Education Catalogue 2018 - Australian and New Zealand

EDUCATION CATALOGUE 2018–2019

Contents Aboriginal & Torres Strait Islanders

5

NEW

Arts

6

Assessment

7

Child Development

7

Classroom Management/Behaviour 9 Curriculum Studies NEW

9

Educational Psychology

11

Humanities & Social Sciences

NEW

11

Health & Physical Education

NEW

13

Inclusion/Diversity

15

Introduction

16

Leadership & Strategies

18

Literacy

19

Mathematics

22

Middle Years

23

Professional Experience

24

NEW

Play & Early Childhood

25

Science NEW

26

Sociology of Education NEW

30

Technology

32

Course & Recommended

33

Guide New titles available in this subject

NEW

Published locally

Early childhood

E

Includes access to Cambridge HOTmaths

Primary education

P

Companion resources

Secondary education

S

VitalSource interactive eBook included

New locally published titles

Page 5

Page 10

Page 12

Page 14

Edited by Deborah Green and Deborah Price

MAKING HUMANITIES AND SOCIAL SCIENCE COME ALIVE

Aboriginal and Torres Strait Islander Education Third Edition

Page 24

Page 27

Page 30

Page 31

While we have taken every care in preparing the information published in this catalogue, Cambridge University Press does not guarantee the accuracy of the content. All information in this catalogue is correct at the time of publication, but to ensure you have the most up-to-date details, please check our website at www.cambridge.org/academic.

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, knowledgeable 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 Bundle (includes both the literacy and numeracy components) $34.95 / Single component $24.95 Faculty purchase Contact us for more information: academicmarketing@cambridge.org (03) 8671 1405

For more information

www.cambridge.edu.au/lantite

Aboriginal & Torres Strait Islanders

NEW

P

S

Aboriginal and Torres Strait Islander Education An Introduction for the Teaching Profession Third Edition Available December 2018

249 x 176 mm, 256 pp 9781108552912 | Paperback (also available as an eBook) Kaye Price Jessa Rogers, University of New England Cover TBC

Aboriginal and Torres Strait Islander Education: An Introduction for the Teaching Profession is an essential and important resource for teacher education students and classroom practitioners. Accessible and engaging, the third edition continues the commitment to support all teachers in working with Aboriginal and Torres Strait Islanders in schoolbased settings. Using the personal accounts of the authors as a starting point, each chapter now features a broad range of pedagogical elements including the perspectives of teachers, students and principals, applied learning tasks and case studies based on authentic life experiences. The third edition also includes new chapters on science and the arts. Each print copy of Aboriginal and Torres Strait Islander Education now includes access to the eBook edition which features additional learning activities, suggested responses, weblinks and interactive elements.

• • •

An author team of respected Aboriginal and Torres Strait Islander academics and educators Connects theory, policy and practice through personal experience, case studies and learning activities Now available in enhanced eBook format that includes additional activities, guided responses, weblinks and interactive elements

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 Davis and Stephanie Savage 7. Maths as storytelling: maths is beautiful Christopher Matthews 8. Science teachings Kaye Price 9. Information and communication technologies in the classroom: implications and considerations Peter Radoll 10. Photoyarn – How as a teacher can I use this with Aboriginal and Torres Strait Islander kids? Jessa Rogers 11. Language and literacy Jaky Troy 12. Aboriginal and Torres Strait Islander studies in the classroom Kaye Price 13. Engaging Indigenous students: the important relationship between Aboriginal and Torres Strait Islander students and their teachers Kaye Price and Peter Buckskin

www.cambridge.org/academic

5

Aboriginal & Torres Strait Islanders

E

P

Arts

S

E

P

Available Now

Available Now

2015, 249 x 176 mm, 244 pp 9781107477421 | Paperback (also available as an eBook)

2015, 249 x 176 mm, 392 pp 9781107433670 | Paperback (also available as an eBook)

Knowledge of Life

Teaching the Arts

Aboriginal and Torres Strait Islander Australia

Early Childhood and Primary Education Second Edition

Edited by Kaye Price

David Roy, University of Newcastle William Baker, University of Tasmania Amy Hamilton, Flinders University

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.

Teaching the Arts: Early Childhood and Primary Education offers a comprehensive and exciting introduction to Arts education in Australia and New Zealand. In this second edition, each chapter encourages readers to engage with the Arts and provides opportunities to develop their understanding and practical skills through reflective questions, examples and activities.

Contents

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 Indigenous 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 peoples and human rights Gary Thomas 1.

2.

3.

4.

6

www.cambridge.org/academic

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

Assessment

Child Development

P

S

E

P

Available Now

Available Now

2017, 249 x 176 mm, 352 pp 9781316640739 | Paperback (also available as an eBook)

2018, 249 x 176 mm, 272 pp 9781316631881 | Paperback (also available as an eBook)

Assessment for Teaching Second Edition Edited by Patrick Griffin, University of Melbourne 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’.

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

Child Development in Educational Settings Marilyn Fleer, Monash University 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.

Contents Part I: The need for theory: Understanding the different contexts of child development 1. Introduction: Starting your journey 2. Understanding and using theory in educational settings 3. Observing children and using theory to analyse learning and development Part II: Using child development theory: What does theory allow us to see?

4. Using constructivist theory to analyse learning and development 5. Using a bioecological model to analyse learning and development 6. Using cultural-historical theory to analyse learning and development 7. Children and families as agents of their own development 8. Ways of Knowing, Ways of Being and Ways of Doing Part III: Critiquing theory: Thinking critically about child development 9. How do theories position children, families and communities?

10. Future directions: How theories support ongoing change

www.cambridge.org/academic

7

Child Development

Child Development

E

E

P

S

Available Now

Available Now

2010, 228 x 152 mm, 272 pp 9780521122658 | Paperback (also available as an eBook)

2012, 255 x 190 mm, 644 pp 9781107402164 | Paperback (also available as an eBook)

Early Learning and Development

Child, Adolescent and Family Development

Cultural–historical concepts in play

Third Edition

Marilyn Fleer, Monash University

Phillip T. Slee, Flinders University Marilyn Campbell, Queensland University of Technology Barbara Spears, University of South Australia

Early Learning and Development provides a unique synthesis of cultural–historical theory from Vygotsky, Elkonin and Leontiev in the 20th century to the ground-breaking research of scholars such as Siraj-Blatchford, Kratsova and Hedegaard today.

