Cambridge LANTITE Edge: the fully digital test preparation product (page 1)
NEW EDITION: Play in the Early Years, 2nd Edition (page 2)
NEW: Learning to Teach in a New Era (page 6)
NEW: Teaching Secondary Science (page 6)
EDUCATION Textbooks from Cambridge www.cambridge.org/edu
ABN 28 508 204 178
ARBN 007 507 584
Contents PLAY AND EARLY CHILDHOOD 02 Play in the Early Years, 2 edition 03 Theorising Play in the Early Years SCIENCE nd
03 Science for Children 04 Teaching Secondary Science 05 Learning and Teaching Primary Science 05 Science in Early Childhood, 2nd edition INTRODUCTION TO EDUCATION 06 Learning to Teach in a New Era 07 New Learning, 2nd edition 07 Learning and Teaching in the Early Years 08 Learning to Teach in the Primary School 08 Learning to Teach in the Secondary School 09 Assessment for Teaching, 2nd edition 10 Big Fish, Little Fish CLASSROOM MANAGEMENT/BEHAVIOUR
EDUCATIONAL PSYCHOLOGY NEW!
NEW!
NEW!
NEW!
10 Understanding Child and Adolescent Behaviour in the NEW! Classroom HEALTH AND PHYSICAL EDUCATION 11 Health and Wellbeing in Childhood, 2nd edition 12 Health and Physical Education, 2nd edition CURRICULUM STUDIES 12 Understanding Curriculum 13 Early Childhood Curriculum CHILDHOOD DEVELOPMENT
NEW!
NEW!
14 Child Development and Learning in Educational Settings 15 Early Learning and Development 15 Child, Adolescent and Family Development, 3rd edition MATHEMATICS 16 Primary Mathematics, 2nd edition 16 Teaching Secondary Mathematics 17 Early Mathematical Explorations
Published locally
17 Learn to Teach, Teach to Learn EDUCATIONAL LEADERSHIP AND STRATEGIES 18 Educational Leadership 18 Teaching and Learning Strategies 19 Success in Professional Experience 19 Leading and Managing Early Childhood Settings INDIGENOUS EDUCATION 20 Aboriginal and Torres Strait Islander Education, 2nd edition 20 Knowledge of Life LITERACY 21 Spelling It Out 21 Literacies, 2nd edition 22 Literacy in Early Childhood and Primary Education 22 Language and Literacy Development in Early Childhood 23 Becoming a Teacher of Language and Literacy SOCIOLOGY OF EDUCATION 23 Making Sense of Mass Education, 2nd edition 24 Understanding Sociological Theory for Educational Practices SPECIAL EDUCATION/INCLUSION 24 Engaging the Disengaged 25 Sustainable Learning STUDIES OF SOCIETY AND ENVIRONMENT (SOSE) OR HUMANITIES 25 Young Children and Environment, 2nd edition 26 History, Geography and Civics TECHNOLOGY/ICT 26 Technologies for Children 27 Teaching and Digital Technologies ARTS EDUCATION 27 Teaching The Arts, 2nd edition COURSE/RECOMMENDED READING
Companion website
Includes access to Cambridge HOTmaths
www.cambridge.org/edu
CAMBRIDGE
LANTITE EDGE
Powered by Edjin
A fully interactive digital test preparation product Cambridge LANTITE Edge has been designed to give your students the skills and confidence they need to pass the Literacy and Numeracy Test for Initial Teacher Education Students (LANTITE). The richly detailed interactive suite of content allows students to develop and further their understanding of key mathematical and literacy concepts, helping them to become skilled, knowledgable and confident in their abilities as future educators.
Flexible purchase options Cambridge LANTITE Edge is available for both individual student, faculty-wide or university-group purchase. To ensure that students only pay for what they need, the literacy and numeracy components can be purchased separately, or bundled together at a discounted price.
Price Student purchase Single component $24.95 / Additional component $10 Faculty purchase Contact us for more information: academicmarketing@cambridge.org (03) 8671 1405
For more information
www.cambridge.edu.au/LANTITE
2
Play and Early Childhood 2nd edition
Play in the Early Years Marilyn Fleer, Monash University Available Now 2017, 249x176 mm 284pp 9781316631898 | Paperback (also available as an eBook)
Thoroughly revised to include the latest methods and research, the new edition features new material on intentional teaching, play as learning, digital play and discipline-specific content, including STEM, arts and sustainability. Two new chapters discuss post-structuralist and culturalhistorical conceptions of play, and extended practical examples link pedagogical practice to the Early Years Learning Framework and the Australian Curriculum. •
Pedagogically rich, with classroom vignettes and photographs to helps students connect theory to practice
•
Reflection questions and reseach activities encourage in-depth reflection and extend learning
•
Each chapter is supported by additional content on the comprehensive companion website.
Contents 1. What is play? 2. Children’s perspectives on play 3. Families at play 4. Digital play and digital tools to support learning 5. Playing in schools 6. Lenses on play: Classical and developmental theories of play 7. Lenses on play: Post-structuralist analyses of children’s play 8. Lenses on play: Cultural-historical conceptions of play 9. Play in the curriculum 10. Planning for play development 11. Assessment through, of and for play 12. Being a play activist
Play and Early Childhood
Science
3
educational publishing awards australia
2016
Theorising Play in the Early Years Marilyn Fleer, Monash University Available Now 2013, 228 x 152 mm 192pp 9781107032293 | Paperback (also available as an eBook)
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
Science for Children Marilyn Fleer, Monash University Available Now 2015, 249 x 176 mm 327 pp 9781107548701 | Paperback (also available as an eBook) 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-totwelve-years continuum • Includes a single-use six-month subscription to Cambridge Dynamic Science, a comprehensive online resource for teaching and learning in the science classroom
Contents Contents 1. 2. 3. 4. 5. 6. 7.
A psychological reading of play How role-play is learnt in families Role-play as cultural expression and as a cultural form development Collective play Digital placeholders and virtual pivots in metaimaginary situations Unity of emotion and cognition – perezhivanie Understanding the politics of play through a holistic perspective
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 Available as a value bundle with Technologies for Children (page 25)
4
Science
Teaching Secondary Science Theory and Practice Geoff Woolcott, Southern Cross University Robert Whannell, University of New England Available from Oct 2018 249 x 176 mm 332pp 9781316636114 | Paperback (also available as an eBook)
Teaching Secondary Science: Theory and Practice provides a unique and dynamic approach to preparing preservice science teachers for practice. Divided into two parts – theory and practice – the text allows students to first become confident in the theory of teaching science before showing how this theory can be applied to practice through ideas for implementation, such as sample lesson plans. These examples span a variety of age levels and subject areas, allowing preservice teachers to adapt each exercise to suit their needs when they enter the classroom. • • • •
Brings together an expert team of authors comprising leading science education researchers and practicing teachers from across Australia Divides the theory and practice of teaching secondary science, allowing students to master the theory before learning how to implement it in their own teaching Fosters each preservice teacher’s science teacher identity Provides practical examples across year levels and subject areas that students can adapt to use in their own teaching.
