ANZ Education Catalogue 2020 - 2021

EDUCATION CATALOGUE 2020 - 2021

Contents Aboriginal & Torres Strait Islanders Education

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Arts

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Assessment

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Child Development

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Classroom Management

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NEW

Course and Recommended

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Curriculum Studies

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English

NEW

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Health & Physical Education

NEW

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Humanities & Social Sciences

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Inclusion/Diversity

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Introduction

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Leadership

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Law

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Literacy

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Mathematics

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Middle Years

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Play & Early Childhood

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Professional Experience

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Research

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Science

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Sociology of Education

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STEM

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Technologies

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Guide New titles available in this subject

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Published locally

Early childhood

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Includes access to Cambridge HOTmaths

Primary education

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Companion resources

Secondary education

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VitalSource interactive eBook included

– Voice Boxes showcasing teacher and student experiences in the classroom – Pause and Think questions to enable reflection on content discussed – Theory to Practice boxes that offer practical suggestions and resources for use in the classroom – Information boxes – End-of-Chapter activity blocks to help build pre-service teachers’ resource files

Connecting with students in the

THIRD EDITION

Edited by

Rod Quin and Duncan Driver

SUSANNE GARVIS & DONNA PENDERGAST

Written by experienced English teacher and former head of school English departments Rod Quin and Assistant Professor Duncan Driver, this book combines theory and practice to provide an invaluable resource for pre-service English teachers.

21st Century Tony Yeigh

Rod Quin is an Education consultant, past head of school English departments, classroom teacher and English methods tutor.

Duncan Driver is Assistant Professor in the Faculty of Education at the University of Canberra.

Quin & Driver

9781108746939 QUIN & DRIVER – SECONDARY ENGLISH: SUBJECT AND METHOD CMYK

The text is also supported by features such as:

in Childhood

Secondary English Subject and Method

Secondary English Subject and Method

Page 31

Page 24 Building — and — Sustaining a Teaching Career

Professional experience in initial teacher education programs can be both a challenging and rewarding experience. As student teachers take their first steps in the classroom, they often face crises of confidence and encounter stresses that compromise their teaching and learning. Within this context, concepts of wellbeing, resilience and self-efficacy are critical components in their success and longevity as educators.

Building and sustaining a teaching career emphasises the importance of mindfulness for pre-service teachers undertaking professional experience. It introduces the coping strategies, informal and formal practices, time management and organisational skills, and positive psychology critical to self-care. The text uses case studies, teachable moments, ‘fill your bucket’ strategy-building solutions, reflection activities and discussion and journaling NARELLE LEMON is an Associate Professor questions designed to build capacity of Education in the and develop reader knowledge.

Department of Education Pre-service teacher voices support at Swinburne University. the text throughout, highlighting key elements through real-world SHARON McDONOUGH perspectives and experiences.

Drawing upon a combination of teaching experience and education research, and referencing the Australian Profession Teacher Standards throughout, Narelle Lemon and Sharon McDonough present thoughtful, practical approaches that equip pre-service teachers with the necessary skills and knowledge for embarking on a successful teaching career.

is a Senior Lecturer in the School of Education at Federation University Australia.

Building — and — Sustaining a Teaching Career

Sharon McDonough

Law and Ethics for Australian Teachers

Narelle Lemon Sharon McDonough

Narelle Lemon

9781108668927 LEMON & MCDONOUGH — BUILDING AND SUSTAINING A TEACHING CAREER 2E C M Y K

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BUILDING AND SUSTAINING A TEACHING CAREER

Strategies for professional experience, wellbeing and mindful practice

Cover image: © Getty Images/Tharin Kaewkanya/EyeEm

9781108724722_cvr.indd 1

Page 32

Page 34

9781108729079

HILTON & HILTON - LEARNING TO RESEARCH, RESEARCHING TO LEARN CMYK

Being an educator involves continual reflection on practice to improve student learning and engagement. Learning to Research and Researching to Learn is an essential introduction to developing research skills and conducting practitioner research in the field of education.

STRATEGIC KNOWLEDGE Learning to Research and Researching to Learn covers all aspects of educational research, from how to conduct and engage with research, to how to collect, organise FOR PROFESSIONAL EXPERIENCE and analyse data. Using real-world examples and practitioner findings, the text

encourages student and practitioner engagement through discussion questions and case studies relevant to educators in early childhood, primary and secondary contexts.

AL STRANGEWAYS

Written by authors with extensive experience as both teachers and researchers, Learning to Research and Researching to Learn is an invaluable resource for educators in all stages of their professional careers.

Annette Hilton was Associate Professor of Research Leadership at the University of Technology Sydney and remains associated with UTS in an honorary capacity. She was a secondary school teacher and head of department for 20 years. She was previously Associate Professor of Science Education at the Danish School of Education, Aarhus University, Copenhagen.

Geoff Hilton is a Lecturer in the School of Education at the University of Queensland, where he teaches in the undergraduate and masters programs for initial teacher education. He was a primary school teacher for many years before completing his PhD and moving to academia.

Cover image: © © Getty Images/Miriam Rodrguez Domingo/EyeEm

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Page 39 Includes bonus enhanced eBook

LEARNING TO RESEARCH It is widely recognised that science explorations play a vital role in children’s lives as they try to make sense of the world around them. Now in its fourth edition, Science in Early Childhood continues to provide a comprehensive and engaging introduction to science learning in the early years.

Each chapter has been substantially updated to include the most current research and to address changing priorities in early childhood science education. The text features new chapters on Indigenous ways of knowing science, inquiry approaches to learning science and teaching science inclusively. More detailed coverage is provided of STEM, science learning through informal learning experiences, science learning through the environment and science learning through play.

AN EDUCATOR’S GUIDE Coral Campbell is Associate Professor in the School of Education at Deakin University.

ANNETTE HILTON Jobling is Lecturer in the School of AND GEOFFWendy HILTON Education at Deakin University.

Science in Early Childhood complements the Australian Early Years Learning Framework and the Australian Curriculum: Science. Concepts, processes and skills are brought to life through detailed case studies, practical tasks and reflective activities.

Instructors can also supplement learning by drawing on the extensive materials located on the companion website.

Renowned for its accessible and informative content, Science in Early Childhood is the essential resource for all pre-service early childhood educators.

Christine Howitt is Associate Professor in the Graduate School of Education at the University of Western Australia.

Online resources www.cambridge.edu.au/ academic/teachingcareer Resources for instructors include PowerPoints for each chapter and teachable moments questions.