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 childhood 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 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 14. A cultural–historical view of play, learning and development

8

www.cambridge.org/academic

The third edition of Child, Adolescent and Family Development provides a comprehensive, readable 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.

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

Classroom Management/Behaviour

E

Curriculum Studies

P

E

Available Now

Available Now

2015, 249 x 176 mm, 180 pp 9781107439726 | Paperback (also available as an eBook)

2018, 249 x 176 mm, 268 pp 9781316642849 | Paperback (also available as an eBook)

Understanding Child and Adolescent Behaviour in the Classroom

Early Childhood Curriculum

Research and Practice for Teachers

Planning, Assessment and Implementation Third Edition

David Armstrong, Flinders University Julian Elliot, University of Durham Fiona Hallett, Edge Hill University Graham Hallett, University of Cumbria

Claire McLachlan, University of Waikato Marilyn Fleer, Monash University Susan Edwards, Australian Catholic University

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.

The third edition provides a comprehensive and accessible introduction to curriculum theories and approaches in early childhood and early primary settings. Drawing on a cultural– historical framework, the text explores approaches to learning and teaching and equips readers with tools to effectively plan, design and implement curriculum strategies.

Contents

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

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: Science, technology, engineering and mathematics (STEM) 10. Content knowledge: Languages and literacies 11. Content knowledge: The arts and health, wellbeing and physical activity 12. Conclusions

www.cambridge.org/academic

9

Curriculum Studies

NEW

P

S

Understanding Curriculum The Australian Context Second Edition Available December 2018

249 x 176 mm, 280 pp 9781108449991 | Paperback (also available as an eBook)

Scott Webster, Deakin University Ann Ryan, Deakin University

Understanding Curriculum is a critical introduction to contemporary curriculum theory and practice. Substantially revised, the second edition includes more detailed consideration of the ideological underpinnings of curriculum development, features new chapters on assessment and reporting, and updated vignettes and extracts. These features, combined with all the elements of the previous edition, encourages readers to reflect on how curriculum theory can inform and enhance classroom practice.

•

Explores major philosophies of curriculum development, including conservative, neoliberal and progressive approaches Examines the relationships between curriculum and pedagogy, equity, technology, gender, social justice and Aboriginal and Torres Strait Islander issues in depth Now includes annotated weblinks and lecturer resources

•

•

10

www.cambridge.org/academic

Contents 1. The landscape of curriculum theory 2. Introducing conservative ideological approaches to curriculum 3. Social efficiency ideology 4. Neoliberal ideology in curriculum 5. Progressive approaches to curriculum 6. Social reconstruction ideology 7. Pedagogy 8. Equity and (critical) diversity 9. Exploring implications of the construction of the girl/boy binary in curriculum 10. Indigenous issues and a curriculum for social justice 11. How educational technology influences curriculum work 12. Assessing what we value 13. Designing assessment 14. Unit planning and design 15. Reflecting on how you can bring education to the curriculum

Educational Psychology

Humanities & Social Sciences

E Available Now

Available Now

2014, 249 x 172 mm, 216 pp 9781107647190 | Paperback (also available as an eBook)

2014, 249 x 176 mm, 352 pp 9781107636347 | Paperback (also available as an eBook)

Learn to Teach

Young Children and the Environment

Teach to Learn

Early Education for Sustainability Second Edition

Catherine Scott, University of Melbourne Learn to Teach explores the most up-to-date findings on how children learn in order to help teachers create effective learning environments and plan for teaching. Lively, engaging and thought-provoking, this book explores the significant contributions to the study of learning and teaching from psychologists, sociologists and cultural theorists.

Contents 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

Edited by Julie Davis, Queensland University of Technology This second edition has been substantially revised and updated. It includes a new section exploring sustainability education in a variety of global contexts, researched and written by authors recognised as leaders in their own countries. It remains accessibly written with ample case studies, vignettes and ‘Provocations’ to engage readers.

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

www.cambridge.org/academic

11

Humanities & Social Sciences

Edited by Deborah Green and Deborah Price

E

NEW

P

Making Humanities and Social Sciences Come Alive Early Years and Primary Education

MAKING HUMANITIES AND SOCIAL SCIENCE COME ALIVE

Available November 2018

255 x 190 mm, 540 pp 9781108445436 | Paperback (also available as an eBook) Edited by Deborah Green, University of South Australia Deborah Price, University of South Australia

Humanities and Social Sciences (HASS) education is integral in the development of active and informed citizens, and encourages learners to think critically, solve problems and adapt to change. Making Humanities and Social Sciences Come Alive: Early years and primary education prepares pre-service educators to become high quality HASS educators who can unlock the potential of all students.

Closely aligned with the Australian Curriculum and Early Years Learning Framework, this text is designed to enhance teaching practices in history, geography, economics and business, and civics and citizenship. The text provides readers with an in-depth understanding of the curriculum structure, the individual disciplines, pedagogical approaches to teaching HASS, inclusivity, global connections and the transition to practice.

Examples are provided for early childhood and primary education, making this an inclusive, versatile and comprehensive text. Each chapter is also supported by pedagogical features that showcase best practice, including learning objectives, educator tips, reflections, case studies, review questions and learning extensions.

Drawing on the expertise of a diverse team of academics and educators, Making Humanities and Social Sciences Come Alive is an invaluable resource that provides pre-service educators with the knowledge and skills to deliver this exciting curriculum.