Contents Part I. Theory 1.1. Contemporary issues in teaching and learning science 1.2. On becoming a science teacher 1.3. Theory and practice in science education 1.4. Real world science in the classroom 1.5. Improving science teaching practice through collaboration and reflection 1.6. Assessing science teaching and learning in the classroom 1.7. Representation and language in science education 1.8. Technology, electronic media and science education 1.9. Celebrating Australia’s diversity through science education
Part II. Practice 2.1. Engagement practices: a major issue in contemporary education 2.2. Building identity and commitment to the teaching of science 2.3. Application of theory in science education classrooms 2.4. Bringing real world science into the classroom 2.5. Creating a classroom for engagement with scientific thinking, problem solving and real world contexts 2.6. Assessing science teaching and learning in the classroom 2.7. Representation and language in science education 2.8. Digital technologies in the science classroom and beyond 2.9. Bringing Australia’s diversity into science education
5
Science 2nd edition
Learning and Teaching Primary Science Edited by Angela Fitzgerald, Monash University Available Now 2013, 249 x 176 mm 320 pp 9781107609457 | Paperback (also available as an eBook)
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.
Contents Introduction: 1. Making sense of 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 14. Making science work in the primary classroom Dawn Garbett
Science in Early Childhood Edited by Coral Campbell, Deakin University Wendy Jobling, Deakin University Christine Howitt, University of Western Australia Available Now 2015, 249 x 176 mm 248 pp 9781107432260 | Paperback (also available as an eBook) This second edition has been substantially updated and revised to include comprehensive coverage of the birthto-eight age group. Drawing on the most up-to-date research, this edition presents current issues and debates relevant to preservice teachers of early childhood science, both at preschool and in the early years of schooling.
Contents 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
6
Introduction to Education
Learning to Teach in a New Era
Includes bonus interactive e-book
Jeanne Allen, Griffith University Simone White, Queensland University of Technology Available from September 2018 249 x 176 mm 376 pp 9781316628263 | Paperback (also available as an eBook)
This text prepares preservice teachers to embrace the opportunities and meet the challenges of teaching in the 21st century. Closely aligned with the Australian Professional Standards for Teachers (APST) and the Australian Curriculum, this book is an invaluable resource for early childhood, primary and secondary pre-service teachers that can be carried through their entire degree and into the workplace. Engaging and accessible, Learning to Teach in a New Era is a practical and comprehensive resource that equips pre-service teachers with the foundational knowledge and skills to begin their education journey. •
Links closely to the Australian Professional Standards for Teachers (APST) and the Australian Curriculum to prepare preservice teachers for the frameworks that will shape their teaching careers
•
Provides a comprehensive introduction to key content explored in undergraduate and postgraduate teaching qualifications
•
Written by an expert author team of educational researchers and practicing teachers from across Australia
Contents Part I: Introduction 1. Teaching in the 21st century Jeanne Allen and Simone White Part II. Professional Knowledge 2. Understanding the education landscape: Policy, practice and context Simone White 3. Effective pedagogy for student learning Anne Coffey 4. Teaching with digital technologies Kelly Carabott, Amber McLeod and Catherine Lang Part III: Professional Practice 5. Curriculum, assessment and reporting Madonna Stinson and Suzanne Henden 6. Planning for teaching Linley Cornish, Michelle Bannister-Tyrell, Jennifer Charteris, Kathy Jenkins and Marguerite Jones
7. Student diversity, education and social justice Leonie Rowan 8. Understanding classroom management Jeanne Allen and Michelle Ronksley-Pavia 9. Creating engaging and motivating learning environments Andrea Reupert and Stuart Woodcock Part IV: Professional Engagement 10. Communication skills with students, staff and parents/caregivers Wendy Goff 11. Becoming a teaching professional: ethical and legal issues Elaine Sharplin, Christine Howitt and Deborah Wake
7
Introduction to Education 2nd edition Learning
Learning
&
Teaching
Written for students of early childhood programs, this book covers learning and development, as well as professional practice in teaching children from birth to eight years. In recognition of the evolving role of educators, topic areas include learning, teaching, working with families, leading, advocating and researching. Each chapter contains learning objectives, key terms and reflection points. Detailed case studies document the intersection between research, policy and practice, enhancing pre-service and practicing educators’ appreciation of how a policy-aligned approach reinforces learning and development in the early years.
&Teaching
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.
Learning
&
Teaching
Learning and Teaching in the Early Years draws on the latest Australian and international research to examine the features of effective practice and to present children’s learning as a dynamic and active process requiring specific, intentional teaching behaviours.
Dr. Jane Page is Senior Lecturer at the University of Melbourne. Professor Collette Tayler is Chair of Early Childhood Education and Care at the University of Melbourne.
Forward by Maxine McKew
Cover image: Butterfly illustration © Hana Suri Hassim (2014), The University of Melbourne Early Learning Centre; watercolour © iStock/ Getty Images Plus/501room
New Learning Mary Kalantzis, University of Illinois Bill Cope, University of Illinois
Learning and Teaching in the Early Years Jane Page, University of Melbourne Collette Tayler, University of Melbourne
Available Now 2012, 249 x 176 mm 368 pp 9781107644281 | Paperback (also available as an eBook)
Available Now 2016, 249 x 176 mm 212 pp 9781107697188 | Paperback (also available as an eBook)
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.
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.
• Brings concepts and theories to life with exciting and real-world examples • Gives students access to cutting edge online tools offered through newlearningonline.com • Raises the intellectual tenor of the discipline of Education with reference to big-picture ideas and important thinkers
• 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
Contents Contents
1.
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
2. 3. 4. 5. 6. 7. 8.
