ANZ Education Catalogue, 2021 - 2022

EDUCATION CATALOGUE 2021 - 2022

Help your students unlock their full potential with

world-class teaching and learning resources from

Cambridge University Press.

Our extensive collection of textbooks combine academic rigour with engaging pedagogy. As a not-for-profit organisation, we dedicate our resources to furthering academic inquiry and education globally in order to achieve our mission of advancing research and learning world-wide.

Contents Aboriginal & Torres Strait Islander Education

8

Arts

9

Assessment

10

Child Development

10

Classroom Management

11

Course and Recommended

11

Curriculum Studies

12

English

13

Health & Physical Education

14

Humanities & Social Sciences

NEW

15

Introduction

NEW

18

Leadership

21

NEW Literacy

22

Mathematics

24

Numeracy

NEW

26

Play & Early Childhood NEW

27

Professional Practice

28

NEW

Research

30

Science

31

Technology

34

Sociology of Education

35

Upcoming

36

Guide When viewing online, click on these buttons to request an inspection copy:

New title available

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Published locally

Early childhood

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Companion resources

Primary education

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VitalSource interactive eBook included

Secondary education

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New locally published titles

Page 16

MCINERNEY is a Lecturer in Humanities Education ersity of South Australia and the Manager for Projects in the South Australian Department on.

DIS is a PhD candidate and sessional academic quarie School of Education at Macquarie University.

JONATHON DALLIMORE is the Professional Officer for the History Teachers’ Association of NSW.

www.cambridge.org/ highereducation/ isbn/9781108969987/ resources Resources for students include: • activities and downloadable worksheets • guided responses to the book’s questions • weblinks and additional reading material for each chapter.

Resources for instructors include PowerPoints for each chapter.

ALISON BEDFORD lectures in secondary history curriculum and pedagogy at the University of Southern Queensland.

TEACHING SECONDARY GEOGRAPHY

MARTIN KERBY is an Associate Professor (Curriculum and Pedagogy) at the University of Southern Queensland.

JAMES GOULDING teaches History Curriculum and Educational Psychology at the University of Sydney.

TREESA HEATH is a Kamilaroi woman and sessional academic at the University of Newcastle.

s a geography teacher with a passion for embedding and other digital tools in his teaching and learning.

DARIUS VON GÜTTNER is a Principal Research Fellow in the School of Historical and Philosophical Studies, University of Melbourne.

UDE is a retired Associate Professor of Geography, ith Flinders University in Adelaide.

Features of Introduction to Education include:

• chapter opening stimulus materials and questions to activate prior learning and challenge assumptions • the voices of experienced teachers, pre-service teachers and students to foster reflective practice skills

• extracts from policy, theoretical and research literature, with accompanying questions to support 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.

This text covers theoretical topics in chapters addressing assessment, planning, safe learning environments, and working with colleagues, families / carers and communities. More practical chapters discuss professional experience and building a career after graduation.

Rigorous in conception and practical in scope, Introduction to Education welcomes new educators to the theory and practical elements of teaching, learning, and professional practice.

gain access to your Purchase this book to enhanced eBook. complementary VitalSource print book, the enhanced Fully integrated with the access to Education provides version of Introduction ent tools and additional to useful self-assessm resources, including: material • links to video and web for use in the classroom • downloadable materials voices teacher • audio of student and the book’s questions and • guided responses to

TEACHING SECONDARY HISTORY

exercises. the can be accessed through This additional content on website or app, available VitalSource Bookshelf all major platforms.

MALCOLM MCINERNEY, JOHN BUTLER, LOUISE ZARMATI is a lecturer in Humanities and SUSAN CALDIS, STEPHEN CRANBY, Social Sciences in the School of Education, SUSANNE JONES, MICK LAW, University of Tasmania.

ALARIC MAUDE, REBECCA NICHOLAS

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Cover image: © Getty Images/beastfromeast

Cover image: © Getty Images/Yulia Reznikov

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ucation

Heather Sharp + Sue Hudson + Noelene Weatherby-Fell + Jennifer Charteris + Bernard Brown + Jason Lodge + Lisa McKay-Brown + Tracey Sempowicz + Rachel Buchanan + Scott Imig + Peter Hudson + Michaela Vergano + Michael Walsh

HEATHER SHARP, JONATHON DALLIMORE, ALISON BEDFORD, MARTIN KERBY, JAMES GOULDING, TREESA HEATH DARIUS VON GÜTTNER, LOUISE ZARMATI

2/5/21 10:52 pm

Sharp_History_1pp.indd All Pages

HEATHER SHARP is Associate Professor in the School of Education at the University of Newcastle.

SUE HUDSON is Deputy Dean of Professional Experience at Southern Cross University.

NOELENE WEATHERBY-FELL is Coordinator of the Master of Teaching at the University of Wollongong.

JENNIFER CHARTERIS is Senior Lecturer in the School of Education at the University of New England.

BERNARD BROWN is Assistant Professor in the Faculty of Education at the University of Canberra.

JASON LODGE is Associate Professor in the School of Education at the University of Queensland.

LISA MCKAY-BROWN is Senior Lecturer in the Melbourne Graduate School of Education at the University of Melbourne.

TRACEY SEMPOWICZ is Lecturer in Education at the University of the Sunshine Coast.

RACHEL BUCHANAN is Senior Lecturer in the School of Education at the University of Newcastle.