•

Closely aligned with the Australian Curriculum and the Early Years Learning Framework, this text encourages best practice in the teaching of history, geography, civics and citizenship, and economics and business in the early childhood and primary settings Each chapter draws on the expertise of a diverse group of leading academics and practising teachers from across Australia, providing comprehensive coverage of all major concepts Learning is supported through practical tips, reflections, review questions and case studies highlighting the application of theory

•

•

12

www.cambridge.org/academic

Contents Part I. Humanities and Social Sciences Curriculum: 1. Making humanities and social sciences come alive: the significance of curriculum in education; 2. A guided tour of the HASS Australian Curriculum: planning and integrating learning; 3. HASS in the Early years: connecting the Early Years Learning Framework and the Australian Curriculum; 4.

Humanities and social sciences in the early childhood and primary years; Part II. HASS Concepts and Sub-strands: 5. Conceptual thinking in HASS; 6. The past in the present: Bringing history and citizenship education to life in early years settings; 7. History and historical inquiry; 8. Making geography come alive by teaching geographical thinking; 9. Civics and citizenship in the 21st century; 10. Bringing economics and business into educational settings; Part III. Teaching and Learning in HASS: 11. Inquiry learning – the process is essential to the product; 12. Engaging with ethical understanding in the early years and beyond: the community of inquiry approach; 13. The power of play to engage and nurture creative, independent learners; 14. Using picture books to develop language and literacies in HASS; 15.

Effective assessment practices; Part IV. Integration Across Cross-Curriculum Priorities: 16. The General Capabilities’ synergy with HASS; 17. Authentic engagement with Aboriginal and Torres Strait Islander content in P–6 education; 18.

Studies of Asia and Australia’s involvement with Asia; 19.

Educating for sustainability: theoretical and practical insights for preservice teachers; Part V. HASS for all Learners: 20. Values education and social justice; 21. Culturally responsive pedagogy: respecting the diversity of learners studying humanities and social sciences; 22. Humanities and social sciences for everyone: inclusive approaches respectful of learner diversity; Part VI. Community and Global Connections: 23. Using community resources to develop active and informed citizens; 24. Uncovering hidden hems in the community; 25. Enhancing HASS learning with technology; 26. Libraries and librarians: at home with HASS; 27. Global education; Part VII. Getting Started: 28. Early career teaching in the early years; 29. Early career teaching in the primary years

Humanities & Social Sciences

Health & Physical Education

P

E

P

Available Now

Available Now

2013, 249 x 176 mm, 208 pp 9781107617735 | Paperback (also available as an eBook)

2017, 249 x 176 mm, 448 pp 9781316623008 | Paperback (also available as an eBook)

History, Geography and Civics

Health & Wellbeing in Childhood

Teaching and Learning in the Primary Years

Second Edition

John Buchanan, University of Technology Sydney

Edited by Susanne Garvis, University of Gothenburg Donna Pendergast, Griffith University

History, Geography and Civics provides an in-depth and engaging introduction to teaching and learning socio-environmental education.

It explores the centrality of socio-environmental issues to all aspects of life and education and makes explicit links between pedagogical theories and classroom activities. The book provides links to the Australian Curriculum.

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.

Contents

Contents

Part I. Content Areas 1. Education, the socio-environmental world and child 2. Teaching history 3. Planetary citizenship: 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

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 settings-based 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 www.cambridge.org/academic

13

Health & Physical Education

NEW

E

P

S

Health & Physical Education Preparing Educators for the Future Third Edition Available September 2018

255 x 190 mm, 288 pp 9781108333696 | Paperback & VitalSource Interactive eBook Judith Miller, University of New England Susan Wilson-Gahan, University of Southern Queensland Robyne Garrett, University of South Australia

Now in its third edition, Health and Physical Education: Preparing Educators for the Future continues to provide a comprehensive overview of the theoretical underpinnings, knowledge, understanding and skills required to successfully teach health and physical education in Australia. Emphasising the importance of the development of movement competence and health literacy, the book brings together research, curriculum and pedagogy in the field.

The hallmark of this edition is a strong ‘future focus’ approach. The text features a greater balance of early childhood, primary and secondary content and expanded coverage of health education across two chapters, and links closely to the Early Years Learning Framework and the Australian Curriculum: Health and Physical Education. Each chapter is framed by the five propositions of the Australian Curriculum: Health and Physical Education, and includes key terms, vignettes, activities and review questions suited to personal reflection and group work.

• • •

14

Improved balance of early years, primary and secondary content Greater focus on ‘health’, health education and promotion Supported by superior pedagogical features within the text and a complementary VitalSource interactive eBook

www.cambridge.org/academic

Contents 1. HPE continuum from early childhood to secondary level of schooling 2. General capabilities and health and physical education 3. The foundation of movement skills 4. Movement issues: Interventions and implications 5. Contemporary approaches to health education and health promotion 6. Health and wellbeing 7. Teaching inclusively: Equity and diversity in education 8. Pedagogy 9. Planning for teaching and learning 10. Assessment in health and physical education

Inclusion/Diversity

Inclusion/Diversity

P

S

P

S

Available Now

Available Now

2015, 248 x 176 mm, 248 pp 9781107695955 | Paperback (also available as an eBook)

2013, 249 x 176 mm, 256 pp 9781107627987 | Paperback (also available as an eBook)

Sustainable Learning

Engaging the Disengaged

Inclusive Practices for 21st Century Classrooms

Inclusive Approaches to Teaching the Least Advantaged

Lorraine Graham, Melbourne Graduate School of Education Jeanette Berman, Massey University Anne Bellert, Southern Cross University

Edited by Tarquam McKenna, Victoria University Marcelle Cacciattolo, Victoria University Mark Vicars, Victoria University

Sustainable Learning 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.

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. Introduction to sustainable learning 2. Learning processes 3. Teaching processes 4. Influences on learning 5. Assessment and feedback 6. Learning for all 7. Teaching that matters 8. Learning that lasts Inclusive practices for 21st century classrooms

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 studentcentered teaching of mathematics; 6. Physical education: Promoting healthy living in the classroom; 7. Literacy: Books? Who needs books anyway? They’re 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

www.cambridge.org/academic

15

Introduction

Introduction

E

P

S

Available Now

Available Now

2017, 249 x 176 mm, 444 pp 9781316628263 | Paperback & VitalSource Interactive eBook

2015, 249 x 176 mm, 312 pp 9781107461802 | Paperback (also available as an eBook)

Learning to Teach in a New Era Jeanne Allen, Griffith University Simone White, Queensland University of Technology Closely aligned with the Australian Professional Standards for Teachers (APST) and the Australian Curriculum, Learning to Teach in a New Era 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.