Learning and teaching in the early years Collette Tayler and Jane Page A policy frame on early learning and teaching Collette Tayler and Karen Weston Young children as learners with rights Jane Page and Collette Tayler Teaching for learning Janice Deans, Collette Tayler and Jane Page Partnering with families to promote learning Caroline Cohrssen and Frank Volker Niklas Leading for learning Jane Page and Collette Tayler Advocating for learning Collette Tayler, Timothy Gilley and Jane Page Research and teaching for learning Amelia Church, Jane Page, Susan Wright and Collette Tayler
8
Introduction to Education
c and crucial information related
to the teaching of literacy, tics and science within the current educational climate l guidance across a range of key learning areas, exploring the nd depth of teaching and learning opportunities for primary students.
n the wide-ranging expertise
of each contributor, this text reservice teachers for teaching in Australian classrooms and chniques to engage primary students in high-quality education. ding chapters of the book focus on professional growth, making ble resource throughout preservice teachers’ tertiary coursework ir professional careers.
accompanied by an extensive companion website at: idge.edu.au/academic/teachingprim ary.
d University of Technology.
the Faculty of Education
RNININTHGE LEAA CH TOTE RY PRIMOAOL UDSON SDCITEHD BY PETER H
r QSBDUJDBM FYBNQMFT BOE DBTF TUVEJFT CBTFE PO QFSTPOBM UFBDIJOH FYQFSJFODFT JO TDIPPM TZTUFNT UP FODPVSBHF FGGFDUJWF FEVDBUJPO intervention for the empowerment of secondary students r RVFTUJPOT BOE SFTFBSDI UPQJDT UP FNQIBTJTF UIF JNQPSUBODF of collaboration and to highlight opportunities for discussion within each chapter r FYQMJDJU JOTUSVDUJPOBM BOE CFIBWJPVSBM TUSBUFHJFT BOE HVJEBODF GPS pre-service teachers to implement in their classrooms. %SBXJOH PO UIF XJEF SBOHJOH FYQFSUJTF PG JUT DPOUSJCVUPST Learning to Teach in the Secondary School provides teachers with the specialist skills necessary to make a difference to the lives and outcomes of young people at a time of significant physical, social, emotional and cognitive development. Additional resources are available online at www.cambridg.edu.au/academic/ secondaryschool.
Noelene L Weatherby-Fell is Senior Lecturer in the School of Education, Faculty of Social Sciences, at the University of Wollongong.
L E A R N I N G T O T E A C H I N T H E S E C O N D A RY S C H O O L
LEARNING TO TEACH IN THE PRIMARY SCHOOL
k includes numerous valuable teaching resources such as: d learning experiences, discussion questions, and research topics preservice teachers’ understandi ngs of major issues facing teachers ary students
n is an associate professor in
Learning to Teach in the Secondary School presents secondary teaching theory and practice within a contemporary, holistic framework that empowers pre-service teachers to become effective and reflective practitioners. This practical and engaging book includes many valuable teaching resources such as:
HUDSON
to Teach in the Primary School cation for preservice teachers involved in primary teaching. rts lecturers and their students by including strong links ming teaching around understandi ng primary students,
We a t h e r b y - F e l l
nge and development. Learning
LEARNING TO TEACH in the Secondary School
E
EDITED BY
NOELENE L WEATHERBY-FELL Cover image: shutterstock.com / Lukas Majercik
Learning to Teach in the Primary School Edited by Peter Hudson, Queensland University of Technology Available Now 2013, 249 x 176 mm 336 pp 9781107672826 | Paperback (also available as an eBook)
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 Australian Curriculum • Accompanied by an extensive companion website with further resources
Learning to Teach in the Secondary School Edited by Noelene L. Weatherby-Fell, University of Wollongong Available Now 2015, 249 x 176 mm 309 pp 9781107461802 | Paperback (also available as an eBook)
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.
Contents 1. 2.
Contents
3.
1. Child development: approaches to learning 2. Planning to manage my teaching in a democratic classroom 3. Understanding the curriculum 4. Differentiating learning experiences for diverse students 5. Tools for learning: technology and teaching strategies 6. Multimodality and complex texts in university settings 7. Mathematics and numeracy 8. Learning to teach primary science 9. Citizenship and social education in primary schools 10. Health and physical education: students, teachers and the curriculum 11. Preparing to teach the arts in primary school 12. Religious diversity and religious literacy 13. Aboriginal and Torres Strait Islander education 14. Curricula integration 15. Professional experience 16. Learning and teaching reflection: developing capacities for lifelong learning
4.
For the full list of chapter authors visit our website: www.cambridge.org/9781107672826
5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15.
Welcome to the world of secondary teaching and pedagogy Teacher professional resilience: thriving not just surviving The developing child and adolescent: implications for learning Transition from primary to secondary school: middle schooling concepts Effective and reflective teaching practice The Australian Curriculum: Secondary considerations Planning to pedagogy: a tool kit for the beginning teacher Managing student behaviour: individual and group contexts Inclusive classrooms and differentiation Developing a professional sensibility to ‘the digital’ in secondary classrooms Aboriginal education: more than adding different perspectives Approaching disadvantage with ‘care’ Professional experience in schools The Australian Professional Standards for Teachers, and professionalism Managing the complex interconnection of practice: professional portfolios as a technology for teacher reflection For the full list of chapter authors visit our website: www.cambridge.org/9781107461802
Introduction to Education 2nd edition
Assessment for Teaching Edited by Patrick Griffin, University of Melbourne Available from September 2017 249x176 mm 352 pp 9781316640739 | Paperback (also available as an eBook)
New in 2017, this second edition of Assessment for Teaching is a comprehensive and highly practical introduction to assessment and learning in primary and secondary school settings. Grounded in contemporary, evidence-based research, the text treats assessment as a source of data that informs teaching strategies. It replaces a deficit model of assessment with a development model: a framework that recognises the important of identifying what the student is ready to learn, rather than ‘teaching to the test’. • Thoroughly revised and updated to include the latest research into competence based assessment, collaborative teaching and learning and assessment • A revised and updated companion website features new materials for instructors • New case study outlining the implementation of the assessment for teaching approach
Contents Introduction 1. Assessment as the search for evidence of learning Patrick Griffin 2. Collaborative teaching teams Patrick Griffin, Michael Francis and Pam Robertson 3. Competency assessment: A clinical approach Patrick Griffin, Field Rickards and Michael Francis 4. Conducting assessments: Making sure the evidence of learning is intepretable Masa Pavlovic, Nafisa Awwal, Patrick Griffin and BM Monjurul Alom 5. Judgement-based assessment Patrick Griffin, Michael Francis and Pam Robertson 6. Writing Rubrics Patrick Griffin and Michael Francis 7. Self-regulated teaching and learning Patrick Griffin, Narelle English, Nives Nibali, Susan Harding and Lorraine Graham 8. Building a development progression Patrick Griffin and Michael Francis 9. Guttman analysis Patrick Griffin, Michael Francis and Pam Robertson 10. Interpreting data to evaluate growth Patrick Griffin 11. Developmental assessment for students with additional needs Kerry Woods and Bernadette Coles-Janess 12. Case study: Wilderness School, South Australia Heather De Blasio and Michael Francis
9
10
Introduction to 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 Available Now 2015, 250 x 177 mm 296 pp 9781107432314 | Paperback (also available as an eBook)
Big Fish, Little Fish: Teaching and learning in the middle years provides pre-service and early career teachers with a pathway to understanding the needs of students as they make the important transition from primary to secondary schooling. Drawing on the wide-ranging expertise of its contributors, this book prepares preservice teachers to best meet the needs of students as they enter the challenging middle years of their education.