Science in Early Childhood 4th Edition

CORAL CAMPBELL WENDY JOBLING CHRISTINE HOWITT

Cover image: © XXXXXXXX

View an online version of this catalogue at www.issuu.com/ cambridge.org.uk/docs/education_2020 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.

STEM EDUCATION IN THE PRIMARY SCHOOL

CASE LEARNING FOR TEACHERS

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Secondary English: Subject and Method introduces students to the history and policy shaping the development of subject English in the Australian Curriculum context. The text features a detailed introduction of the three strands of secondary school English; Language, Literacy and Literature. It then explores assessment, unit planning and teaching strategies, including approaches to reading, oral presentations, grammar and language conventions. Each of the major text types, including novels, multimodal texts, drama and poetry, are addressed in individual chapters.

LEARNING TO RESEARCH AND RESEARCHING TO LEARN

Darwin University from eadership experience

Page 16

HEALTH & WELLBEING

MANAGING with MINDFULNESS

HILTON & HILTON

earning model, or Teachers makes

Page 14

Cover image: © Getty Images/Shanina

AL STRANGEWAYS

and outlines strategies with the Australian udes multiple case which address knowing ching, managing evelopment of

Page 9

CASE LEARNING FOR TEACHERS

r Professional Experience ucators that draws cher, lecturer and ies approach to support ervation, problem essional-experience

New locally published titles

Anne Forbes Vinesh Chandra Linda Pfeiffer Rachel Sheffield

Higher Education from Cambridge University Press Knowledge. Applied.

Higher Education from Cambridge exists to deliver the highest quality content and resources from leading authors to instructors and students, supporting successful teaching and learning journeys in today’s rapidly changing educational environment.

Higher Education from Cambridge is committed to producing high-quality, research-led content and relevant, pedagogically effective teaching and learning resources to support instructors. We produce resources that are accessible to, and evolve with the needs of, the global student community, to deliver better learning outcomes.

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

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AN INTRODUCTION FOR THE TEACHING PROFESSION

ABORIGINAL AND TORRES STRAIT ISLANDER EDUCATION

Aboriginal & Torres Strait Islander Education

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

2019, 249 x 176 mm, 308 pp 9781108552912 | Paperback (also available as an eBook) Edited by Kaye Price Jessa Rogers

EDITED BY

KAYE PRICE JESSA ROGERS

THIRD EDITION

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 school-based 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.

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Available Now

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

Knowledge of Life Aboriginal and Torres Strait Islander Australia 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.

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Contents 1.

A brief history of Aboriginal and Torres Strait Islander education in Australia 2. The Stolen Generations: what does this mean for Aboriginal and Torres Strait Islander children and young people today?

3. Delivering the promise: empowering teachers to empower students 4. Your professional experience and becoming professional about working with Aboriginal and Torres Strait Islander students and communities 5. The ‘silent apartheid’ as the practitioner’s blindspot 6. Tagai State College – navigating towards a successful future: a case study 7. Maths as storytelling: maths is beautiful 8. Is bending and twisting really science?

9. Information and communication technologies in the classroom: implications and considerations 10. Photoyarn – How as a teacher can I use this with Aboriginal and Torres Strait Islander kids?

11. Language and literacy 12. Aboriginal and Torres Strait Islander studies in the classroom 13. Engaging Indigenous students: the important relationship between Aboriginal and Torres Strait Islander students and their teachers

Arts

E TEACHING THE ARTS

TEACHING THE

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Teaching the Arts

Early Childhood and Primary Education Third Edition

TH IR D ED IT IO N

ROY, BAKER & HAMILTON

Available Now

2019, 254 x 178 mm, 376 pp 9781108552363 | Paperback (also available as an eBook)

THIRD EDITION

Early Childhood and Primary Education

David ROY William BAKER Amy HAMILTON

INCLUD ES BONUS ENHAN CED EBOOK

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

7/2/19 12:21

Teaching the Arts: Early Childhood and Primary Education foregrounds the importance of Arts education to children's development and learning while connecting each Arts area to the Australian Curriculum. The third edition provides comprehensive coverage and an exciting introduction to Arts education in Australia, with updated content and new, interactive features. The book covers the key areas of Dance, Drama, Media Arts, Music and Visual Arts, full of teacher tips, spotlights on arts education, and downloadable lesson plans.

This book is a vital resource for all pre-service early childhood and primary teachers, emphasising the fundamental nature of the Arts in schools. Through the Arts, if we can instil a love of learning, then we can all learn to love.

• •

• •

Accessible and engaging introduction to teaching the Arts in early years and primary school context Dance, Drama, Media, Music and Visual Arts have their own chapter, ensuring that each subject is explored in depth eBook includes interactive questions and answers throughout each chapter Dozens of teacher tips, practical examples and suggestions for classroom activities

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

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Assessment

Child Development

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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)

Child Development in Educational Settings

Child Development in Educational Settings

Edited by Patrick Griffin, University of Melbourne

Marilyn Fleer, Monash University

Grounded in contemporary, evidence-based research, the second edition of Assessment for Teaching provides a comprehensive introduction to assessment and teaching in primary and secondary school settings. Taking a practical approach to assessment and the collaborative use of data in the classroom, this text advances a developmental model of assessment which aims to improve student outcomes through targeted teaching interventions. Thoroughly revised and updated to include the latest research, this edition features expanded content on collaborative teaching, competence assessment, learning and assessment and self-regulated teaching and learning. Each chapter features learning objectives, reflective questions, an extended exercise to link course content with classroom practice, and end-of-chapter rubrics which help readers assess their own understanding and learning. Written by a team of experts from the Assessment Research Centre at the University of Melbourne, Assessment for Teaching is an essential resource for both preservice teachers and inservice teachers.

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 1.

2.

3.