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, pedagogy assessment and reporting Madonna Stinson and Suzanne Henden 6. Planning for teaching Linley Cornish, Michelle BannisterTyrell, 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 16

S

www.cambridge.org/academic

Learning to Teach in the Secondary School Edited by Noelene L. Weatherby-Fell, University of Wollongong

Learning to Teach in the Secondary School includes many valuable teaching resources such as practical examples and case studies based on personal teaching experiences in school systems, questions and research topics emphasising the importance of collaboration, and explicit instructional and behavioural strategies for pre-service teachers to implement in their classrooms.

Contents 1.

2.

3.

4.

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 5. Effective and reflective teaching practice 6. The Australian Curriculum: Secondary considerations 7. Planning to pedagogy: a tool kit for the beginning teacher 8. Managing student behaviour: individual and group contexts 9. Inclusive classrooms and differentiation 10. Developing a professional sensibility to ‘the digital’ in secondary classrooms 11. Aboriginal education: more than adding different perspectives 12. Approaching disadvantage with ‘care’ 13. Professional experience in schools 14. The Australian Professional Standards for Teachers, and professionalism 15. Managing the complex interconnection of practice: professional portfolios as a technology for teacher reflection

Introduction

Introduction

E

P Available Now

Available Now

2015, 249 x 176 mm, 336 pp 9781107439726 | Paperback (also available as an eBook)

2016, 249 x 176 mm, 212 pp 9781107697188 | Paperback (also available as an eBook)

Learning to Teach in the Primary School

Learning and Teaching in the Early Years

Edited by Peter Hudson, Queensland University of Technology

Jane Page, University of Melbourne Collette Tayler, University of Melbourne

Learning to Teach in the Primary School provides a pathway into Australian education for pre-service teachers involved in primary teaching. 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.

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.

Contents 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 educational 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

Contents 1. Learning and teaching in the early years Collette Tayler and Jane Page 2. A policy frame on early learning and teaching Collette Tayler and Karen Weston 3. Young children as learners with rights Jane Page and Collette Tayler 4. Teaching for learning Janice Deans, Collette Tayler and Jane Page 5. Partnering with families to promote learning Caroline Cohrssen and Frank Volker Niklas 6. Leading for learning Jane Page and Collette Tayler 7. Advocating for learning Collette Tayler, Timothy Gilley and Jane Page 8. Research and teaching for learning Amelia Church, Jane Page, Susan Wright and Collette Tayler

www.cambridge.org/academic

17

Leadership & Strategies

Leadership & Strategies

E

E

P

Available Now

Available Now

2015, 249 x 174 mm, 224 pp 9781107669185 | Paperback (also available as an eBook)

2012, 249 x 176 mm, 256 pp 9781107637894 | Paperback (also available as an eBook)

Leading and Managing Early Childhood Settings

Educational Leadership

Inspiring People, Places and Practices

Together Creating Ethical Learning Environments Second Edition

Nadine Louise McCrea, University of New England

Patrick Duignan, Australian Catholic University

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.

Contents Part 1. Thinking about people and places 1. Understanding self 2. Exploring communication 3. Contemplating workplaces Part 2: Thinking about working 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

18

S

www.cambridge.org/academic

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.

Contents 1.

2.

3.

4.

5.

6.

7.

The changing and challenging context for educational leaders Key macro challenges for educational leaders Key micro challenges for educational leaders Leadership challenges as tensions A framework for analysing ethical tensions Vision-inspired leadership and ethical decision-making 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

Literacy

Leadership & Strategies

P

S

E

P

S

Available Now

Available Now

2015, 249 x 176 mm, 216 pp 9781107441187 | Paperback (also available as an eBook)

2016, 216 x 138 mm, 160 pp 9781107557659 | Paperback (also available as an eBook)

Teaching and Learning Strategies

Spelling It Out How Words Work and How to Teach Them

Diana Whitton, Western Sydney University 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.

Misty Adoniou, University of Canberra Spelling can be a source of anxiety for school children and working professionals alike. Yet the spelling of words in English is not as random or chaotic as it is often perceived to be; rather, it is a system based on both meaning and a fascinating linguistic history. Spelling It Out aims to ease anxiety and crush the myth that good spelling comes naturally. Good spelling comes from good teaching.

Contents

Contents

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

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

www.cambridge.org/academic

19

Literacy

Literacy

E

P

P

Available Now

Available Now

2012, 249 x 176 mm, 347 pp 9781107671010 | Paperback (also available as an eBook)

2014, 249 x 176 mm, 196 pp 9781107662865 | Paperback (also available as an eBook)

Literacy in Early Childhood and Primary Education

Becoming a Teacher of Language and Literacy

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 Literacy in Early Childhood and Primary Education provides a comprehensive, reader-friendly introduction to literacy teaching and learning. The book explores the continuum of literacy learning and equips pre-service teachers with the theory and practical strategies to teach literacy. It covers topics such as assessment, multiliteracies, reading difficulties and diverse classrooms.

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

20

www.cambridge.org/academic

Edited by Brenton Doecke, Deakin University Glenn Auld, Deakin University Muriel Wells, Deakin University Becoming a Teacher of Language and Literacy explores what it means to be a literacy educator in the 21st century. The book covers a range of contemporary topics in language and literacy education, including reading and creating digital texts, supporting intercultural engagement in literacy education and developing community partnerships.