Contents Part I. Introduction 1. Challenges for teaching and learning in the middle years 2. Thinking historically about the schooling of young people in the ‘middle years’ 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 4. Success after (dis)continuous transfer? (Re)imaginative praxis for pedagogy, curriculum and assessment 5. A fair go and student agency in the middle years classroom 6. Consulting young people in the middle years in New Zealand 7. High possibility classrooms in the middle years: a model for reform Part III. Curriculum, pedagogy and assessment in the middle years 8. Teaching strategies that encourage student effort in Year 8 and 9 9. Visceral pedagogies: learning to teach middle years in the margins 10. The challenges of testing accountability: understanding limitations and negotiating consequences 11. Engaging Indigenous students: the important relationship between Aboriginal and Torres Strait Island students and their teachers 12. The experiences of Maori students in the middle years 13. Changing scenarios for teaching and learning in middle years Part IV. Preparing teachers for the middle years 14. Teacher identity in the middle years 15. A generic teacher education program that meets contemporary schools’ needs 16. Leading teacher professional learning in the middle years Part V. Conclusion 17. The middle years as a site for reform: from local to global
For the full list of chapter authors visit our website: www.cambridge.org/9781107432314
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 Available Now 2015, 249 x 176 mm 188 pp 9781107439726 | Paperback (also available as an eBook)
Understanding Child and Adolescent Behaviour in the Classroom is a vital guide for pre-service 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’
Contents Introduction: embracing positive rules as a teacher 1. Promoting positive behaviour in the classroom 2. Using theory for understanding behaviour 3. Responding to children who present with SEBD 4. Behavioural assessment, working with allied professionals and policy 5. Teacher expertise 6. Research-informed teaching and rules for living’ in schools 7. Teacher behaviour and wellbeing Conclusion: guiding principles for classroom practice
Health and Physical Education 2nd edition
Health & Wellbeing in Childhood Edited by Susanne Garvis, University of Gothenburg Donna Pendergast, Griffith University Available from July 2017 249x176 mm 448 pp 9781316623008 | Paperback (also available as an eBook)
The period from birth to twelve years is crucial in a child’s development and can significantly impact future educational success, resilience and participation in society. Health and Wellbeing in Childhood, 2nd edition provides readers with a comprehensive foundation in health and wellbeing education across key priority areas, covering physical, social and emotional learning and development. This edition has been thoroughly updated to include the latest research and resources and incorporates expanded material on diversity, mental health and contemplative practice. Learning is supported through a suite of features including key terms, case studies, links to curriculum documentation, reflective activities and end-of-chapter questions. Written by an expert author team comprised of leading academics and practitioners, Health and Wellbeing in Childhood equips readers with the knowledge and skills to promote and implement effective practice in the field.
Contents Part I. Context 1. The importance of health and wellbeing 2. Classifying health and wellbeing: Applying the International Classification of Functioning, Disability and Health to early years learners Part II. Dimensions of Health and Wellbeing 3. Addressing developmental challenges to improve the wellbeing of children 4. Communication development 5. Physically educated: Developing children’s health and wellbeing through movement and motor skills 6. Sexual abuse prevention education 7. Child safety 8. Social determinants of health and wellbeing 9. Friendships 10. Food for thought: The role of teachers and parents in children’s food choices 11. Body image of pre-adolescents Part III. Applications 12. Teaching for social and emotional learning 13. Talking circles 14. Partnering with families
15. Being a digital image-maker: Young children using the digital camera in learning 16. Promoting wellbeing with educationally disadvantaged children through community partnerships 17. Supporting resilience 18. Move Well Eat Well: A case study of a successful settingsbased approach to health promotion 19. Fostering children’s wellbeing through play opportunities 20. Bullying and social emotional wellbeing in children 21. Strengthening social and emotional learning in children with special needs Part IV. Leadership and Innovations 22. Teachers’ roles in building girls’ leadership identity 23. Building the capacity of early childhood educators to promote children’s mental health: Learnings from three new programs 24. Loose parts on the school playground: A playful approach to promoting health and wellbeing for children of all abilities 25. Using contemplative practices to enhance teaching, leadership and wellbeing
For the full list of chapter authors visit our website: www.cambridge.org/9781316623008
11
12
Health and Physical Education
Curriculum Studies
2nd edition
Health and Physical Education
Understanding Curriculum
Preparing educators for the future
An Australian Context
Deborah Callcott, Edith Cowan University Judith Miller, University of New England Susan Wilson-Gahan, University of Southern Queensland Available Now 2015, 249 x 176 mm 236 pp 9781107446120 | Paperback (also available as an eBook) 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
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
Scott Webster, Deakin University Ann Ryan, Monash University Available Now 2014, 249 x 174 mm 240 pp 9781107639317 | Paperback (also available as an eBook) 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
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
Curriculum Studies 3rd edition
Early Childhood Curriculum Planning, Assessment and Implementation Claire McLachlan, University of Waikato Marilyn Fleer, Monash University Susan Edwards, Australian Catholic University Available from November 2017 249 x 176 mm 304pp 9781316642849 | Paperback (also available as an eBook) The third edition of Early Childhood Curriculum: Planning, Assessment and Implementation provides a comprehensive and accessible introduction to curriculum theories and approaches in early childhood and early primary settings. Drawing on a cultural-historical framework for education, the text explores a variety of approaches to learning and teaching and equips readers with the tools to effectively plan, design and implement curriculum strategies. •
Includes up-to-date coverage of and links to national curriculum documents, including the Early Years Learning Framework and Te Whariki
•
Explores specific domain areas including STEM, literacy, language and multi-literacies, the arts, health and wellbeing in the context of early childhood and early primary curriculums
•
Features a revised and updated suite of pedagogical features and website materials to support comprehension and learning
Contents 1. Introduction 2. Theory, research and the early childhood curriculum 3. Play, learning and development: 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, engineering and numeracy (STEM) 10. Content knowledge: languages and literacies 11. Content knowledge: the arts and health, wellbeing and physical activity 12. Conclusions
13
14
Child Development
Child Development in Educational Settings Marilyn Fleer, Monash University Available from January 2018 249 x 176 mm 272pp 9781316631881 | Paperback (also available as an eBook)
Child Development in Educational Settings provides a comprehensive introduction to traditional and contemporary theories of development and learning in the contexts of early childhood and primary education. The book features four major case studies, which are revisited throughout, to examine how learning and development can be re-imagined within socially, culturally and linguistically diverse communities. This approach enables readers to use theories to analyse and measure learning and development in planning and curriculum, and to feel empowered to enact change in their educational settings. •
