, primate studies and evolutionary biology, so readers from neighbouring disciplines can enjoy the book

This book explores children’s development at home, in education and at play, bringing together both a historical and a contemporary view of the role of motives, experience and emotions in this process. The volume as a whole enriches culturalhistorical theory about the meaning of motives in children’s development. • Children’s development of motives

• Richly illustrated with evocative photographs

• A cultural-historical approach

• A broad synthesis of the literature, with an encyclopaedic bibliography and vivid anecdotes from ethnography and the daily press

• Vygotsky’s inheritance

Available Now

Available Now

2014, 227 x 153 mm, 547 pp 9781107420984 AU$61.95 NZ$68.95 PB

2014, 229 x 152 mm, 240 pp 9781107626881 AU$69.95 NZ$75.95 PB


Coursebooks and Recommended Reading Vygotsky for Educators Yuriy V. Karpov, Touro College, New York This volume offers the first comprehensive introduction to the contemporary Vygotskian approach to learning and development for English-speaking educators. Yuriy V. Karpov explores the practical applications of this approach from birth through adolescence and shows its advantages over traditional and constructivist education. • Presents the contemporary Vygotskian approach with its educational applications as elaborated by his followers, not only original Vygotskian ideas • Addressed to practising educators and students in teacher education programs • Covers educational practices from birth through adolescence, rather than targeting only a certain area of application

Applied Linguistics and Primary School Teaching Edited by Sue Ellis, University of Strathclyde Elspeth McCartney, University of Strathclyde Illustrates how applied linguistics knowledge informs literacy policy, curriculum and pedagogy in primary schools. It will help class teachers, learning support staff, speech and language therapists, educational psychologists and literacy researchers (including teachers doing action research) to analyse children’s requirements, literacy provision and ensure efficient language and literacy learning. • A range of classroom situations, mainly in the UK but also in the USA and Australia, are given as case studies • Outlines the range of ways that applied linguistics knowledge impacts on the primary curriculum and pedagogy, and on language and literacy research • Highlights the changing demographics of primary schools and how they impact on the linguistics knowledge teachers need

Available Now

Available Now

2014, 229 x 152 mm, 260 pp 9781107637498 AU$54.95 NZ$59.95 PB

2014, 229 x 152 mm, 356 pp 9781107696877 AU$82.95 NZ$89.95 PB


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