SCOTT IMIG is Associate Professor in the School of Education at the University of Newcastle.

PETER HUDSON is Associate Professor in the School of Education at Southern Cross University.

MICHAELA VERGANO is Lecturer in the Faculty of Education at the University of Canberra.

MICHAEL WALSH is Lecturer in the Faculty of Education at the University of Canberra.

SHARP et al

RANBY (recently retired) taught Geography in high 30 years followed by 6 years teaching Geography Monash University.

ONES is a casual academic tutoring in HaSS for of Education, University of South Australia.

HEATHER SHARP is an associate professor in the School of Education, University of Newcastle.

ONLINE RESOURCES

SHARP ET. AL.

Resources for instructors include PowerPoints for each chapter.

Written by an author team with extensive history teaching experience, Teaching Secondary History is an exemplary resource for pre-service secondary history teachers.

MCINERNEY ET. AL.

R OAM teaches methodology and curriculum to hers of Geography at Flinders University.

www.cambridge.org/ highereducation/ isbn/9781108984638/ resources Resources for students include: • glossary of key terms • weblinks • activities and downloadable worksheets • additional reading material for each chapter.

From inquiry strategies and teacher- and student-centred practice, to embedding the cross-curriculum priorities in planning and assessment, this text supports the learning and development of pre-service history teachers by connecting the ‘big ideas’ of teaching with the nuance of history content. Each chapter features Short-answer and Pause and think questions to enhance understanding of key concepts, Bringing it together review questions to consolidate learning, classroom scenarios, examples of classroom work and a range of information boxes to connect students to additional material.

Introduction to Education provides pre-service teachers with an overview of 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 teaching students, and guides readers though the Australian Professional Standards for Teachers. Incorporating recent research and theoretical literature, Introduction to Education presents a critical consideration of the professional, policy and curriculum contexts of teaching in Australia.

Page 18

INTRODUCTION TO EDUCATION

an author team with extensive teaching experience, econdary Geography is an exemplary resource for teachers.

ONLINE RESOURCES

Encouraging students to take an interest in the events and people of the past can be a challenging task for teachers of all backgrounds. Teaching Secondary History provides a comprehensive introduction to the theory and practice of teaching history to Years 7–12 in Australian schools. Engaging directly with the Australian Curriculum, this text introduces pre-service teachers to the discipline of history. It builds on students’ historical knowledge, thinking and skills and offers practical guidance on how to construct well-rounded history lessons for students.

TEACHING SECONDARY HISTORY

xamines the core Geography concepts of place, ronment, interconnection, scale, change and ity. It covers fundamental geographical knowledge such as working with data, graphicacy, fieldwork and hnology, and provides practical guidance on teaching e classroom. Each chapter features short-answer and Think’ questions to enhance understanding epts, and ‘Bringing It Together’ review questions ate learning. Classroom scenarios and a range of n boxes are provided throughout to connect students al material.

Click covers to view on the website

TEACHING SECONDARY GEOGRAPHY

is not only the study of the surface of the the exploration of spatial and human–environment ps, but also a way of thinking about the world. Guided ralian Curriculum and the Professional Standards g School Geography (GEOGstandards), Teaching Geography provides a comprehensive introduction to eory and practice of teaching Geography.

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LEARNING TO TEACH IN A NEW ERA

DRAFT 2: COVER OPTION 1

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Scale: 100% size

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Many adults feel that they lack the necessary foundational knowledge in mathematics required to confidently use mathematics in daily life and in their careers. Making Sense of Number is a concise introduction to personal and professional numeracy skills, helping readers to become more mathematically competent. It includes relevant content to assist pre-service teachers to improve numeracy for the classroom or to prepare for LANTITE, as well as support for practiasing teachers to develop their understanding and skills in numeracy.

Making Sense of Number focuses on number sense as a conceptual framework for understanding mathematics, covering foundational areas of mathematics that often cause concern such as multiplication, fractions, ratio, rate and scale. The authors use real-world examples to explain SECOND EDITION mathematical concepts in an accessible and engaging way. Learning activities throughout the book help readers self-assess their understanding of the mathematical concepts discussed, and answers to activities are included.

Written by authors with over 30 years’ experience teaching mathematics at primary, secondary and tertiary levels, Making Sense of Number is an essential guide for both pre-service teachers and those looking to improve their understanding of numeracy.

Annette Hilton is an Industry Fellow in the School of International Studies and Education at the University of Technology Sydney.

Geoff Hilton is an Honorary Research Fellow at the University of Queensland School of Education.

Page 27

MAKING SENSE OF NUMBER Improving Personal Numeracy

9781108724760 BUTLIN ET AL – LAW AND ETHICS FOR AUSTRALIAN TEACHERS CMYK

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9781009009928 – HILTON & HILTON – MAKING SENSE OF NUMBER C M Y K

matics, versity

Includes bonus enhanced eBook

Coming 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, through an accessible and reader-friendly approach to help readers navigate these complex issues. Topics covered include duty of care and mandatory reporting, work health and safety issues, family court orders and parenting plans, suspensions and exclusions, and criminal law issues. The book also explores teacher registration, professional regulations, and the general ethical responsibilities of teachers.

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

Page 28

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.

LAW AND ETHICS FOR AUSTRALIAN TEACHERS

Mark Butlin is a Lecturer in the School of Education at the University of Southern Queensland.