Provides a fresh, new approach to studying child development and learning
•
Focuses on significant contemporary theories and diverse perspectives to build a deep understanding of development and learning in culturally diverse contexts
•
Four major case studies illustrate learning and development within socially, culturally and linguistically diverse communities
Contents Section 1: The need for theory: Understanding the different contexts of child development 1. Introduction to the book 2. Understanding and using theory in educational settings. 3. Observing children - Using Developmental theories and Sociocultural theories for analyzing development Section 2: Using child development theory: What does theory allow us to see? 4. Using constructivist theory for analysing learning and development 5. Using a bioecological model for analysing learning and development 6. Using cultural-historical theory for analysing learning and development 7. Australian children and families as agents of their own development 8. Ways of knowing, ways of being and ways of doing 9. Practicing Ways of knowing, ways of being and ways of doing Section 3: Critiquing theory: Thinking critically about child development 10. How do theories position children, families and communities? 11. Future directions: How theories support ongoing change in educational settings
15
Child Development 3rd edition
Early Learning and Development Cultural-historical Concepts in Play Marilyn Fleer, Monash University Available Now 2010, 228 x 152 mm 272 pp 9780521122658 | Paperback (also available as an eBook)
Early Learning and Development provides a unique synthesis of cultural-historical theory from Vygotsky, Elkonin and Leontiev in the 20th century to the groundbreaking 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
Child, Adolescent and Family Development Phillip T. Slee, Flinders University Marilyn Campbell, Queensland University of Technology Barbara Spears, University of South Australia Available Now 2012, 255 x 190 mm 640 pp 9781107402164 | Paperback (also available as an eBook) 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. • Richly illustrated, with a range of practical teaching resources • Offers a systematic, thematic approach within chronologically ordered chapters, ideal for teaching and learning
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
Contents Part I. The Study of Human Development 1. Seeing children in context 2. Concepts of development 3. Theoretical foundations of child development Part II. Conception and Birth 4. Prenatal development 5. Birth and the newborn child Part III. Infancy 6. Physical development in infancy 7. Cognitive development in infancy 8. Social and emotional development in infancy Part IV. Toddlerhood 9. Physical development in toddlers 10. Cognitive development of toddlers 11. Social and emotional development of toddlers Part V. The Pre-school Years 12. Physical development of pre-schoolers 13. Cognitive development of pre-schoolers 14. Social and emotional development of pre-schoolers Part VI. Middle Childhood 15. Physical development in middle childhood 16. Cognitive development in middle childhood 17. Social and emotional development in middle childhood Part VII. Adolescence 18. Adolescent physical development and health issues 19. Cognitive development in adolescence 20. Social and emotional development in adolescence Part VIII. Studying Human Development 21. Towards a life span perspective
16
Mathematics 2nd edition
Primary Mathematics Capitalising on ICT for Today and Tomorrow Penelope Serow, University of New England, Australia Rosemary Callingham, University of Tasmania Tracey Muir, University of Tasmania Available Now 2016, 249 x 176 mm 424 pp 9781316600757 | Paperback (also available as an eBook) 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. • The book comes with free twelve-month access to Cambridge HOTmaths, a popular, award-winning online tool with engaging multimedia to help students and teachers learn and teach mathematical concepts.
Contents 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15.
Teaching mathematics today with tomorrow in mind in the primary setting Exploring early number concepts Exploring measurement Exploring geometry Exploring whole number computation Part-whole numbers and proportional reasoning Exploring patterns and algebra Exploring data and statistics Exploring chance and probability Capitalising on assessment ‘for’, ‘of’ and ‘as’ learning Capitalising on ICT in the mathematics classroom Diversity in the primary mathematics classroom Surviving as an ‘out of field’ teacher of mathematics Teaching mathematics beyond the urban areas Planning and sustainability in the mathematics classroom
Teaching Secondary Mathematics 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 Available Now 2016, 249 x 176 mm 464 pp 9781107578678 | Paperback (also available as an eBook) 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
Contents 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
Mathematics
Educational Psychology
Early Mathematical Explorations
Learn to Teach
Nicola Yelland, Victoria University Carmel Diezmann, Australian Catholic University Deborah Butler, St Margaret’s Anglican Girls School Available Now 2014, 249 x 176 mm 293 pp 9781107618824 | Paperback (also available as an eBook)
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 twentyfirst century. It is an essential resource for pre- and inservice 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
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
17
Teach to Learn Catherine Scott, University of Melbourne Available Now 2014, 249 x 172 mm 250 pp 9781107647190 | Paperback (also available as an eBook) 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
Contents Introduction 1. Ideas that shape thinking about teaching and learning 2. Culture and education 3. Natural pedagogy 4. Intelligence 5. Cognitive tools 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
18
Educational Leadership and Strategies 2nd edition
Educational Leadership Together Creating Ethical Learning Environments Patrick Duignan, Australian Catholic University Available Now 2012, 249 x 176 mm 252 pp 9781107637894 | Paperback (also available as an eBook) 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. • Reflective exercises at the end of each chapter challenge readers to apply key leadership concepts in practice • 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 and consultant in the field
Teaching and Learning Stategies Diana Whitton, Western Sydney University Available Now 2015, 249 x 176 mm 216 pp 9781107441187 | Paperback (also available as an eBook) 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
Contents 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
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
Educational Leadership and Strategies
Success in Professional Experience Building Relationships Michael Dyson, Federation University Margaret Plunkett, Federation University Kerryn McCluskey, University of Queensland
Educational Leadership and Strategies
19
Leading and Managing Early Childhood Settings Inspiring People, Places and Practices Nadine McCrea, University of New England
Available Now 2015, 249 x 174 mm 184 pp 9781107451988 | Paperback (also available as an eBook)
Available Now 2015, 249 x 174 mm 224 pp 9781107669185 | Paperback (also available as an eBook)
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.
Leading and Managing Early Childhood Settings: Inspiring People, Places and Practices examines what it means to be a leader, manager and administrator across the early childhood education field. A storytelling approach guides readers through the chapters and explores the themes of embodiment and sustainability. This text is an invaluable resource for pre- and in-service educators alike.
• 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
• 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
Contents 1. 2. 3. 4. 5. 6. 7. 8.