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Assessment as the search for evidence of learning Collaborative teaching teams Competency assessment: A clinical approach Conducting assessments: Making sure the evidence of learning is intepretable 5. Judgement-based assessment 6. Writing rubrics 7. Self-regulated teaching and learning 8. Building a development progression 9. Guttman analysis 10. Interpreting data to evaluate growth 11. Developmental assessment for students with additional needs 12. Case study: Wilderness School, South Australia

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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

Classroom Management

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MANAGING with MINDFULNESS Connecting with students in the 21st Century Tony Yeigh

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Managing with Mindfulness

Connecting with Students in the 21st Century

Available September 2020

255 x 190 mm, 312 pp 9781108724739 | Paperback (also available as an eBook) Tony Yeigh, Southern Cross University

Managing with Mindfulness: Connecting with Students in the 21st Century draws on educational psychology, duty of care principles and mindfulness practices to introduce the Control/Connect Continuum: a model designed to foster inclusive practices for the contemporary classroom. Addressing topics such as communication, positive relationships, emotional literacy, motivation and classroom behaviours, the book is written to support initial teacher education students in their transition to practice. Framed by the graduate level Australian Professional Standards for Teachers, Managing with Mindfulness integrates classroom management theory with the practical needs of contemporary teachers.

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Thought-provoking case studies and activities Thinking points and end-of-chapter review questions that encourage reflection on key concepts and practices Summative exercises prompt the reader to develop their own personal classroom management philosophy Written in an engaging and accessible style

Contents

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Introduction: Developing a mindfulness approach to classroom and behaviour management Introduction to educational management: Historical context and positioning Shifting the goal posts: Setting the foundations for a mindful management approach Using mindfulness to support duty-of-care as a core management imperative Using positive motivation to engage all students Behavioural methods of management: Whole school to individual Mapping the control/connect continuum: Using differentiation to position your management style Managing bullying from a duty-of-care approach Inner connection: How to develop a personal philosophy Proactive management: Finalising the big picture

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Course and Recommended

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Available Now

Available Now

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

2010, 226 x 150 mm, 286 pp 9780521677585 | Paperback (also available as an eBook)

Vygotsky for Educators

Cognitive Load Theory

Yuriy V. Karpov, Touro College

Jan L. Plass, New York University Roxana Moreno, University of New Mexico Roland Brünken, Universität des Saarlandes

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 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

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Cognitive load theory (CLT) is one of the most important theories in educational psychology, a highly effective guide for the design of multimedia and other learning materials. This edited volume brings together the most prolific researchers from around the world who study various aspects of cognitive load to discuss its current theoretical as well as practical issues.

Contents Part I. Theory: 1. Cognitive load theory: historical development and relation to other theories 2. Cognitive load theory: recent theoretical advances 3. Schema acquisition and sources of cognitive load 4. Individual differences and cognitive load theory Part II. Empirical Evidence: 5. Learning from worked-out examples and problem solving 6. Instructional control of cognitive load in the design of complex learning environments 7. Techniques that reduce extraneous cognitive load and manage intrinsic cognitive load during multimedia learning 8. Techniques that increase generative processing in multimedia learning: open questions for cognitive-load research Part III. Discussion: 9. Measuring cognitive load 10. From neo-behaviorism to neuroscience: perspectives on the origins and future contributions of cognitive load research 11. Cognitive load in learning with multiple representations 12. Current issues and open questions in cognitive load research

Course and Recommended

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

2019, 253 x 177 mm, 568 pp 9781316648896 | Paperback (also available as an eBook)

Play, Learning, and Children’s Development

Educational Foundations

Mariane Hedegaard, University of Copenhagen Marilyn Fleer, Monash University

Brian W. Dotts, University of Georgia

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.

This educational foundations book offers a comprehensive overview of American education history and a variety of classical, Enlightenment, and contemporary educational philosophers. While Educational Foundations includes a history of American education, it also looks at numerous policies, constitutional law cases, events, and political, religious, and social conflicts for students to consider while learning their subject matter.

Contents

Contents

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

Part I. Selected Philosophers: 1. Socrates, Plato, and Aristotle 2. John Locke 3. Jean-Jacques Rousseau 4. Karl Marx and Frederick Engels 5. John Dewey 6. Paulo Freire 7. Mary Wollstonecraft, W. E. B. Du Bois, and Jane Addams Part II. History of American Education: 8. Colonial America 9. Revolutionary era 10. National/Antebellum era 11. Post-Civil War era 12. Progressive era 13. Post World War II era 14. 1980s and beyond 15. The politics of privatization

Philosophical and Historical Perspectives

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

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

Nurturing Creativity in the Classroom Second Edition

Applied Linguistics and Primary School Teaching Second Edition

Ronald Beghetto, University of Connecticut James Kaufman, University of Connecticut

Edited by Sue Ellis, University of Strathclyde Elspeth McCartney, University of Strathclyde

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.

This text 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 to analyse children’s requirements, literacy provision and ensure efficient language and literacy learning.

Contents 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.

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Contents 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 language-learning 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.

Curriculum Studies

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Available Now

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

2018, 249 x 176 mm, 280 pp 9781108449991 | Paperback (also available as an eBook)

Early Childhood Curriculum

Understanding Curriculum

Planning, Assessment and Implementation Third Edition

The Australian Context Second Edition

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

Scott Webster, Deakin University Ann Ryan, Deakin University

The third edition of Early Childhood Curriculum 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.

Thoroughly revised and updated, this edition features up-to-date coverage of national curriculum documents, including the Early Years Learning Framework, and expanded content on play-based curriculum, assessment and documentation.

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.

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

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

Contents

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English

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Secondary English Secondary English Subject and Method

Secondary English Subject and Method Rod Quin and Duncan Driver

Subject and Method Available October 2020

255 x 190 mm, 292 pp 9781108746939 | Paperback (also available as an eBook)

Quin & Driver

Authors Rod Quin Duncan Driver, University of Canberra

Secondary English: Subject and Method is a comprehensive introduction to the theory and practice of teaching English in secondary schools for pre-service teachers. Written by highly accomplished teachers of subject English, the book’s practical approach to the three strands of the Australian Curriculum: English – language, literacy and literature – helps readers develop their skills in assessment, unit planning and teaching strategies. With detailed consideration of reading, writing, grammar and language conventions, and chapters devoted to a variety of text types, Secondary English scaffolds your journey from learner to a teacher of English.

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Learning outcomes aligned to the Australian Professional Standards for Teachers The voices of teachers and students, highlighting their experiences Pause and think questions, which prompt reflection Theory to practice boxes, which provide practical suggestions for use in the classroom Exemplars of practice, including lesson plans and classroom activities End-of-chapter activities that help build pre-service teachers’ resource files.

www.cambridge.org/academic

Contents 1. The development of English 1 2. The development of English 2 3. Language 4. Literature 5. Literacy 6. Understanding readings 7. Teaching strategies 8. Learning activities 9. Planning courses and units 10. Planning lessons 11. Assessment 12. Writing 13. Grammar, punctuation and spelling 14. Oral language 15. Teaching reading 16. Prose 17. Poetry 18. Drama 19. Visual language 20. Continuing your professional development

Health & Physical Education

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

2018, 255 x 190 mm, 288 pp 9781108333696 | Paperback (also available as an 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.