Noeleen McNamara is Associate Professor in the School of Law and Justice at the University of Southern Queensland.

Kerrie Anglin is a member of the Australia and New Zealand Education Law Association and the Australia and New Zealand Sports Law Association. She is a teacher at St Peters Lutheran College Springfield in Queensland, and was admitted as a lawyer in the Australian Capital Territory in 2014.

Butlin, McNamara and Anglin

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LEARNING TO TEACH IN A NEW ERA

ANNETTE HILTON & GEOFF HILTON Cover image: © Getty Images/Klaus Vedfelt

View an online version of this catalogue at www.issuu.com/cambridge.org.uk/docs/education_2021 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.

Mark Butlin, Noeleen McNamara and Kerrie Anglin

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.

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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.

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96% of students find LANTITE Edge useful to prepare for the test 85% of students said they would have failed their LANTITE test without the guidance of LANTITE Edge 95% of students would recommend LANTITE Edge to their peers 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.

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About Cambridge LANTITE Edge Cambridge LANTITE Edge has been developed specifically to for students of Educational courses to give them the guidance they need to pass the Literacy and Numeracy Test for initial Teacher Education students.

This fully interactive digital test preparation product allows students to gain a thorough understanding of all the content required for the test, and to build confidence in their

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Aboriginal and Torres Strait Islander Education

AN INTRODUCTION FOR THE TEACHING PROFESSION

ABORIGINAL AND TORRES STRAIT ISLANDER EDUCATION

Aboriginal & 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

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 – an arts-based indigenous research method for students 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

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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www.cambridge.org/academic

TEACHING THE ARTS

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Available Now

Available Now

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

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

THIRD EDITION

Early Childhood and Primary Education

David ROY William BAKER Amy HAMILTON

INCLUD ES BONUS ENHANC ED EBOOK

7/2/19 12:21

Nurturing Creativity in the Classroom

Teaching the Arts

Early Childhood and Primary Education Third Edition

Second Edition

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

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

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.

As interest in creativity explodes, it has become more complicated to decide how to best nurture creativity in our schools. There are the controversial Common Core Standards in many states. Meanwhile, the classroom has become increasingly digital; it is easier to access information, communicate ideas, and learn from people across the world. Many countries now include cultivating creativity as a national educational policy recommendation, yet there is still debate over best practices.

Contents 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

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.

www.cambridge.org/academic

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GRIFFIN ASSESSMENT FOR TEACHING SECOND EDITION

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Child Development

Assessment

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2017, 249 x 177 mm, 340 pp 9781316640739 | Paperback (also available as an eBook)

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

Assessment for Teaching

Child Development in Educational Settings

Second Edition 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.

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

Contents

Introduction 1. Assessment as the search for evidence of learning 2. Collaborative teaching teams 3. Competence assessment: a clinical approach 4. Conducting assessments: making sure the evidence of learning is interpretable 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, Adelaide, South Australia Annex 1. School leadership and assessment Annex 2. Using the online tests and reports: objective testing

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

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Part II: Using child development theory: What does theory allow us to see?

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

10. Future directions: How theories support ongoing change

www.cambridge.org/academic

Classroom Management

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MANAGING with MINDFULNESS Connecting with students in the 21st Century

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Available Now

Available Now

2020, 255 x 190 mm, 312 pp 9781108724739 | Paperback (also available as an eBook)

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

Tony Yeigh

Managing with Mindfulness

Play, Learning, and Children’s Development

Tony Yeigh, Southern Cross University

Mariane Hedegaard, University of Copenhagen Marilyn Fleer, Monash 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.

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.

Connecting with Students in the 21st Century

Contents Introduction: Developing a mindfulness approach to classroom and behaviour management 1. Introduction to educational management: Historical context and positioning 2. Shifting the goal posts: Setting the foundations for a mindful management approach 3. Using mindfulness to support duty-of-care as a core management imperative 4. Using positive motivation to engage all students 5. Behavioural methods of management: Whole school to individual 6. Mapping the control/connect continuum: Using differentiation to position your management style 7. Managing bullying from a duty-of-care approach 8. Inner connection: How to develop a personal philosophy 9. Proactive management: Finalising the big picture

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

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Course and Recommended

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Curriculum Studies

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Available Now

Available Now

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

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

Educational Foundations

Understanding Curriculum

Philosophical and Historical Perspectives

The Australian Context Second Edition

Brian W. Dotts, University of Georgia 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 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

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Scott Webster, Deakin University Ann Ryan, Deakin University

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

Contents 1.

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The landscape of curriculum theory Introducing conservative ideological approaches to curriculum Social efficiency ideology Neoliberal ideology in curriculum Progressive approaches to curriculum Social reconstruction ideology Pedagogy Equity and (critical) diversity 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

www.cambridge.org/academic

Curriculum Studies

English

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

Available Now

2018, 249 x 176 mm, 268 pp 9781316642849 | Paperback (also available as an eBook) The text is also supported by features such as:

– 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

Secondary English Subject and Method

Secondary English Subject and Method

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.

Rod Quin and Duncan Driver

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.

Available Now

2020, 255 x 190 mm, 292 pp 9781108746939 | Paperback (also available as an eBook)

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

Quin & Driver

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

Cover image: © Getty Images/Shanina

Secondary English

Early Childhood Curriculum

Subject and Method

Planning, Assessment and Implementation Third Edition

Rod Quin Duncan Driver, University of Canberra

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

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.