Introduction Ethical considerations Expectations Observations Classroom management Mentoring and reflective practice Portfolios and reflective practice Building relationships for working with Indigenous students 9. Building relationships for working with highly able and gifted students 10. Pre-service teachers from a non-English speaking background 11. Conclusion
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
20
Indigenous Education 2nd edition
educational publishing awards australia
2016
Aboriginal and Torres Strait Islander Education
Knowledge of Life Aboriginal and Torres Strait Islander Australia
An Introduction for the Teaching Profession Edited by Kaye Price, Indigenous Education Ambassador Available Now 2015, 248 x 176 mm 232 pp 9781107463844 | Paperback (also available as an eBook) 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.
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 Christine 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, Steve Foster, Ned David and Stephanie Savage 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
Edited by Kaye Price, Indigenous Education Ambassador Available Now 2015, 249 x 176 mm 244 pp 9781107477421 | Paperback (also available as an eBook)
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
Contents A long, slow dance: the nation’s history Steve Kinnane Reconciliation Paul Newman Law and native title Asmi Wood Overkill, over time: the criminalisation of Aboriginal society – or genocide by stealth John Williams-Mozley 5. Art: connecting cultures Fabri Blacklock 6. Literature: writing ourselves Sandra R Phillips 7. Enterprise and entrepreneurial thinking: it’s a black thing! Dennis Foley 8. Health and wellbeing Raelene Ward 9. A room full of strangers: racism as a determinant of health in the maternity care of Aboriginal and Torres Strait Islander women Karel Williams 10. Education Jessa Rogers 11. Good sports: representations of Aboriginal people in Australian sports Barry Judd 12. The right to be human – Aboriginal and Torres Strait Islander people and human rights Gary Thomas 1. 2. 3. 4.
21
Literacy 2nd edition
Spelling It Out
Literacies
How Words Work and How to Teach Them
Mary Kalantzis, University of Illinois Bill Cope, University of Illinois Eveline Chan, University of New England Leanne Dalley-Trim, James Cook Univeristy
Misty Adoniou, University of Canberra Available Now 2016, 216 x 138 mm 160 pp 9781107557659 | Paperback (also available as an eBook)
Available Now 2016, 249 x 177 mm 568 pp 9781107578692 | Paperback (also available as an eBook)
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.
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.
• 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
• 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
Contents 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
Part I. The ‘why’ of Literacies: 1. Literacies on a human scale 2. The purpose of literacies Part II. Approaches to Literacies: 3. Literacies’ pedagogy 4. Didactic literacy pedagogy 5. Authentic literacy pedagogy 6. Functional literacy pedagogy Part III. The ‘What’ of Literacies: 7. Critical literacies pedagogy 8. Literacies by multimodal designs for meaning 9. Making meaning by reading 10. Making meaning by writing 11. Making visual meanings 12. Making spatial, tactile and gestural meanings 13. Making audio and oral meanings Part IV. The ‘how’ of Literacies: 14. Literacies to think and to learn 15. Literacies and learner differences 16. Literacies standards and assessment
22
Literacy
Literacy in Early Childhood and Primary Education
Language and Literacy Development in Early Childhood
Issues, Challanges 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 Available Now 2012, 249 x 176 mm 347 pp 9781107671010 | Paperback (also available as an eBook)
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 preservice teachers with the theory and practical strategies to teach literacy. It covers topics such as assessment, multiliteracies, reading difficulties and diverse classrooms.
Contents 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 literacy learning? 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 Part II. Learning about Literacy in Early Childhood Settings: 7. 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. Uses of assessment in the junior school years 13. Reading and writing in the primary school: focus on narrative writing Part IV. Literacy Learning in the Senior Primary School: 14. Extending reading and writing in the primary school: focus on factual writing 15. Struggling readers: issues and solutions 16. Conclusion
Robyn Ewing, The University of Sydney Jon Callow, The University of Sydney Kathleen Rushton, The University of Sydney Available Now 2016, 250 x 177 mm 224 pp 9781107578623 | Paperback (also available as an eBook)
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 • A comprehensive companion website offers links to video and audio sources to enhance students’ engagement with topics.
Contents 1. 2.
The importance of language in our lives 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
Sociology of Education
Literacy
23
2nd edition
Becoming a Teacher of Language and Literacy Edited by Brenton Doecke, Deakin University Glenn Auld, Deakin University Muriel Wells, Deakin University Available Now 2014, 249 x 175 mm 196 pp 9781107662865 | Paperback (also available as an eBook)
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. • 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
Contents 1. 2. 3. 4. 5. 6. 7. 8. 9.
How to read this book Brenton Doecke, Glenn Auld and Muriel Wells Engaging with tensions: tensions are the norm Glenn Auld, Brenton Doecke and Rachel MacGilp Teachers researching their teaching: learning through practitioner inquiry Anne Cloonan, Louise Paatsch and Muriel Wells Literacy teaching and learning in digital times: tales of classroom interactions Muriel Wells and Glenn Auld Supporting intercultural engagement in literacy education Anne Cloonan, Joanne O’Mara and Sarah Ohi Inclusive literacy education Joanne O’Mara and Louise Paatsch Homework: a window into community literacies Glenn Auld and Kirsten Hutchison Planning for teaching/planning for learning Gaelene Hope-Rowe and Maria Nicholas Teacher and student agency in contemporary literacy classrooms Kirsten Hutchison, Anne Cloonan and Louise Paatsch
Making Sense of Mass Education Gordon Tait, Queensland University of Technology Available Now 2015, 254 x 191 mm 369 pp 9781107432369 | Paperback (also available as an eBook)
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
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
24
Sociology of Education
Special Education/Inclusion
Understanding Sociological Theory for Educational Practices
Engaging the Disengaged
Edited by Tania Ferfolja, Western Sydney University Criss Jones Diaz, Western Sydney University Jacqueline Ullman, Western Sydney University Available Now 2015, 250 x 179 mm 256 pp 9781107477469 | Paperback (also available as an eBook)
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.
Inclusive Approaches to Teaching the Least Advantaged Edited by Tarquam McKenna, Victoria University Marcelle Cacciattolo, Victoria University Mark Vicars, Victoria University Available Now 2013, 249 x 176 mm 254 pp 9781107627987 | Paperback (also available as an eBook)
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.