Contents 1. How to read this book Brenton Doecke, Glenn Auld and Muriel Wells 2. Engaging with tensions: tensions are the norm Glenn Auld, Brenton Doecke and Rachel MacGilp 3. Teachers researching their teaching: learning through practitioner inquiry Anne Cloonan, Louise Paatsch and Muriel Wells 4. Literacy teaching and learning in digital times: tales of classroom interactions Muriel Wells and Glenn Auld 5. Supporting intercultural engagement in literacy education Anne Cloonan, Joanne O’Mara and Sarah Ohi 6. Inclusive literacy education Joanne O’Mara and Louise Paatsch 7. Homework: a window into community literacies Glenn Auld and Kirsten Hutchison 8. Planning for teaching/planning for learning Gaelene Hope-Rowe and Maria Nicholas 9. Teacher and student agency in contemporary literacy classrooms Kirsten Hutchison, Anne Cloonan and Louise Paatsch

Literacy

Literacy

E

P

Available Now

Available Now

2016, 249 x 176 mm, 224 pp 9781107578623 | Paperback (also available as an eBook)

2016, 249 x 176 mm, 568 pp 9781107578692 | Paperback (also available as an eBook)

Language and Literacy Development in Early Childhood Robyn Ewing, The University of Sydney Jon Callow, The University of Sydney Kathleen Rushton, The University of Sydney Language and Literacy Development in Early Childhood provides educators with an integrated approach to language and literacy learning in early childhood. Written by a team of leading academics in the field, it explores how children learn to talk, play using language, become literate and make meaning – from birth through to preschool and the early school years.

Contents 1. Introduction: The importance of language in our lives 2. Learning how to mean: 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

Literacies Second Edition Mary Kalantzis, University of Illinois Bill Cope, University of Illinois Eveline Chan, University of New England Leanne Dalley-Trim, James Cook Univeristy The second edition of Literacies continues to provide a comprehensive introduction to literacy pedagogy within today’s new media environment. It focuses not only on reading and writing, but also on other modes of communication, including oral, visual, audio, gestural and spatial. Increased coverage of grammar, phonics and spelling has been integrated into this edition along with a comprehensive discussion of topics such as theory, multiliteracies and critical literacy.

Contents 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 7. Critical literacies pedagogy Part III. The ‘what’ of literacies: 8. Literacies as 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

www.cambridge.org/academic

21

Mathematics

Mathematics

P

S Available Now

Available Now

2016, 249 x 176 mm, 464 pp 9781107578678 | Paperback (also available as an eBook)

2016, 249 x 176 mm, 424 pp 9781316600757 | Paperback (also available as an eBook)

Teaching Secondary Mathematics Gregory Hine, The University of Notre Dame Robyn Reaburn, University of Tasmania Judy Anderson, University of Sydney Linda Galligan, University of Southern Queensland Colin Carmichael, University of Southern Queensland Michael Cavanagh, Macquarie University Bing Ngu, University of New England Bruce White, University of South Australia Technology plays a crucial role in contemporary mathematics education. Teaching Secondary Mathematics covers major contemporary issues in mathematics education, as well as how to teach key mathematics concepts from the Australian Curriculum: Mathematics.

Capitalising on ICT for Today and Tomorrow Second Edition Penelope Serow, University of New England Rosemary Callingham, University of Tasmania Tracey Muir, University of Tasmania Now in its second edition, Primary Mathematics continues to provide a comprehensive introduction to teaching and learning mathematics in today’s classrooms. With links to both the Australian and New Zealand curriculums, this book covers the core learning areas of measurement, space and geometry, early number concepts, data and statistics, chance and probability, and patterns and algebra.

Contents

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

22

Primary Mathematics

www.cambridge.org/academic

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

Middle Years

Mathematics

E

P

S

Available Now

Available Now

2014, 249 x 176 mm, 296 pp 9781107618824 | Paperback (also available as an eBook)

2015, 249 x 176 mm, 296 pp 9781107432314 | Paperback (also available as an eBook)

Early Mathematical Explorations

Big Fish, Little Fish Teaching and learning in the middle years

Nicola Yelland, Victoria University Carmel Diezmann, Australian Catholic University Deborah Butler, St Margaret’s Anglican Girls School

Early Mathematical Explorations shows readers how to provide young children with rich mathematical learning environments and experiences. This book presents teachers with a sound theoretical framework to encourage children to become numerate in the twenty-first century. It is an essential resource for pre- and inservice teachers alike.

Edited by Susan Groundwater-Smith, University of Sydney Nicole Mockler, University of Newcastle 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

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

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

www.cambridge.org/academic

23

Professional Experience

P

NEW

S

Success in Professional Experience

Building Relationships in Educational Settings Second Edition Available August 2018

249 x 176 mm, 220 pp 9781108445610 | Paperback (also available as an eBook)

Michael Dyson, Federation University Australia Margaret Plunkett, Federation University Australia Kerryn McCluskey

Teaching placements can be a challenging experience for pre-service educators. The second edition of Success in Professional Experience facilitates the development of the fundamental knowledge, skills and competencies required to prepare for and strengthen confidence during placements, with a focus on students building relationships within their educational communities.

This edition has been fully revised and features two new chapters on assessment and planning for success in learning along with sample planning documents and lesson plan templates. In-chapter activities, reflections, case studies and links to the Australian Professional Standards for Teachers (APST) reinforce student understanding.

Additional online resources are available on a comprehensive companion website.

Success in Professional Experience is an essential resource to support pre-service primary and secondary school teachers throughout the practical course components of their degree.

• • •

24

Links to the Australian Professional Standards for Teachers (APST) Includes sample planning documents and lesson plan templates Includes activities, reflections and case studies to help students feel confident before going on placement

www.cambridge.org/academic

Contents Introduction Michael Dyson Ethical considerations Margaret Plunkett Expectations Kerryn McCluskey and Margaret Plunkett Observations Margaret Plunkett and Kerryn McCluskey Planning for successful learning Kerryn McCluskey, Margaret Plunkett and Michael Dyson 6. Assessing for successful learning Margaret Plunkett 7. Classroom management Michael Dyson 8. Mentoring and reflective practice Michael Dyson 9. Portfolios and reflective practice Margaret Plunkett 10. Building relationships for working with Indigenous students Kerryn McCluskey 11. Building relationships for working with high able and gifted students Margaret Plunkett 12. Pre-service teachers from a non-English speaking background Kerryn McCluskey 13. Conclusions Michael Dyson 1.