Contents 1.

Contents 1. Introduction 2. Theory, research and the early childhood curriculum 3. Play, learning and development: How views of development shape how curriculum is framed 4. Curriculum as a cultural broker 5. Interpreting early childhood curriculum 6. Cultural–historical curriculum in action 7. Curriculum as a conceptual tool: Observation, content and programming 8. Assessing children and evaluating curriculum: Shifting lenses 9. Content knowledge: 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

The early development of English teaching: sixth to eighteenth centuries 2. The later development of English teaching: nineteenth and twentieth centuries 3. Language 4. Literature 5. Literacy 6. Understanding reading 7. Teaching strategies 8. Learning activities 9. Course planning 10. Unit and lesson planning 11. Assessment 12. Writing 13. Spelling, punctuation and grammar 14. Oral language 15. Reading: from comprehension to interpretation 16. Prose 17. Poetry 18. Drama 19. Visual language and visual texts 20. Continuing your professional development

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13

Health and Physical Education

HEALTH & WELLBEING

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P

E

in Childhood THIRD EDITION

Edited by

SUSANNE GARVIS & DONNA PENDERGAST

P

S

Available Now

Available Now

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

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

Health & Physical Education

Health & Wellbeing in Childhood

Preparing Educators for the Future Third Edition

Third Edition

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

Judith Miller, University of New England Susan Wilson-Gahan, University of Southern Queensland Robyne Garrett, University of South Australia

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.

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.

Contents

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

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

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

14

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Humanities and Social Sciences

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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.

•

•

•

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.

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15

TEACHING SECONDARY GEOGRAPHY

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dable

Humanities and Social Sciences

terial

S

NEW

Teaching Secondary Geography Available October 2021

244 x 170 mm, 280 pp 9781108984638 | Paperback (also available as an eBook)

s each

MCINERNEY ET. AL.

TEACHING SECONDARY GEOGRAPHY MALCOLM MCINERNEY, JOHN BUTLER, SUSAN CALDIS, STEPHEN CRANBY, SUSANNE JONES, MICK LAW, ALARIC MAUDE, REBECCA NICHOLAS

2/5/21 10:52 pm

Malcolm McInerney, University of South Australia Susan Caldis, Macquarie University Stephen Cranby, Monash University John Butler, Flinders University of South Australia Alaric Maude Mick Law Susanne Jones, University of South Australia Rebecca Nicholas

Geography is not only the study of the surface of the planet and the exploration of spatial and human–environment relationships, but also a way of thinking about the world. Guided by the Australian Curriculum and the Professional Standards for Teaching School Geography (GEOGstandards), Teaching Secondary Geography provides a comprehensive introduction to both the theory and practice of teaching Geography.

This text covers fundamental geographical knowledge and skills, such as working with data, graphicacy, fieldwork and spatial technology, and provides practical guidance on teaching them in the classroom. Each chapter features short-answer and ‘Pause and Think’ questions to enhance understanding of key concepts, and ‘Bringing It Together’ review questions to consolidate learning. Classroom scenarios and a range of information boxes are provided throughout to connect students to additional material.

Written by an author team with extensive teaching experience, Teaching Secondary Geography is an exemplary resource for pre-service teachers.

Contents Part I Introducing Geography; 1. What is Geography?

Part II Core knowledge for Geography 2. Core knowledge through case studies Part III Geographical skills 3. The graphicacy of Geography 4. Working with data 5. Fieldwork skills 6. Using spatial technology Part IV Teaching Geography 7. The inquiry process in Geography 8. What makes my Geography lesson distinctive and powerful?

9. Fieldwork 10. The General Capabilities' synergy with Geography 11. The importance of planning in Geography Part V Building geographical capacity 12. The professionally engaged Geography teacher

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H h TEACHING SECONDARY HISTORY

able

Humanities and Social Sciences

S

NEW

Teaching Secondary History Available October 2021

244 x 170 mm, 268 pp 9781108969987 | Paperback (also available as an eBook)

h

SHARP ET. AL.

TEACHING SECONDARY HISTORY

HEATHER SHARP, JONATHON DALLIMORE, ALISON BEDFORD, MARTIN KERBY, JAMES GOULDING, TREESA HEATH DARIUS VON GÜTTNER, LOUISE ZARMATI

3/5/21 4:36 pm

Heather Sharp, University of Newcastle Jonathon Dallimore, University of New South Wales Alison Bedford, University of Southern Queensland Martin Kerby, University of Southern Queensland James Goulding, University of Sydney Treesa Clare Heath, University of Southern Queensland Darius von Guttner, La Trobe University Louise Zarmati, University of Tasmania

Encouraging students to take an interest in the events and people of the past can be a challenging task for teachers of all backgrounds. Teaching Secondary History provides a comprehensive introduction to the theory and practice of teaching History to years 7–12 in Australian schools.

Engaging directly with the Australian Curriculum, this text introduces pre-service teachers to the discipline of History. It builds on students’ historical knowledge, thinking and skills and offers practical guidance on how to construct well-rounded History lessons for students.