Contents
Contents
1. The unseen half: theories for educational practices Part I. Applying Poststructuralism(s): 2. Pre-service teacher identities and the social construction of childhood 3. Regulating ‘gender-climate’: exploring the social construction of gender and sexuality in regional and rural Australian schools 4. Sexual diversities, policy approaches and the construction of the subject Part II. Intersecting Theories for Meaning: Postcolonialism, Critical ‘Race’ Theory, and Cultural Theory: 5. Destabilising privilege: disrupting deficit thinking in white preservice teachers on field experience in culturally diverse, high poverty schools 6. The perceptions that shape us: strengthening Indigenous young people’s cultural identity in flexi school settings 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 8. ‘Disaffected’ youth: intersections of class and ethnicity Part III. Using Critical Theory: 9. Culture, hybridity and globalisation: rethinking multicultural education in schools 10. Social class and the classroom: a reflection on the role of schooling and mothering in the production and reproduction of disadvantage and privilege 11. Digital literacies: understanding the literate practices of refugee kids in an afterschool media club 12. Reflections on language and literacy: recognising what young people know and can do 13. Final ruminations on the ‘unseen half’
Foreword: are the engaged really engaged? Introduction: exclusion – a habit that’s hard to kick Part I. The Digital Divide as a Tool for Inclusion 1. Accommodating new learning in different school cultures 2. Technology and social inclusion: rethinking the digital divide Part II. Engagement in the Early Years 3. Early years: reconnecting families with pre-school education Part III. Curriculum-Based Engagement 4. Arts Education: do the arts really matter? 5. Bringing joy and success through caring student-centered teaching of mathematics 6. Physical education: promoting healthy living in the classroom 7. Literacy: books? Who needs books anyway? It is not kewl Part IV. Agents of Change and Student Wellbeing 8. Fostering collaborative partnerships: one school’s approach 9. Natural environments for learning: effecting change in classrooms and the community 10. Sexualities: gays and lesbians as outsiders 11. Indigenous Australia: ontologies, epistemologies and pedagogies 12. Positive education: pathways to achieving social and academic success Conclusion: purposeful, optimistic learning engagements
For the full list of chapter authors visit our website: www.cambridge.org/9781107477469
For the full list of chapter authors visit our website: www.cambridge.org/9781107627987
Special Education/Inclusion
Studies of Society and Environment (SOSE) or Humanities 2nd edition
Sustainable Learning Inclusive Practices for 21st Century Classrooms Lorraine Graham, Melbourne Graduate School of Education Jeanette Berman, Massey University Anne Bellert, Southern Cross University
Young Children and the Environment Early Education for Sustainability Edited by Julie Davis, Queensland University of Technology
Available Now 2015, 248 x 176 mm 248 pp 9781107695955 | Paperback (also available as an eBook)
Available Now 2014, 248 x 175 mm 352 pp 9781107636347 | Paperback (also available as an eBook)
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.
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.
• 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
Contents 1. 2. 3. 4. 5. 6. 7. 8. 9.
An introduction to sustainable learning Learning processes Teaching processes Influences of learning Assessment and feedback Learning for all Teaching that matters Learning that lasts Inclusive practiceS for 21st century classrooms
Contents Part I 1. What is early childhood education for sustainability and why does it matter? 2. Children in the natural world 3. Leadership for creating cultures of sustainability 4. Practical possibilities and pedagogical approaches for early childhood education for sustainability: the Kenmore West story 5. Ethics and pedagogy at the heart of early childhood education for sustainability 6. Reconciliation and early childhood education for sustainability: broadening the environmental paradigm 7. The world is getting flatter: ICT and education for sustainability in the early years 8. Healthy and sustainable environments for children and communities 9. Food first: beginning steps toward children’s sustainable education 10. Early learning for sustainability through the arts 11. The children’s environment project: developing a transformative project approach with children in a kindergarten Part II 12. Caring for oneself, others and the environment: EfS in Swedish preschools 13. Beyond traditional nature-based activities to education for sustainability: a case study from Japan 14. Education for sustainable development in early childhood in Korea 15. Early childhood education for sustainability in the United Kingdom 16. Using research and a systems approach to mainstream change in early childhood education for sustainability For the full list of chapter authors visit our website: www.cambridge.org/9781107636347
25
26
Studies of Society and Environment (SOSE) or Humanities
Technology/ICT
History, Geography and Civics
Technologies for Children
Teaching and Learning in the Primary Years John Buchanan, University of Technology Sydney Available Now 2013, 249 x 176 mm 208 pp 9781107617735 | Paperback (also available as an eBook)
History, Geography and Civics provides an in-depth and engaging introduction to teaching and learning socioenvironmental 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 on the companion website • Written in an engaging style which encourages readers to draw upon their own beliefs, values and attitudes in relation to their teaching
Contents Part I. Content Areas 1. Education, the socio-environmental world and child 2. Teaching history 3. Planetary citixenship: geography and sustainability education 4. Civics and citizenship education 5. Intercultural education 6. A world of difference: globalisation and education Part II. Processes 7. Creative teaching and assessment practices 8. Values 9. Using the media 10. Bringing it home and taking it out
Marilyn Fleer, Monash University Available Now 2016, 250 x 176 mm 300 pp 9781107561564 | Paperback (also available as an eBook) 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
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
Available as a value bundle with
Science for Children (page 3)
Technology/ICT
Arts Education
27
2nd edition
Teaching and Digital Technologies Big Issues and Critical Questions Edited by Michael Henderson, Monash University Geoff Romeo, Australian Catholic University Available Now 2015, 248 x 176 mm 372 pp 9781107451971 | Paperback (also available as an eBook)
Teaching and Digital Technologies helps both preservice 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.