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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

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

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Health & Physical Education

HEALTH & WELLBEING in Childhood THIRD EDITION

Edited by

SUSANNE GARVIS & DONNA PENDERGAST

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Health & Wellbeing in Childhood Third Edition Available Now

2020, 250 x 190 mm, 452 pp 9781108713870 | Paperback (also available as an eBook)

Edited by Susanne Garvis, Swinburne University of Technology Donna Pendergast, Griffith University

The period from birth to 12 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, Third Edition provides readers with a comprehensive introduction to a wide range of topics and issues in health and wellbeing education, including child safety, bullying and social emotional wellbeing, resilience, physical education, communication development and friendships. It explores relevant policies, standards and frameworks, including the Early Years Learning Framework and the Australian Curriculum.

The third edition provides a cohesive and accessible reading experience and includes updated and expanded coverage of nutrition, body image and community partnerships. Each chapter has been revised to include the latest research and developments in childhood health and wellbeing, and features definitions of key terms, case studies, pause and reflect activities and end-of-chapter questions. New spotlight sections examine noteworthy research, examples and concepts central to health and wellbeing education.

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Highly comprehensive introduction to health and wellbeing in childhood Written by a team of experts and leading researchers in the field Each chapter is supported by a range of pedagogical features, including case studies with questions, pause and reflect boxes, definitions of key terms, and end-of-chapter questions Supplementary materials, including video and audio links, are available on the companion website

www.cambridge.org/academic

Contents Part 1: 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 2: Dimensions of health and wellbeing 3. Social determinants of health and wellbeing 4. Physically educated: Developing children’s health and wellbeing through learning in the physical dimension 5. Body Image and Young Children: Seeing ‘self’ or seeing ‘other’ 6. Food for thought: The role of teachers and parents in children’s food choices 7. Child safety 8. Communication development 9. Education for the prevention of sexual abuse in the early years 10. Loose parts on the school playground: A playful approach to promoting health and wellbeing for children of all abilities 11. Bullying and social emotional wellbeing in children 12. Strengthening social and emotional learning in young children with special needs 13. Teachers understanding and supporting of resilience in early years classrooms 14. Friendships Part 3: Social and Emotional Wellbeing 15. Teaching for social and emotional learning in the early years classroom 16. Strengths-based, community-led approaches to physical activity and wellbeing with educationally disadvantaged children 17. Talking circles 18. Partnering with families for child’s health and wellbeing 19. Using contemplative practices to enhance teaching, leadership and wellbeing

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

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.

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.

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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

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. www.cambridge.org/academic

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Humanities & Social Sciences

Inclusion/Diversity

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Available Now

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

2015, 250 x 176 mm, 180 pp 9781107439726 | Paperback (also available as an eBook)

Young Children and the Environment Early Education for Sustainability Second Edition 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.

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Understanding Child and Adolescent Behaviour in the Classroom Research and Practice for Teachers Authors David Armstrong, Flinders University of South Australia Julian Elliott, University of Durham Fiona Hallett, Edge Hill University Graham Hallett, University of Cumbria 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.

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Building a purposeful and emotionally and psychologically positive classroom culture Recognising and responding to children who present with social, emotional and behavioural difficulties (SEBD/EBD) Using research to inform and enrich classroom practice around student conduct

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

Inclusion/Diversity

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Available Now

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

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

Engaging the Disengaged

Learning and Teaching in the Early Years

Inclusive Approaches to Teaching the Least Advantaged Edited by Tarquam McKenna, Victoria University Marcelle Cacciattolo, Victoria University Mark Vicars, Victoria University Engaging the Disengaged addresses strategies of immersive teaching. Drawing together a range of experts, the book explores how various differences can alienate students, and examines challenges faced by schools in diverse settings. It also offers ideas for engaging students in subjects such as mathematics, physical education and the arts.

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

Learning and Teaching in the Early Years provides a comprehensive, contemporary and practical introduction to early childhood teaching in Australia. A strong focus on the links between theory, policy and practice firmly aligns this text with the Early Years Learning Framework.

Contents

Contents

Part I. The Digital Divide as a Tool for Inclusion 1. Accommodating new learning in different school cultures 2. Technology and social inclusion: Rethinking the digital divide Part II. Engagement in the Early Years 3. Early years: Reconnecting families with pre-school education Part III. Curriculum-Based Engagement.

4. Arts education: Do the arts really matter?

5. Bringing joy and success through caring student-centered teaching of mathematics 6. Physical education: Promoting healthy living in the classroom 7. Literacy: Books? Who needs books anyway? 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

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

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Introduction

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Available Now

Available Now

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

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

Learning to Teach in the Primary School

Learning to Teach in the Secondary School

Edited by Peter Hudson, Queensland University of Technology

Edited by Noelene L. Weatherby-Fell, University of Wollongong

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 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

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

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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

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Learning to Teach in a New Era Preparing Educators for the Future Available Now

2017, 249 x 176 mm, 422 pp 9781316628263 | Paperback (also available as an eBook)

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. Students will gain an understanding of the teaching profession and the policies and laws that govern it; develop practical skills in pedagogy, technology, curriculum, assessment and reporting, planning and classroom management; and learn vital skills in communication and ethical practice.

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Close links to the Australian Professional Standards for Teachers (APST) and the Australian Curriculum Comprehensive introduction to key content explored in undergraduate and postgraduate teaching qualifications Access to a complementary interactive eBook including a generous pool of self-assessment tools such as questions and video resources

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 Bannister-Tyrell, Jennifer Charteris, Kathy Jenkins and Marguerite Jones 7. Student diversity, education and social justice Leonie Rowan 8. Understanding classroom management Jeanne Allen and Michelle Ronksley-Pavia 9. Creating engaging and motivating learning environments Andrea Reupert and Stuart Woodcock Part IV: Professional engagement 10. Communication skills with students, staff and parents/ caregivers Wendy Goff 11. Becoming a teaching professional: ethical and legal issues Elaine Sharplin, Christine Howitt and Deborah Wake

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Introduction

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Introduction to Education

Knowledge, Practice, Engagement Available January 2021

256 x 210 mm, 500 pp 9781108900188 | Paperback (also available as an eBook)

Heather Sharp, Uni Newcastle Sue Hudson, Southern Cross Uni Noelene Weatherby-Fell, Uni Wollongong Jennifer Charteris, Uni New England Bernard Brown, Uni Canberra Jason Lodge, Uni Queensland Lisa McKay-Brown, Uni Melbourne Tracey Sempowicz, Uni Sunshine Coast

Introduction to Education orientates pre-service teachers to the context, craft and practice of teaching in Australian schools as they commence the journey from learner to classroom teacher. Each chapter poses questions about the nature of the education, teaching, learning and students and guides readers though the Australian Professional Standards for Teachers.