From inquiry strategies and teacher- and student-centred practice, to embedding the cross-curriculum priorities in planning and assessment, this text supports the learning and development of pre-service History teachers by connecting the ‘big ideas’ of teaching with the nuance of History content. Each chapter features short-answer and 'Pause and think' questions to enhance understanding of key concepts, 'Bringing it together' review questions to consolidate learning, classroom scenarios, examples of classroom work and a range of information boxes to connect students to additional material.

Written by an author team with extensive History teaching experience, Teaching Secondary History is an exemplary resource for pre-service secondary History teachers.

Contents Part I. What is History?

1. History 2. Knowledge, Historical Thinking and Skills 3. History in the Australian Curriculum Part II. Planning for History Teaching 4. Approaches to Historical Learning 5. Teaching and Learning History as Inquiry 6. Planning for Student Learning and Assessment Part III. History in the Classroom 7. Teacher-centred practice 8. Student-centred practice Part IV. Making Connections 9. Aboriginal and Torres Strait Islander Histories and Cultures 10. Asia and Australia's Engagement with Asia 11. Sustainability 12. Professional Connections

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17

Introduction

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INTRODUCTION TO EDUCATION

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NEW

Heather Sharp + Sue Hudson + Noelene Weatherby-Fell + Jennifer Charteris + Bernard Brown + Jason Lodge + Lisa McKay-Brown + Tracey Sempowicz + Rachel Buchanan + Scott Imig + Peter Hudson + Michaela Vergano + Michael Walsh

• •

•

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Introduction to Education

Knowledge, Practice, Engagement Available Now

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 through 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.

•

P

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

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?

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Introduction

P

NEW

LEARNING TO TEACH IN A NEW ERA

S

Learning to Teach in a New Era Second Edition

SECOND EDITION

Available September 2021

254 x 203 mm, 472 pp 9781108985765 | Paperback (also available as an eBook)

Edited by

Jeanne Allen, Griffith University Simone White, Queensland University of Technology

EDITED BY

JEANNE ALLEN AND SIMONE WHITE

Includes bonus enhanced eBook

Scale: 100% size

Entering the teaching profession in the twenty-first century comes with many challenges and even more opportunities to meet the learning needs of Australian students. Learning to Teach in a New Era provides a fundamental introduction to educational practice for early childhood, primary and secondary preservice teachers. Closely aligned with the Australian Curriculum and the Australian Professional Standards for Teachers, this text builds on foundational knowledge and provides guidance on professional development throughout your career in education. Organised in three sections – professional knowledge, professional practice and professional engagement – and thoroughly updated, this text introduces educational policy and the legal dimensions of education; encourages the development of practical skills in pedagogy, planning, assessment, digital technologies and classroom management; and supports effective communication and ethical practice. This edition features a new chapter exploring Aboriginal and Torres Strait Islander ways of knowing, being and doing, enabling teachers to create respectful and culturally responsive classrooms.

•

•

•

Links closely to the Australian Professional Standards for Teachers (APST) and the Australian Curriculum to prepare preservice teachers for the frameworks that will shape their teaching careers Thoroughly updated, this edition features a new chapter exploring Aboriginal and Torres Strait Islander ways of knowing, being and doing, enabling teachers to create respectful and culturally responsive classrooms Access to the complementary interactive ebook is provided inside the front cover of the printed book, unlocking a generous pool of self-assessment tools such as questions and video resources

Contents Part I. Introduction: 1. Teaching in the twenty-first century Part II. Professional Knowledge: 2. Understanding the education landscape: policy, practice and context 3. Effective pedagogy for student learning 4. Teaching with digital technologies Part III. Professional Practice: 5. Aligning curriculum, pedagogy, assessment and reporting 6. Planning for teaching 7. Student diversity, education and social justice 8. Aboriginal and Torres Strait Islander education 9. Understanding classroom management 10. Promoting positive teaching and learning environments Part IV. Professional Engagement: 11. Communication skills with students, staff and parents/caregivers 12. Becoming a teaching professional: scoping the ethical and legal dimensions

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19

Introduction

NEW

E

Learning and Teaching in Early Childhood Pedagogies of Inquiry and Relationships Available August 2021

255 x 190 mm, 208 pp 9781108821117 | Paperback (also available as an eBook)

Wendy Boyd, Southern Cross University Nicole Green, University of Southern Queensland Jessie Jovanovic, Flinders University of South Australia

Learning and Teaching in Early Childhood: Pedagogies of Inquiry and Relationships is an introduction for early childhood educators beginning their studies. Reflecting the fact that there is no single correct approach to the challenges of teaching, this book explores teaching through two lenses: teaching as inquiry and teaching as relating.

The first part of the book focuses on inquiry, covering early childhood learning environments, learning theories, play pedagogies, approaches to teaching and learning, documentation and assessment, and the policy, curriculum and regulatory requirements in Australia. The second part explores relationships in early childhood contexts and covers topics such as fostering meaningful and respectful relationships with children, and working with families, staff and the wider community.

Written by well-respected academics in the field, Learning and Teaching in Early Childhood is a vital resource for those entering the early childhood education and care profession.