Contents 1. Why focus on big issues and critical questions? Part I. Being Critical of our Assumptions: Learners, Learning and Digital Technologies: 2. Digital natives and other myths 3. Learning, teaching, technology: confusing, complicated, and contested! 4. Balancing risks and growth in a digital world 5. Digital technologies and equity: gender, digital divide and rurality 6. Using digial technologies with Aboriginal and Torres Strait Islander students Part II. Technological Affordances: What’s So Special About Digital Technologies? 7. Computational thinking – philosophy and practice 8. Creativity, visualisation, collaboration and communication 9. Breaking boundaries 10. Using social media: assumptions, challenges and risks 11. Gamification and digital games based learning in the classroom 12. Mobile learning: what is it and what are its possibilities? Part III. Policy: Curriculum, Values and Agendas 13. Considering the history of digital technologies in education 14. Digital technologies in the Curriculum – national and international 15. Never believe the hype: questioning digital ‘disruption’ and other big ideas Part IV. Student Learning: 16. When does technology improve learning? 17. Making learning visible through digital forms of assessment 18. Learning with digital technologies Project-, problem-, and inquiry-based learning 19. Numeracy and technology 20. Digital literacy in theory, policy and practice: old concerns, new opportunities 21. Digital technologies in early childhood education Part V. Professional Learning: 22. National and international frameworks for teacher competency 23. Teachers: technology, change and resistance 24. Digital technology integration 25. Ongoing professional learning For the full list of chapter authors visit our website: www.cambridge.org/9781107451971
Teaching the Arts Early Childhood and Primary Education David Roy, University of Newcastle William Baker, University of Tasmania Amy Hamilton, Flinders University Available Now 2015, 250 x 175 mm 392 pp 9781107433670 | Paperback (also available as an eBook)
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
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
28
Course and Recommended Reading
Applied Linguistics and Primary School Teaching
Vygotsky for Educators Available Now 2014, 229 x 152 mm, 260 pp 9781107637498 | Paperback
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 • Covers educational practices from birth through adolescence, rather than targeting only a certain area of application
Available Now 2014, 229 x 152mm, 356pp 9781107696877 | Paperback
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
2nd edition
Play, Learning, and Children’s Development Available Now 2015, 229 x 152mm, 240pp 9781107531635 | Paperback
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
Nurturing Creativity in the Classroom Available Now 2016, 222 x 152 mm, 240 pp 9781107501300 | Paperback
Ronald Beghetto, University of Connecticut James Kaufman, University of Connecticut
As interest in creativity explodes, it has become more complicated to decide how to best nurture creativity in our schools. There are the controversial Common Core Standards in many states. Meanwhile, the classroom has become increasingly digital; it is easier to access information, communicate ideas, and learn from people across the world. Many countries now include cultivating creativity as a national educational policy recommendation, yet there is still debate over best practices. • Includes applied, practical, and theoretical approaches • For this topic, there are very few books that offer many different expert perspectives; many chapter authors have their own volumes, and this book gathers all of these voices together
TEXTBOOK PURCHASE OPTIONS Print and digital formats available for all local Cambridge textbooks At Cambridge University Press we aim to make it as easy as possible for your students to purchase their textbook in time for the start of semester. All our textbooks are available in a variety of formats, and can be purchased from multiple online or in-store retailers.
PHYSICAL TEXTBOOK All our textbooks are available as a printed book. WHERE CAN MY STUDENTS PURCHASE THE PHYSICAL TEXTBOOK? From your campus bookstore Online at www.cambridge.org By calling or emailing Cambridge Customer Service (details over the page) From various online retailers. Some popular online retailers include: Booktopia (www.booktopia.com.au) Zookal (www.zookal.com.au) Book depository (www.bookdepository.com.au) Fishpond (www.fishpond.com.au)
EBOOK Our textbooks are also available as eBooks at a discounted price, ensuring students have an affordable option for purchasing. WHERE CAN MY STUDENTS PURCHASE THE EBOOK? From online retailers, including: eBooks (www.eBooks.com) VitalSource (www.vitalsource.com)
KINDLE TEXTBOOK Our textbooks can be purchased in kindle format. This kindle edition allows students to access the textbook on iPads, smart phones and tablets. Modern CriMinal law of australia
WHERE CAN MY STUDENTS PURCHASE THE KINDLE TEXTBOOK? Available from Amazon www.amazon.com.au
seCond edition
This second edition of Modern Criminal Law of Australia builds on the unique, award-winning approach, and retains the approachable and accessible structure and writing style, of the first edition. It emphasises the importance of statutory interpretation, official discretion, element analysis and sentencing in Australian law, in order to appreciate the meaning and effect of offence provisions. Extracts from legislation are highlighted and, new to this edition, current and pending problems in Australian criminal law are separately identified and investigated. Worked examples conclude each chapter and provide readers with a greater understanding of the application and practicalities of criminal law. Modern Criminal Law of Australia satisfies the Priestley 11 requirement for Criminal Law and Procedure study in Australia. Its insightful approach provides students and practitioners with a detailed understanding of the common law, traditional code and model code systems, as well as the skills to practice law anywhere in Australia.
3 Health promotion principles and practice: addressing complex public health issues using the Ottawa Charter Bernadette Sebar, Kirsty Morgan and Jessica Lee
Jeremy Gans is a Professor at Melbourne Law School. He has taught courses on criminal law, evidence law, criminal procedure, sentencing law and expert evidence. In 2007, he was appointed as the first human rights adviser to the Victorian Parliament’s Scrutiny of Acts and Regulations Committee, and he has acted as a consultant to that Committee’s review of the Victorian Charter. In 2010, he was made a fellow of the Australian Academy of Law, and in 2013 he was awarded a National Citation for Outstanding Contribution to Student Learning. He is admitted to practice in the Supreme Court of Victoria.
Learning objectives After studying this chapter, you should be able to: • discuss the role of governments and organisations in promoting the health of our communities via healthy public policy • discuss how physical and social environments can be health-promoting or healthcompromising • discuss the role that communities can play in promoting health • explain how individual health-compromising behaviours can be addressed • discuss the role of health services in promoting health.
‘Big Tobacco’ and public health One of the nine priority areas of the Australian National Tobacco Strategy 2012–2018 is to ‘protect public health policy, including tobacco control policies from tobacco industry interference’ (Commonwealth of Australia, 2012, p. iii). As a result of Australia’s strong tobacco control regulations limiting tobacco promotions, taxing tobacco products and restricting smoking areas, Australia’s smoking prevalence has declined from 37% of adults being smokers in 1977, to 16.1% of Australians 18 years and over smoking daily in 2011–12 (Australian Bureau of Statistics, 2000, 2013). This sharply contrasts with smoking prevalence trends in
9781107559592c03.indd 45
2/8/16 12:10 PM
9781107565975pre_pi-xl.indd 1
8/5/16 10:05 PM
Cambridge University Press is a leading textbook publisher, delivering high quality teaching materials and learning solutions that inspire students to achieve. We publish textbooks by world-class authors for undergraduate and postgraduate students. Our textbooks provide students and lecturers with authoritative and stimulating materials that are relevant to real-world issues.
Lecturers, contact us to request your Inspection Copy If you teach a relevant course and are considering using one of our textbooks as a set text then you can request a free inspection copy.* Order online or contact us to make a request: Online:
www.cambridge.org/edu
Email:
academicmarketing@cambridge.edu.au
Phone:
(03) 8671 1400
Contact your sales rep:
www.cambridge.org/contact-us * Subject to course and title requirements
Flexible purchase options All our titles are available in print, eBook and Kindle format. Many of our titles have a digital companion website or an accompanying VitalSource Interactive eText to provide students and instructors with a wealth of resources that aren’t accessible through a traditional print textbook format. Ask your sales representative for more information on digital resources: www.cambridge.org/contact-us
Like us on facebook: www.facebook.com/cambridgeanz Subscribe to our YouTube channel: www.youtube.com/cambridgeUPAcPro
www.cambridge.org/edu
ABN 28 508 204 178
ARBN 007 507 584