Incorporating recent research and theoretical literature, Introduction to Education contextualises the theory and practice of teaching in Australia through the critical consideration of the professional, policy and curriculum contexts, and the nature of learners and learning. A complimentary enhanced eBook includes interactive questions and answers, weblinks, audio files and downloadable materials for use in the classroom.

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Chapter opening stimulus materials and questions to activate prior learning and challenge assumptions The voices of experienced teachers, pre-service teachers and students foster reflective practice skills Extracts from policy, theoretical and research literature, with questions, supports the development of academic and professional literacy Authentic classroom examples of planning and implementation that build familiarity with best practice and strategies for differentiation, inclusion and engagement

www.cambridge.org/academic

Rachel Buchanan, Uni Newcastle Scott Imig, Uni Newcastle Peter Hudson, Southern Cross Uni Michaela Vergano, Uni Canberra Michael Walsh, Uni Canberra

Contents Section 1: Introduction to education 1. What is a teacher?

2. How do I prepare to be a teacher?

3. Why is the education system organised this way?

4. Who are my students?

Section 2: Understanding learning and understanding teaching 5. How do students learn?

6. Why are students taught this?

7. How do I plan effective teaching and learning?

8. How do I implement effective teaching and learning?

9. How do I assess, provide feedback and report on learning?

10. What is in a teacher’s toolkit?

Section 3: Working in education contexts 11. How do I create and maintain supportive learning environments?

12. How do I work with colleagues, parents, carers and the community?

Section 4: Developing professional practice 13. How do I make the most of professional experience?

14. When do I stop learning?

Leadership

Introduction

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Available Now

Available Now

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

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

Teaching and Learning Strategies

Leading and Managing Early Childhood Settings

Diana Whitton, Western Sydney University

Inspiring People, Places and Practices

Teaching and Learning Strategies is a practical guide for preservice teachers who know and understand the content of the curriculum and are looking for additional tools to teach it effectively.

This book will help students to develop a comprehensive knowledge of teaching and learning strategies, which is essential in ensuring lessons are effective and lead to successful outcomes. The text outlines a variety of teaching strategies that can be used to facilitate classroom learning and engagement. Strategies and methods covered include discovery learning, experiments, demonstrations, the use of questioning, the facilitation of discussion and the effective provision of feedback.

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

Nadine Louise McCrea, University of New England 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. The second section considers four key roles that early childhood professionals undertake – team stakeholder, policy designer, pedagogy creator and rights advocate. This book challenges readers to make links across research, theories and everyday practices by thinking, reflecting, sharing with others and writing stories.

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

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Law

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Law and Ethics for Australian Teachers

Available December 2020

255 x 190 mm, 196 pp 9781316628263 | Paperback (also available as an eBook)

Cover TBC

Mark Butlin, University of Southern Queensland Noeleen McNamara, University of Southern Queensland Kerrie Anglin, St Peters Lutheran College

Getting to grips with law and policy can be daunting for beginning and established teachers alike. Law and Ethics for Australian Teachers provides an overview of the professional, legal and ethical issues teachers may encounter in the classroom and the broader school environment.

This book breaks down the relevant case law, as well as state and territory legislation and policy, in an accessible and reader-friendly way to help readers navigate these complex issues. It covers topics including duty of care and mandatory reporting, work health and safety issues, family court orders and parenting plans, suspensions and exclusions, and criminal law issues. It also explores teacher registration, professional regulations, and the general ethical responsibilities of teachers.

Each chapter features case studies, definitions of key terms, detailed scenarios and end-of-chapter questions to help readers understand a wide range of professional issues.

Written by a team of authors with both teaching and legal expertise, Law and Ethics for Australian Teachers is an essential resource for pre- and in-service teachers.

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This is an important text in an area which is lacking appropriate resources, particularly as teachers are increasingly becoming the targets of legal redress, which heightens the need for them to become more legally literate in terms of school law The information will be conveyed in an easy to understand format with practical case study examples included throughout to demonstrate the application of the law in practice

www.cambridge.org/academic

Contents 1. Duty of care inside and outside of the school 2. Privacy issues online and within the school 3. Anti-discrimincation within the school context 4. Work health and safety issues in the school 5. Family court orders and parenting plans 6. Mandatory reporting and child protection matters 7. Suspensions and exclusions 8. Crimincal law issues: Search and seizure and assault 9. Cyber bullying and other online issues 10. General ethical responsibilities of teachers 11. Professional regulation and teacher registration 12. Disciplinary proceedings 13. Protections afforded to teachers

Literacy

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

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

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

Based on Misty Adoniou's extensive research into spelling learning and instruction, this book encourages children and adults to nurture a curiosity about words, discover their history and, in so doing, understand the logic behind the way they are spelled.

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

Contents

Contents

1. Redefining spelling 2. How do words work? Unravelling the threads 3. How do we learn to spell?

4. Planning a spelling program 5. Assessing spelling Appendix 1. Some stories about words Appendix 2. Common English morphemes Appendix 3. Ways into words Appendix 4. Spelling and scope sequence

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How to read this book Brenton Doecke, Glenn Auld and Muriel Wells Engaging with tensions: tensions are the norm Glenn Auld, Brenton Doecke and Rachel MacGilp Teachers researching their teaching: learning through practitioner inquiry Anne Cloonan, Louise Paatsch and Muriel Wells Literacy teaching and learning in digital times: tales of classroom interactions Muriel Wells and Glenn Auld Supporting intercultural engagement in literacy education Anne Cloonan, Joanne O’Mara and Sarah Ohi Inclusive literacy education Joanne O’Mara and Louise Paatsch.