2.

3.

4.

5.

Play & Early Childhood

E

Play in the Early Years Second Edition Available Now

2017, 249 x 176 mm, 284 pp 9781316631898 | Paperback (also available as an eBook) Marilyn Fleer, Monash University

In this second edition of Play in the Early Years, Marilyn Fleer provides a comprehensive introduction to pedagogy and play in early years education settings. Drawing on classical and contemporary theories, this text examines social, cultural and institutional approaches to play, and explores a range of strategies for successfully integrating play into early years and primary classrooms.

Thoroughly revised to include the latest methods and research into early years development and learning, this latest 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 cultural-historical conceptions of play, and extended practical examples link pedagogical practice to the Early Years Learning Framework and the Australian Curriculum.

The text is pedagogically rich, with classroom vignettes and photographs designed to help students connect theory to practice, while reflection questions and research activities encourage in-depth reflection and extend learning. Each chapter is supported by additional content on the comprehensive companion website, which provides links to videos, readings and supplementary activities.

Contents 1.

2.

3.

4.

5.

6.

What is play?

Children’s perspectives on play Families at play Digital play and digital tools to support learning Playing in schools 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

Freshly presented in a new full-colour layout and written in an accessible and engaging style, Play in the Early Years remains an essential resource for pre-service students and practitioners alike.

• •

•

Offers a comprehensive introduction to classical and contemporary approaches to play, and strategies for integrating play into classrooms Revised to include new material on intentional teaching, play as learning, digital play and links to the Early Years Learning Framework (EYLF) and the Australian Curriculum Supported by a comprehensive companion website and pedagogical resources which encourage critical thinking and extend learning

www.cambridge.org/academic

25

Play & Early Childhood

Science

E

P

Available Now

Available Now

2013, 228 x 152 mm, 190 pp 9781107032293 | Paperback (also available as an eBook)

2013, 249 x 176 mm, 320 pp 9781107609457 | Paperback (also available as an eBook)

Theorising Play in the Early Years

Learning and Teaching Primary Science

Marilyn Fleer, Monash University

Edited by Angela Fitzgerald, Monash University

Theorising Play in the Early Years is a theoretical and empirical exploration of the concept of pedagogy and play in early childhood education. 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.

Contents

Contents

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

26

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.

www.cambridge.org/academic

1. Making sense of primary science Part I. Looking at Learners of Primary Science: 2. Breaking down the barriers to learning science 3. Engaging all learners in science 4. Making links between science and the learner’s world 5. Capturing the interest of the technologically savvy science learner Part II. Thinking Like a Teacher of Primary Science: 6. Grappling with teaching science as content, process and human endeavour 7. Tools for supporting the learning and teaching of science 8. Learning and teaching science through assessment 9. Integration and innovation in teaching science Part III. Putting Primary Science into Practice: 10. Living world: Learning and teaching biology 11. Material world: Learning and teaching chemistry 12. Planet Earth and beyond: Learning and teaching Earth and space sciences 13. Physical world: Learning and teaching physics 14. Making science work in the primary classroom

Science

NEW

E

Science in Early Childhood Third Edition Available Now

2018, 255 x 190 mm, 297 pp 9781108436755 | Paperback (also available as an eBook)

Coral Campbell, Deakin University Wendy Jobling, Deakin University Christine Howitt, University of Western Australia

Science education is crucial to young children’s discovery and understanding of the world around them. This third edition of Science in Early Childhood has been substantially updated to include the most current research, bringing together an author team of respected science education researchers from across Australia.

New chapters address changing priorities in early childhood science education, introducing coverage of STEM, inclusivity, Indigenous understandings of science, science in outdoor settings, intentional teaching and reflective practice.

This text complements the Australian Early Years Learning Framework and the Australian Curriculum: Science. Concepts are brought to life through detailed case studies, practical tasks and activity plans.

Instructors can further supplement learning with the extensive materials located on the new companion website.

Renowned for its accessible and comprehensive content, Science in Early Childhood is an essential tool for all pre-service early childhood educators.

•

•

•

Provides a thorough understanding of early childhood science education with reference to the Early Years Learning Framework and Australian Curriculum: Science Includes new chapters that reflect changing priorities in science education, introducing coverage of STEM, inclusively, Indigenous understandings of science, intentional teaching, and reflective practice Features a new companion website for lecturers which includes additional exercises and links to relevant online material

Contents Introduction Part I. What Initial Information Should I Know to Teach Science?

1. The place of science in the early years 2. Science and the national Early Years Learning Framework 3. Science in the Australian Curriculum 4. Learning theories related to early childhood science education Part II. How Can I Enhance Children’s Learning of Science?

5. Approaches to enhance science learning 6. Teaching science inclusively with a special focus on Indigenous learning 7. Using play pedagogy in early years science education 8. Enhancing young children’s science identity through pedagogical practices 9. STEM education in early childhood Part III. How Can I Use the Learning Environment to Enhance Children’s Science Understandings?

10. The science learning environment 11. Learning science in informal contexts: the home and community 12. Learning science in outdoor settings Part IV. How Do I Plan and Assess in Science?

13. Planning for teaching science in the early years 14. Intentional teaching of science 15. Observing, assessing and documenting science learning 16. Science education professional learning through reflective practice

www.cambridge.org/academic

27

Science

S

Teaching Secondary Science Theory and Practice Available Now

2017, 249 x 176 mm, 332pp 9781316636114 | Paperback (also available as an eBook)

Edited by Geoff Woolcott, Southern Cross University Robert Whannell, University of New England

Teaching Secondary Science: Theory and Practice provides a unique and dynamic approach to preparing pre-service 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 pre-service teachers to adapt each exercise to suit their needs when they enter the classroom.

Each chapter is supported by pedagogical features designed to reinforce the link between theory and practice: learning objectives, opening vignettes, science reflections, practical scenarios, key terms, critical thinking questions, review questions, research topics and further readings. An essential online instructor manual is available at www.cambridge.edu.au/academic/secondaryscience to further enhance the content.