• •

• •

20

Comprehensive and engaging introduction to teaching and learning in early childhood contexts in Australia Each chapter is supported by a range of pedagogical features, including case studies and examples, definitions of key terms, reflective tasks, spotlights on practice, and end of chapter questions Covers areas that students often find challenging, such as working with infants and toddlers, talking to families, and transitions to school Highlights the role of reflective practice and invites readers to consider various aspects of early childhood teaching and learning through 'pause and reflect' boxes

Contents Part I: Teaching as Inquiry 1. The early childhood teacher 2. Working within early childhood learning environments 3. Co-constructing learning with children 4. Approaches to teaching and learning 5. Agentic documentation and assessment in the 21st century 6. Advocacy with early childhood policy, curriculum and regulatory requirements Part II: Teaching as relating 7. Fostering meaningful and respectful relationships with children 8. Engaging with families and working in partnership 9. Working collaboratively with staff 10. Being with and connecting to community 11. Sustainability and connecting to nature 12. Inquiring and relating in the everyday life of an early childhood teacher

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Introduction

Leadership

E

E

Available Now

Available Now

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

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

Learning and Teaching in the Early Years

Leading and Managing Early Childhood Settings

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

Inspiring People, Places and Practices

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.

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 1.

2.

3.

4.

5.

6.

7.

8.

Learning and teaching in the early years A policy frame on early learning and teaching Young children as learners with rights Teaching for learning Partnering with families to promote learning Leading for learning Advocating for learning Research and teaching for learning

Nadine Louise McCrea, University of New England

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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21

Literacy

NEW

English and Literacies Ewing et al.

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P

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Available 2022

Available Now

254x 203, 440 pp Upcoming | Paperback (also available as an eBook)

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

Spelling It Out

English and Literacies

Learning How to Make Meaning in Primary Classrooms

How Words Work and How to Teach Them Misty Adoniou, University of Canberra

Robyn Ewing, University of Sydney Deb Brossuek, University of Sydney Rachel Burke, University of Newcastle Siobhan O'Brien, Swinburne University of Technology Lucinda Stewart, University of Melbourne Kathleen Rushton, University of Sydney Literacy is often solely associated with the ability to read and write, though being literate in the twenty-first century means being an empowered receiver, user, and creator of diverse text types, communicated across multiple and rapidly changing modalities.

English and Literacies: Learning How to Make Meaning in Primary Classrooms is an accessible resource that aims to familiarise pre-service teachers with the many facets of literacies education for primary students.

Contents Introduction Part 1: Language and Literacy in the primary years 1. Language and Literacy in the primary years 2. Literacies education in the Australian context 3. Assessment and Reporting Part 2: Developing oracy and literacy in the primary classroom 4. Developing oracy: Speaking and Listening 5. Developing literacy in the primary classroom Part 3: Reading and Viewing 6. Reading and Viewing 7. Quality Children's Literature 8. Understanding and Responding to Texts Part 4: Creating Texts 9. Creating Texts 10. Developing knowledge about language and grammar in context 11. Creating positive, inclusive learning environments: working with children with additional needs 12. Creating positive, inclusive learning environments: working with EALD and Aboriginal learners 13. Teaching spelling in context 14. Publishing texts: Developing handwriting and keyboarding skills Part 5: Meeting the challenges inside and outside the classroom 15. Literacy across the Curriculum 16. Partnerships for Literacy

22

E

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.

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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Literacy

E

P

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Available Now

Available Now

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

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

Language and Literacy Development in Early Childhood

Literacies

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

Mary Kalantzis, University of Illinois Bill Cope, University of Illinois Eveline Chan, University of New England Leanne Dalley-Trim, James Cook University

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.

The second edition of Literacies continues to provide a comprehensive introduction to literacy pedagogy within today’s new media environment. It focuses not only on reading and writing, but also on other modes of communication, including oral, visual, audio, gestural and spatial. Increased coverage of grammar, phonics and spelling has been integrated into this edition along with a comprehensive discussion of topics such as theory, multiliteracies and critical literacy.

Contents 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

Second Edition

Contents Part A. The ‘why’ of literacies: 1. Literacies on a human scale 2. The purpose of literacies Part B. Approaches to literacies: 3. Literacies pedagogy 4. Didactic literacy pedagogy 5. Authentic literacy pedagogy 6. Functional literacy pedagogy 7. Critical literacies pedagogy Part C. 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 D. The ‘how’ of literacies: 14. Literacies to think and to learn 15. Literacies and learner differences 16. Literacies standards and assessment

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23

Mathematics

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Primary Mathematics

Integrating Theory with Practice Third Edition Available Now

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.

•

•

•

24

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

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.

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Mathematics

SECOND EDITION

NEW

S

Teaching Secondary Mathematics Second Edition SECOND EDITION

ics

Available October 2021

244 x 170 mm, 400 pp 9781108981002 | Paperback (also available as an eBook)

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y

Gregory Hine, The University of Notre Dame Judy Anderson, University of Sydney Robyn Reaburn, University of Tasmania Michael Cavanagh, Macquarie University Linda Galligan, University of Southern Queensland Bing Ngu, University of New England Bruce White, University of South Australia

Secondary mathematics teachers working in the Australian education sector are required to plan lessons that engage with students of different genders, cultures and levels of literacy and numeracy. Teaching Secondary Mathematics engages directly with the Australian Curriculum: Mathematics and the Australian Professional Standards for Teachers to help preservice teachers develop lesson plans that resonate with students.

This edition has been thoroughly revised and features a new chapter on supporting Aboriginal and Torres Strait Islander students by incorporating Aboriginal and Torres Strait Islander cultures and 'Ways of Knowing' into lessons. Chapter content is supported by new features including shortanswer questions, opportunities for reflection and in-class activities.