Homework: a window into community literacies Glenn Auld and Kirsten Hutchison Planning for teaching/planning for learning Gaelene Hope-Rowe and Maria Nicholas Teacher and student agency in contemporary literacy classrooms Kirsten Hutchison, Anne Cloonan and Louise Paatsch

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Literacy

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Available Now

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

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

Literacy in Early Childhood and Primary Education Issues, Challanges and Solutions

Language and Literacy Development in Early Childhood

Claire McLachlan, Massey University Tom Nicholson, Massey University Ruth Fielding-Barnsley, University of Tasmania Louise Mercer, Queensland University of Technology Sarah Ohi, Deakin University

Robyn Ewing, The University of Sydney Jon Callow, The University of Sydney Kathleen Rushton, The University of Sydney

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.

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

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.

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

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Literacy

Mathematics

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Available Now

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

2016, 249 x 176 mm, 452 pp 9781107578678 | Paperback (also available as an eBook)

Literacies

Teaching Secondary Mathematics

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.

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.

Contents

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

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

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Integrating Theory with Practice Third Edition Available August 2019

255 x 190 mm, 424 pp 9781108456463 | Paperback (also available as an eBook) Penelope Serow, University of New England Rosemary Callingham, University of Tasmania Tracey Muir, University of Tasmania

Primary Mathematics: Integrating Theory with Practice provides a comprehensive introduction to teaching and learning mathematics in today's classrooms. Closely aligned with the Australian Curriculum: Mathematics, this text covers the core learning areas of measurement, space and geometry, early number concepts, data and statistics, chance and probability, and patterns and algebra. The text also addresses key considerations for teachers, such as planning, assessment, differentiation and teaching outside traditional contexts. Written by an expert author team, Primary Mathematics remains an essential resource that will prepare and excite pre-service teachers for their future as mathematics educators.

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Comprehensive coverage of topics, including the core learning areas of measurement, space and geometry, early number concepts, data and statistics, chance and probability, and patterns and algebra Three new chapters on general capabilities and cross-curriculum priorities, STEM in the primary setting, and becoming a teacher of mathematics New guided reflective tasks included in each chapter, in addition to key term definitions, snapshot case studies and reflection points, and activities to help students put their knowledge into practice

www.cambridge.org/academic

Contents 1. Teaching mathematics today with tomorrow in mind 2. Exploring early mathematical development 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. Planning for mathematics teaching in the twenty-first century classroom 12. Diversity in the primary mathematics classroom 13. General capabilities and cross-curriculum priorities 14. Science, technology, engineering and mathematics (STEM) in the primary setting 15. Surviving as an 'out of field' teacher of mathematics 16. Teaching mathematics beyond the urban areas 17. Considerations for implementing ICT in the mathematics classroom 18. Becoming a teacher of mathematics.

Mathematics

Middle Years

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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

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

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. It shows that mathematical learning can occur in a variety of ways, including when children explore ideas through play, problem solving and problem posing; engage in a rich variety of multimodal learning experiences; pursue self-directed activities and cooperate with others; and make connections between ideas and experiences in their everyday worlds.

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 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

Contents Part I. Introduction. 1. Challenges for teaching and learning in the middle years. 2. Thinking historically about the schooling of young people in the ‘middle years’. Part II. The needs of learners in the middle years. 3. Teaching academically at risk students in middle school: The roles of explicit instruction and guided discovery learning.

4. Success after (dis)continuous transfer? (Re)imaginative praxis for pedagogy, curriculum and assessment. 5. A fair go and student agency in the middle years classroom. 6. Consulting young people in the middle years in New Zealand. 7. High possibility classrooms in the middle years: A model for reform. Part III. Curriculum, pedagogy and assessment in the middle years. 8. Teaching strategies that encourage student effort in Year 8 and 9. 9. Visceral pedagogies: learning to teach middle years in the margins. 10. The challenges of testing accountability: Understanding limitations and negotiating consequences. 11. Engaging Indigenous students: The important relationship between Aboriginal and Torres Strait Island students and their teachers. 12. The experiences of Maori students in the middle years. 13. Changing scenarios for teaching and learning in middle years. Part IV. Preparing teachers for the middle years. 14.

Teacher identity in the middle years. 15. A generic teacher education program that meets contemporary schools’ needs. 16. Leading teacher professional learning in the middle years. Part V. Conclusion. 17. The middle years as a site for reform: from local to global. www.cambridge.org/academic

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Play and Early Childhood

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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 disciplinespecific 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. What is play?

2. Children’s perspectives on play 3. Families at play 4. Digital play and digital tools to support learning 5. Playing in schools 6. Lenses on play: Classical and developmental theories of play 7. Lenses on play: Post-structuralist analyses of children’s play 8. Lenses on play: Cultural-historical conceptions of play 9. Play in the curriculum 10. Planning for play development 11. Assessment through, of and for play 12. Being a play activist

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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.

Available Now

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Marilyn Fleer, Monash University

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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

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

Theorising Play in the Early Years 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.

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Strategies for professional experience, wellbeing and mindful practice

Building — and — Sustaining

Available Now

2020, 255 x 190 mm, 228 pp 9781108724722 | Paperback (also available as an eBook)

a Teaching Career

Narelle Lemon, Swinburne University of Technology Sharon McDonough, Federation University

Sharon McDonough

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BUILDING AND SUSTAINING A TEACHING CAREER

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Professional Experience

Strategies for professional experience, wellbeing and mindful practice 21/10/19 2:34 pm

Building and Sustaining a Teaching Career emphasises the importance of mindfulness for pre-service teachers undertaking professional experience. It introduces the coping strategies, informal and formal practices, time management and organisational skills, and positive psychology critical to self-care. The text uses case studies, teachable moments, ‘fill your bucket’ strategy-building solutions, reflection activities and discussion and journaling questions designed to build capacity and develop reader knowledge. Pre-service teacher voices support the text throughout, highlighting key elements through real-world perspectives and experiences.

Drawing upon a combination of teaching experience and education research, and referencing the Australian Profession Teacher Standards throughout, Narelle Lemon and Sharon McDonough present thoughtful, practical approaches that equip pre-service teachers with the necessary skills and knowledge for embarking on a successful teaching career.

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Combines emerging scholarly discourses around mindfulness and student teacher well-being with practical strategies that are readily useable in classroom contexts Features a friendly and approachable writing style that translates complex theoretical terminology in an easily digestible and engaging manner Draws close parallels with everyday teacher student experiences through the inclusion of ‘real-world’ voices from the classroom

Contents Introduction. Building mindful resources as a preservice teacher Section 1. Mindfulness and its place in being a teacher 1. What is mindfulness?