Written by leading science education researchers from universities across Australia, Teaching Secondary Science is a comprehensive and practical resource that will continue to inspire pre-service teachers as they move from study into the classroom.

•

•

• •

28

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

www.cambridge.org/academic

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. Teaching using student-generated representations in science 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. Using representations in the science classroom 2.8. Digital technologies in the science classroom and beyond 2.9. Bringing Australia’s diversity into science education

Science

Science

P

S

E

P

Available Now

Available Now

2012, 249 x 176 mm, 368 pp 9781107644281 | Paperback (also available as an eBook)

2015, 249 x 176 mm, 327 pp 9781107548701 | Paperback (also available as an eBook)

New Learning

Science for Children

Elements of a science education Second Edition

Marilyn Fleer, Monash University

Mary Kalantzis, University of Illinois Bill Cope, University of Illinois Fully updated and revised, the second edition of New Learning explores the contemporary debates and challenges in education and considers how schools can prepare their students for the future.

New Learning is an inspiring and comprehensive resource for preservice and in-service teachers alike.

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.

Contents Contents Part A. Introduction: Changing Education 1. New learning 2. Life in schools Part B. Contexts: Changing Conditions for Learning 3. Learning for work 4. Learning civics 5. Learning personalities Part C. 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

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

www.cambridge.org/academic

29

Sociology of Education

P

NEW

S

Making Sense of Mass Education Third Edition

Available November 2018

255 x 190 mm, 364 pp 9781108654340 | Paperback (also available as an eBook)

Gordon Tait, Queensland University of Technology

Making Sense of Mass Education provides an engaging and accessible analysis of traditional issues associated with mass education. The book challenges preconceptions about social class, gender and ethnicity discrimination; highlights the interplay between technology, media, popular culture and schooling; and inspects the relevance of ethics and philosophy in the modern classroom.

The third edition has been comprehensively updated to include the latest research, statistics and legal policies. Each chapter challenges and breaks down common myths surrounding each topic, encouraging pre-service teachers to think critically and reflect on their own beliefs.

The inclusion of a new chapter on alternative education reflects the ever-changing Australian educational landscape. The fully integrated VitalSource interactive eBook provides students with self-assessment tools and resources that foster independent learning and comprehension.

In Making Sense of Mass Education, Gordon Tait expertly blurs disciplinary boundaries, drawing on sociology, cultural studies, history, philosophy, ethics and jurisprudence to provide a comprehensive understanding of the fundamental concepts of mass education.

• • •

30

Updated to include the latest research, statistics and legal policies Features a new chapter on alternative education, reflecting the changing landscape of Australian education Includes access to the VitalSource interactive eBook, which houses self-assessment tools and resources to further understanding.

www.cambridge.org/academic

Contents Part 1. Re-assessing the three pillars: modern and postmodern sociologies of education 1. Social class 2. Gender 3. Race/ethnicity Part 2. The foundations of an alternative approach: education and governance 4. Governance 5. Subjectivity 6. Pre-adulthood 7. Big data Part 3. Cultural contexts of contemporary education 8. The media 9. Popular culture 10. Technology 11. Globalisation Part 4. Philosophy and mass education 12. Philosophy 13. Ethics and the law 14. Truth and postcolonialism 15. Alternative education Conclusion: The central aims of this book

Sociology of Education

P

NEW

S

Understanding Sociological Theory and Educational Practices Second Edition Available now

2018, 249 x 176 mm, 276 pp 9781108434409 | Paperback (also available as an eBook)

Tania Ferfolja, Western Sydney University Criss Jones Diaz, Western Sydney University Jacqueline Ullman, Western Sydney University

Understanding Sociological Theory for Educational Practices introduces readers to the contemporary classroom through the lens of sociological theory. By compelling readers to think critically and reflexively, this book helps future teachers create a welcoming and equitable learning environment for all students.

This edition has been updated to include the latest research and resources, including links to the Australian Professional Standards for Teachers (APST) to help readers connect the theory with their practice.

Learning is supported through pedagogical features including key term definitions, and end-of-chapter reflection questions and recommended resources. A new instructor website features a curated suite of questions and links to informative videos.

Understanding Sociological Theory for Educational Practices is an essential resource that enables teachers to confidently navigate the topics of diversity, disadvantage, discrimination and marginalisation in a range of educational contexts.

• • •

Offers links to Australian Professional Standards for Teachers Includes a companion website with additional instructor resources Supports learning through pedagogical features including key terms, case studies, end-of-chapter reflection questions and recommended resources

Contents 1. The unseen half: theories for educational practices Part 1. Applying Poststructuralism(s): 2. Pre-service teacher identities and the social construction of childhood 3. Gender and sexuality diversity, policy framings and the construction of the subject 4. Regulating ‘gender climate’: Exploring the social construction of gender and sexuality in regional and rural Australian schools Part 2. Intersecting Theories for Meaning: Postcolonialism, Critical Race Theory and Cultural Theory: 5. Destabilising privilege: Disrupting deficit thinking in white pre-service teachers on professional experience in culturally diverse, high poverty schools 6. More than cultural celebrations: Indigenous identities in 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 3. 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 after-school media club 12. Reflections on language and literacy: Recognising what young people know and can do 13. Final ruminations on the ‘unseen half’ www.cambridge.org/academic 31

Technology

Technology

E

P

P

S

Available Now

Available Now

2016, 249 x 176 mm, 300 pp 9781107561564 | Paperback (also available as an eBook)

2015, 249 x 176 mm, 372 pp 9781107451971 | Paperback (also available as an eBook)

Technologies for Children

Teaching and Digital Technologies Big Issues and Critical Questions

Marilyn Fleer, Monash University What do we mean when we talk about technology? What constitutes knowledge in technology education? How can we find innovative solutions to complex technological problems? Technologies for Children presents a comprehensive array of contextual examples for teaching design and technology to children from birth to 12 years.