Further resources, additional activities, and audio and visual recordings of mathematical problems are also available for students on the book’s companion website. Teaching Secondary Mathematics is the essential guide for preservice mathematics teachers who want to understand the complex and ever-changing Australian education landscape.

• •

•

Written by experts in mathematics education Thoroughly revised and featuring a new chapter on incorporating Aboriginal and Torres Strait Islander cultures and 'Ways of Knowing' into lessons Supported by features such as short-answer questions, opportunities for reflection and in-class activities

Contents Introduction: what is mathematics?

Part I. Contemporary Issues in Learning and Teaching Mathematics: 1. 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. Aboriginal and Torres Strait Islander learners and mathematics 8. Assessing mathematics learning Part II. Learning and Teaching Key Mathematics Content 9. The mathematics curriculum: a guide for teaching and learning 10. Number and algebra 11. Measurement and geometry 12. Statistics and probability 13. Functions and calculus.

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25

tics an ove

dies

and

Making Sense of Number Improving Personal Numeracy

MAKING SENSE OF NUMBER

MAKING SENSE OF NUMBER

tual eas ons, lain ing ing are

NEW HILTON & HILTON

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Numeracy

Improving Personal Numeracy

ANNETTE HILTON & GEOFF HILTON

Available December 2021

228 x 152, 180 pp 9781009009928 | Paperback (also available as an eBook)

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

Many adults feel that they lack the necessary foundational knowledge in mathematics required to confidently use mathematics in daily life and in their careers. Making Sense of Number is a concise introduction to personal and professional numeracy skills, helping readers to become more mathematically competent. It includes relevant content to assist pre-service teachers to improve numeracy for the classroom or to prepare for LANTITE, as well as support for practising teachers to develop their understanding and skills in numeracy.

Making Sense of Number focuses on number sense as a conceptual framework for understanding mathematics, covering foundational areas of mathematics that often cause concern such as multiplication, fractions, ratio, rate and scale. The authors use real-world examples to explain mathematical concepts in an accessible and engaging way.

Learning activities throughout the book help readers self-assess their understanding of the mathematical concepts discussed, and answers to activities are included.

Written by authors with over 30 years’ experience teaching mathematics at primary, secondary and tertiary levels, Making Sense of Number is an essential guide for both pre-service teachers and those looking to improve their understanding of numeracy.

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Contents 1. Reflection on personal Mathematics experiences and abilities 2. Mathematics and Numeracy: The Role of Number Sense 3. The Hindu-Arabic Number System 4. Number Facts 5. Mental Computation 6. Additive and Multiplicative Thinking 7. Fractional Thinking 8. Ratio, Rate and Scale 9. Problem Solving Appendix: Answers to Learning Activities

Practical learning activities throughout the book help readers self-assess their understanding of the mathematical concepts and answers to activities are included Answers to problems included at the end of the book Written in an accessible style

www.cambridge.org/academic

Play and Early Childhood

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Play in the Early Years Third Edition Available Now

2021, 255 x 190 mm, 280 pp 9781108821148 | Paperback (also available as an eBook)

Marilyn Fleer, Monash University

Play is crucial to the learning and development of children in the early years. The third edition of Play in the Early Years is a comprehensive introduction to the theory and practice of play for children from birth to 8 years old. 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 settings and primary classrooms.

This edition features a new chapter on conceptual playworlds, which demonstrates what conceptual playworlds look like to infants and toddlers, pre-schoolers, and children transitioning into school. The text features classroom vignettes and photographs designed to help students connect theory to practice, and reflection questions and research activities encourage in-depth reflection and extend learning. Highly regarded by early childhood researchers and practitioners alike, Play in the Early Years remains an essential resource for pre-service students.

• • •

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. Conceptual PlayWorlds: intentional teaching in play-based settings 11. Planning for play development 12. Assessment through, of and for play 13. Being a play activist

Written by one of Australia's leading early childhood researchers Clear and accessible writing style; student-friendly design Each chapter is supported by examples, reflective tasks, research highlights, classroom vignettes and high-quality photographs

www.cambridge.org/academic

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Professional Practice

NEW

LAW AND ETHICS FOR AUSTRALIAN TEACHERS

LAW AND ETHICS FOR AUSTRALIAN TEACHERS

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Law and Ethics for Australian Teachers

Available June 2021

Butlin, McNamara and Anglin

255 x 190 mm, 196 pp 9781108724760 | Paperback (also available as an eBook) Mark Butlin, Noeleen McNamara and Kerrie Anglin

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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Contents Introduction: Overview of the Australian Legal System 1. Duty of Care Inside and Outside of the School 2. Privacy Issues 3. Anti-Discrimination Within the School Context 4. Work Health Safety Issues 5. Orders and Parenting Plans Under Family Law 6. Child Protection and Mandatory Reporting 7. Suspensions and Exclusions 8. Criminal Matters in the School 9. Cyberbullying and Other Online Problems 10. General Ethical Responsibilities of Teachers 11. Professional Regulation and Teacher Registration 12. Disciplinary Proceedings Against Teachers 13. Protections Afforded to Teachers.

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

STRANGEWAYS - CASE LEARNING FOR TEACHERS CMYK

a Teaching Career

9781108746946

Al Strangeways was a senior lecturer at Charles Darwin University from 2010 to 2020, and has extensive classroom and leadership experience in schools.