2. Becoming and being a mindful teacher Section 2. Developing mindful practices as a teacher 3. Developing the confidence to teach: Communicating and working with others in professional learning environments 4. Developing your skills as a teacher: Learning in school and in university contexts 5. Developing as a teacher: Learning from Professional Experience 6. Navigating the challenges of learning to teach as a preservice teacher: Identifying and addressing stressors 7. Sustaining a career: Organising and caring for yourself as a teacher Conclusion. Putting your best foot forward – Transitions to the profession

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Professional Experience

NEW CASE LEARNING FOR TEACHERS

CASE LEARNING FOR TEACHERS STRATEGIC KNOWLEDGE FOR PROFESSIONAL EXPERIENCE

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Strategic Knowledge for Professional Experience Available Now

AL STRANGEWAYS

2020, 255 x 190 mm, 260 pp 9781108746946 | Paperback (also available as an eBook) Al Strangeways

Case Learning for Teachers: Strategic Knowledge for Professional Experience is a unique resource for Australian preservice educators that draws on the author’s experience as an education researcher, lecturer and classroom teacher. This textbook uses a case-stories approach to support preservice teachers in developing the skills of observation, problem-solving and reflective practice necessary for professional experience placements and the transition to the classroom.

Part 1 introduces the case-learning approach and outlines strategies for reading and writing case stories. Part 2 aligns with the Australian Professional Standards for Teachers. The text includes multiple case stories, with supporting artefacts and resources, which address knowing your students, knowing content, planning for teaching, managing behaviour, diverse learners, assessment, and the development of professional relationships in the school setting. The online student resources include printable templates to support the interpretation and writing of case stories, and prompts for alternative readings.

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Unique approach informed by both research and classroom experience Useful tools to develop pre-service teachers’ skill sets Companion website offering student resources

www.cambridge.org/academic

Contents Part I Approaching the case stories 1. Why use cases for learning?

2. How best to interpret cases 3. How best to write cases Part II The case stories 4. What does it mean to know your learner?

5. What does it mean to know your content?

6. What does planning for learning involve?

7. What does managing behaviour involve?

8. What approaches meet the needs of diverse learners?

9. What does meaningful assessment look like?

10. What is necessary to build effective professional relationships?

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Building Relationships in Educational Settings Second Edition Available Now

2018, 249 x 176 mm, 120 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.

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

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.

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Research

HILTON & HILTON

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LEARNING TO RESEARCH AND RESEARCHING TO LEARN

LEARNING TO RESEARCH

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Learning to Research and Researching to Learn An Educator's Guide Available Now

AN EDUCATOR’S GUIDE

2020, 255 x 190 mm, 208 pp 9781108729079 | Paperback (also available as an eBook)

ANNETTE HILTON AND GEOFF HILTON

Annette Hilton, University of Technology Sydney Geoff Hilton, University of Queensland

Being an educator involves continual reflection on practice to improve student learning and engagement. Learning to Research and Researching to Learn is an essential introduction to developing research skills and conducting practitioner research in the field of education.

Learning to Research and Researching to Learn covers all aspects of educational research, from how to conduct and engage with research, to how to collect, organise and analyse data. Using real-world examples and practitioner findings, the text encourages student and practitioner engagement through discussion questions and case studies relevant to educators in early childhood, primary and secondary contexts.

Written by authors with extensive experience as both teachers and researchers, Learning to Research and Researching to Learn is an invaluable resource for educators in all stages of their professional careers.

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Highly comprehensive and reader-friendly Provides readers a practical introduction to research in educational contexts and presents the process in a simple, step-by-step manner Features case studies and examples from real-world research projects conducted by practitioners in early childhood, primary and secondary contexts

www.cambridge.org/academic

Contents 1. Introduction to education research and practitioner research: what is it and why do it?

2. The decision to research: what is involved?

3. Conducting practitioner research: practical considerations and ethics 4. Engagement with research: locating, reading, critiquing and reviewing literature 5. From research questions to planning the research process: approaches to study design 6. Participant selection and data collection: designing and administering 7. Organising and analysing data 8. Synthesis and discussion of findings 9. Disseminating practitioner research 10. Challenges, opportunities and outcomes of practitioner research 11. Professionalism and practitioner research

Science

NEW

Science in Early Childhood Fourth Edition

Available December 2020

255 x 190 mm, 316 pp 9781108811965 | Paperback (also available as an eBook)

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Science in Early Childhood 4th Edition

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

CORAL CAMPBELL WENDY JOBLING CHRISTINE HOWITT

It is widely recognised that science explorations play a vital role in children’s lives as they try to make sense of the world around them. Now in its fourth edition, Science in Early Childhood continues to provide a comprehensive and engaging introduction to science learning in the early years.

Each chapter has been substantially updated to include the most current research and to address changing priorities in early childhood science education. The text features new chapters on Indigenous ways of knowing science and inquiry approaches to learning science, as well as more detailed coverage of STEM, the lower levels of primary school, and science learning through informal contexts and through the environment.

Science in Early Childhood complements the Australian Early Years Learning Framework and the Australian Curriculum: Science. Concepts are brought to life through detailed case studies, practical tasks and reflective activities. Instructors can also supplement learning by drawing on the extensive materials located on the companion website. Renowned for its accessible and informative content, Science in Early Childhood is the essential resource for all pre-service early childhood educators.

Contents Part 1: What initial information should I know to teach science?

1. The place of science in the early years 2. Identifying the science in early childhood policy documentation 3. Science in the Australian Curriculum 4. Learning theories related to early childhood science education Part 2: How can I enhance children’s learning of science?

5. Approaches to enhancing science learning 6. Scientific inquiry in the early years 7. Teaching science inclusively 8. Indigenous ways of knowing science 9. Encouraging playful young scientists 10. Enhancing young children’s science identity through pedagogical practices 11. STEM education in early childhood Part 3: How can I use the learning environment to enhance children’s science understandings?

12. Science learning through informal experiences 13. Science learning through the environment Part 4: How do I plan and assess in science?

14. Planning for teaching science in the early years 15. Intentional teaching of science 16. Observing, assessing and documenting science learning 17. Science education professional learning through reflective practice Appendix 1: Activity plans Appendix 2: Examples of simple science statements of concepts

www.cambridge.org/academic

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Science

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Available Now

Available Now

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

2017, 249 x 176 mm, 430 pp 9781316636114 | Paperback (also available as an eBook)

Learning and Teaching Primary Science

Teaching Secondary Science Theory and Practice

Edited by Angela Fitzgerald, Monash University Learning and Teaching Primary Science brings science to life.