Contents

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

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

32

Edited by Michael Henderson, Monash University Geoff Romeo, Australian Catholic University

www.cambridge.org/academic

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; 5. 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

Course & Recommended

Course & Recommended

E

P

E

P

Available Now

Available Now

2014, 229 x 152 mm, 260 pp 9781107637498 | Paperback (also available as an eBook)

2016, 229 x 152 mm, 240 pp 9781107501300 | Paperback (also available as an eBook)

Vygotsky for Educators Yuriy V. Karpov, Touro College 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.

Contents Introduction: ‘there is nothing more practical than a good theory’ Part I. Mediation from Birth through Adolescence: 1. The Vygotskian notion of mediation as the major determinant of children’s learning and development 2. First year of life: infant–caregiver attachment as the foundation of further development 3. Second and third years: from object-centered explorations to exploration of the world of social roles and relationships 4. Three- to six-year-olds: why sociodramatic play is important and how to promote it 5. Mediation of preschoolers’ activities to promote school readiness 6. Learning at school: children not only learn, they develop as well 7. Understand adolescents and make a difference!

Part II. School: What to Teach, and How to Teach: 8. American cognitive psychologists and Russian Vygotskians about the content and process of learning at school 9. What do students learn in ‘traditional’ schools?

10. Does constructivist instruction present a good alternative to ‘traditional’ teaching?

11. The Vygotskian theoretical learning approach as an alternative to ‘traditional’ explicit instruction and to constructivist instruction Conclusion: don’t blame it on genes!

Nurturing Creativity in the Classroom Second Edition 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.

Contents Preface; Part I. Voices from the Field: 1. Changing the subject; 2. Creativity and the invention; 3. Creativity and shifting roles of an educational leader: a reflection of what creativity used to mean to me what it now means; 4. What I used to think about creativity in schools; Part II. Voices from the Research: 5. Developing creativity across all areas of the curriculum; 6. Accountability, the Common Core, and creativity; 7. Ever-broadening conceptions of creativity in the classroom; 8. Creativity in mathematics teaching: a Chinese perspective (an update); 9. Roads not taken, new roads to take; 10.

The five core attitudes and seven I’s of the creative process; 11.

Please teacher, don’t kill my kid’s creativity: creativity embedded into K-12 teacher preparation and beyond; 12. Attitude change as the precursor to creativity enhancement; 13. Nurturing creativity in the engineering classroom; 14. Intrinsic motivation and creativity in the classroom: have we come full circle?; 15. Learning for creativity; 16. Creativity and prosocial values: nurturing cooperation within the classroom; 17. How social-emotional imagination facilitates deep learning and creativity in the classroom; 18. Four faces of creativity at school; 19. Teaching for creativity

www.cambridge.org/academic

33

Course & Recommended

Course & Recommended

E

P

P

Available Now

Available Now

2015, 229 x 152mm, 240pp 9781107531635 | Paperback (also available as an eBook)

2014, 229 x 152mm, 356pp 9781107696877 | Paperback (also available as an eBook)

Play, Learning, and Children’s Development

Applied Linguistics and Primary School Teaching Second Edition

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.

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.

Contents

Contents Foreword Part I. A Wholeness Approach to the Study of Children’s Everyday Life: 1. Children’s social situation and their activities in everyday settings 2. The conditions that family practices create for children’s learning and development 3. Societal conditions shape family practices Part II. Family Activity Settings: 4. Morning routines in families 5. Walking to school 6. Afterschool settings and homework activities 7. Relaxing at home - unstructured times in families 8. The afterschool period - outdoor play at home 9. Evening meals 10. Bedtime routines Part III. Children Entering School Practices and Participating in Different Settings: 11. Entering into school practice 12. How schools create conditions for being a successful school child Part IV. Learning, Play, and Children’s Development: 13. Children’s everyday life in families and across into school 34

www.cambridge.org/academic

Part I. Policy and Diversity in the Twenty-First Century Primary School: 1. Who decides what primary teachers need to understand?; 2. Working with English as a second language students: an Australian perspective on what primary teachers need to know; 3. Preparing for diversity: the alternatives to ‘linguistic coursework’ for student teachers in the USA; 4.

Supporting children with speech, language and communication needs; 5.

Foreign language teaching in the primary school: meeting the demands; Part II. The Range and Focus of Linguistics Research Perspectives: 6. Grammar for designers: how grammar supports the development of writing; 7. The use of corpus-based approaches in building children’s knowledge about language; 8. Words and pictures: towards a linguistic understanding of picture books and reading pedagogy; 9. From storytellers to narrators: how can the history of reading help with understanding reading comprehension?; 10. Talk about text: the discursive construction of what it means to be a reader; 11. Why we need to know about more than phonics to teach English literacy; 12. Understanding children’s reading comprehension difficulties; 13. Classroom discourse: the promise and complexity of dialogic practice; 14. Pedagogy and bilingual pupils in primary schools: certainties from applied linguistics; Part III. Empowering Teachers and Teachers’ Use of Knowledge: 15. Building knowledge about language into a primary teacher education course; 16. Using the IPA to support accurate phonics teaching; 17. Decoding, word recognition and spelling: typically developing children and children with languagelearning difficulties; 18. The development of the Speech, Language and Communication Framework (SLCF); 19. Applied linguistics: why a ‘just in time’ model might work for children with language impairments and empower teachers; 20. Communication impairment in a multilingual context; 21. Teacher education: what applied linguistics needs to understand about what, how and where beginning teachers learn

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, including: • Booktopia (www.booktopia.com.au) • Zookal (www.zookal.com.au) • The Nile (www.thenile.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.

WHERE CAN MY STUDENTS PURCHASE THE KINDLE TEXTBOOK? • Available from Amazon (www.amazon.com.au)

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/academic

Email:

academicmarketing@cambridge.edu.au

Phone:

(03) 8671 1400

Contact your sales rep:

www.cambridge.org/academic/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/academic/contact-us

Like us on facebook: www.facebook.com/cambridgeanz Subscribe to our YouTube channel: www.youtube.com/cambridgeUPAcPro

www.cambridge.org/academic

ABN 28 508 204 178

ARBN 007 507 584