It examines issues such as engaging diverse learners; utilising technology; assessment and reporting; language and representation; and integration in the curriculum. Dedicated chapters for chemistry, physics, biology and Earth and environmental science will give confidence to those without a science background.

Contents 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

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www.cambridge.org/academic

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.

Contents Part I. Theory.

1. Contemporary issues in teaching and learning science 2. On becoming a science teacher 3. Theory and practice in science education 4. Real world science in the classroom 5. Improving science teaching practice through collaboration and reflection 6. Assessing science teaching and learning in the classroom 7. Teaching using student-generated representations in science 8. Technology, electronic media and science education 9. Celebrating Australia’s diversity through science education Part II. Practice.

10. Engagement practices: a major issue in contemporary education.

11. Building identity and commitment to the teaching of science.

12. Application of theory in science education classrooms.

13. Bringing real world science into the classroom.

14. Creating a classroom for engagement with scientific thinking,problem solving and real world contexts.

15. Assessing science teaching and learning in the classroom.

16. Using representations in the science classroom.

17. Digital technologies in the science classroom and beyond.

18. Bringing Australia’s diversity into science education

Science

Sociology of Education

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Available now

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

2018, 249 x 176 mm, 244 pp 9781108434409 | Paperback (also available as an eBook)

Science for Children Marilyn Fleer, Monash University Designed to prepare future educators for practice, Science for Children challenges students and offers practical classroombased 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 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

Understanding Sociologial Theory and Educational Practices Second Edition 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.

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

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Making Sense of Mass Education Third Edition Available Now

2018, 255 x 190 mm, 364 pp 9781108445795 | 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.

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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

STEM

STEM EDUCATION IN THE PRIMARY SCHOOL

A TEACHER’S TOOLKIT

Includes bonus enhanced eBook

Anne Forbes Vinesh Chandra Linda Pfeiffer Rachel Sheffield

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Contains a detailed discussion of each STEM discipline and connections to the Australian Curriculum with a focus on project-based learning throughout Features authentic projects and classroom artefacts Also available as in interactive VitalSource ebook, with guided responses and support materials

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STEM Education in the Primary School A Teacher's Toolkit Available December 2020

255 x 190 mm, 360 pp 9781108812009 | Paperback (also available as an eBook)

Anne Forbes, Macquarie University Vinesh Chandra, Queensland University of Technology Linda Pfeiffer, Central Queensland University Rachel Sheffield, Curtin University

STEM Education in the Primary School introduces pre-service teachers to the theory, skills and practice of teaching STEM through a project-based learning approach. Science, technology, engineering and mathematics are presented as professions, mindsets and practices, and each element of STEM is integrated with the Australian Curriculum through a school garden project case study.

Popular STEM topic areas, such as health, shelter and space, are explored using tested and age-appropriate project examples that illustrate the translation of STEM ideas to classroom practice. This textbook connects current research in STEM education to teaching practice through detailed discussion of topics including assessment, learning spaces, community and STEM futures.

Encouraging readers to further consolidate their knowledge, the text is supported by short-answer and reflection questions, information boxes and real-world scenarios. Suggested activities and downloadable templates provide guidance for readers when implementing projects and practices in their classroom.

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Contents Part 1. Is this STEM? 1. Is this STEM? 2. Science 3. Technology 4. Engineering 5. Mathematics Part 2. How do I STEM? 6. Energy 7. Health 8. Shelter 9. Coding 10. Space 11. STEM Learning Environments Part 3. Why STEM? 12. Assessment and STEM 13. Theoretical Foundations of STEM Education 14. STEM Connections 15. Future Skills

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Technology

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Technologies for Children Second Edition Available June 2019

255 x 190 mm, 300 pp 9781108668927 | Paperback (also available as an eBook)

Marilyn Fleer, Monash University

Technologies for Children explores how traditional technologies can be re-purposed and re-imagined in educational environments to engage students in interactive and authentic ways. Closely aligned with both the Australian Curriculum: Technologies and the Early Years Learning Framework, it covers theory and provides practical ideas for teaching infants, toddlers, pre-schoolers and primary school children.

Fully updated, the text features critical exploration of research in the field. Student learning is supported throughout by research activities and real-world example. The new edition is an indispensable resource for both pre-service teachers and practitioners.

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Each chapter inclues case studies drawn from real-life experience in early years and primary learning contexts Innovative, engaging and student-centred approached to integrating technologies in the classroom Now with VitalSource integrated in the eBook format which includes interactive, media-based activities, downloadable templates for classroom use and weblinks

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Available Now 2015, 249 x 176 mm, 354 pp 9781107451971 | Paperback (also available as an eBook)

Contents Part I. Researching 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 technologies 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 40

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Edited by Michael Henderson Monash University Geoff Romeo Australian Catholic University

Teaching and Digital Technologies Big Issues and Critical Questions

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.

VitalSource eBooks by Cambridge University Press are interactive, digital versions of your textbooks that are available on your computer for download or using the VitalSource Bookshelf. VitalSource comes free with selected textbooks, please see our website for specific VitalSource titles.

These are some of the features VitalSource has to offer: INTERACTIVE QUESTIONS For a diverse and engaging learning experience students can quiz themselves with in-text questions. Long and short answer questions encourage students to test their knowledge and apply their skills.

BUILT IN VIDEOS In-text engaging and informative videos diversify the learning experience and provide expert contributions on topics.

POP-UP DEFINITIONS Readers can click on key terminology to display definitions and further explanations. This provides a more comprehensive learning experience and ensures understanding of important concepts.

LINKS TO ADDITIONAL RESOURCES In-text additional readings and resources link to supplementary material. These are also great sources for essay and assignment references.

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Institutional Licensing Institutions may purchase eTextbooks for student access through the following subscription models: • Unlimited concurrent user access subscription (via Cambridge Core) • Limited concurrent user access subscription (via VitalSource Bridge)

LMS Integrations VitalSource and Kortext integrate directly with your learning management system such as Blackboard, Moodle, Canvas and many others, via single sign-on access. This enables the provisioning of eTextbooks directly to students in a seamless workflow, with options to embed the textbook within online course delivery. eTextbook purchase options are either student-pays or institution-pays. Once linked, lecturers may view usage statistics and detailed reporting on their students’ reading activity.

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ABN 28 508 204 178

ARBN 007 507 584