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CASE LEARNING FOR TEACHERS

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STRATEGIC KNOWLEDGE FOR PROFESSIONAL EXPERIENCE

AL STRANGEWAYS

AL STRANGEWAYS

Case Learning for Teachers: Strategic Knowledge for Professional Experience is a unique resource for Australian pre-service 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 I introduces the case-learning approach, and outlines strategies for reading and writing case stories. Part II 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.

Integrating threshold concepts and the case-learning model, the innovative approach taken by Case Learning for Teachers makes it an invaluable tool for pre-service teachers.

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

Sharon McDonough

HARON McDONOUGH s a Senior Lecturer in he School of Education t Federation University Australia.

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Available Now

Building — and — Sustaining

Narelle Lemon

NARELLE LEMON s an Associate Professor f Education in the Department of Education t Swinburne University.

Narelle Lemon Sharon McDonough

CASE LEARNING FOR TEACHERS

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BUILDING AND SUSTAINING A TEACHING CAREER

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Professional Practice

Available Now

2020, 255 x 190, 240 pp 9781108746946 | Paperback (also available as an eBook)

Cover images: © Bean Strangeways Online resources www.cambridge.edu.au/academic/caselearning Resources for students on the integrated website include: • templates to support interpretation and writing of cases • prompts for alternative readings of case stories.

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

Building and Sustaining a Teaching Career Strategies for professional experience, wellbeing and mindful practice

Case Learning for Teachers

Strategic Knowledge for Professional Experience

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

Al Strangeways, Charles Darwin University

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.

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

The text includes case stories addressing topics like knowing your students, knowing content, planning for teaching, managing behaviour, diverse learners, assessment, and developing professional relationships in the school setting. Integrating threshold concepts and the caselearning model, the innovative approach taken by Case Learning for Teachers makes it an invaluable tool for pre-service teachers.

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 pre-service 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

Contents Introduction: How best to use this book Part I. Approaching the case-stories 1. Why 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?

www.cambridge.org/academic

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Research

Professional Practice

S 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.

Available Now

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.

9781108729079

2018, 249 x 176 mm, 120 pp 9781108445610 | Paperback (also available as an eBook) 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.

Online resources www.cambridge.edu.au/academic/XXX <Text to come – probably around 4 lines>

LEARNING TO RESEARCH AND RESEARCHING TO LEARN

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.

HILTON & HILTON

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LEARNING TO RESEARCH Available Now AN EDUCATOR’S GUIDE ANNETTE HILTON AND GEOFF HILTON

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

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

Success in Professional Experience Building Relationships in Educational Settings Second Edition

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

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

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

Teaching placements can be a challenging experience for preservice 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.

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.

Contents

Contents

1. Introduction 2. Ethical considerations 3. Expectations 4. Observations 5. Planning for successful learning 6. Assessing for successful learning 7. Classroom management 8. Mentoring and reflective practice 9. Portfolios and reflective practice 10. Building relationships for working with Indigenous students 11. Building relationships for working with highly able and gifted students 12. Pre-service teachers from a non-English speaking background 13. Conclusions

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. Engaging with research: reading and critiquing 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

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www.cambridge.org/academic

Science

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Available Now

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

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

Young Children and the Environment

Science for Children

Early Education for Sustainability Second Edition

Marilyn Fleer, Monash University

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.

Designed to prepare future educators for practice, Science for Children challenges students and offers practical classroom-based strategies for their science teaching careers. It presents a wealth of science content across the birth-to-twelve-years continuum, demonstrating how science can come alive in the classroom.

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

www.cambridge.org/academic

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Science

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

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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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

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 12. Assessment and STEM Part 3. Why STEM? 13. Theoretical Foundations of STEM Education 14. STEM Connections 15. Future Skills

www.cambridge.org/academic

Science

NEW

pbell is Associate Professor ol of Education at Deakin

ling is Lecturer in the School of at Deakin University.

owitt is Associate Professor in ate School of Education at the f Western Australia.

Online resources

ww.cambridge.edu.au/ cademic/teachingcareer

esources for instructors include owerPoints for each chapter and achable moments questions.

Science in Early Childhood

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Available Now

Available Now

2020, 255 x 190 mm, 316 pp 9781108811965 | Paperback (also available as an eBook)

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

4th Edition

CORAL CAMPBELL WENDY JOBLING CHRISTINE HOWITT

Science in Early Childhood

Teaching Secondary Science

Fourth Edition

Theory and Practice

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

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

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.

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 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

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

www.cambridge.org/academic

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Technology

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Technologies for Children Second Edition Available Now

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.

• • •

Each chapter includes 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

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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.

www.cambridge.org/academic

Sociology of Education

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Available Now

Available Now

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

Understanding Sociological Theory and Educational Practices Second Edition

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2018, 255 x 190 mm, 364 pp 9781108445795 | Paperback (also available as an eBook)

Making Sense of Mass Education Third Edition

Gordon Tait, Queensland University of Technology

Edited by 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.

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’.

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.

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

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Upcoming Titles These titles are coming in 2022 from Cambridge University Press

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The Science of Learning and Development in Education

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Partnerships with Families and Communities

Available April 2022

254 x 203 mm, 400 pp 9781108999786 | Paperback (also available as an eBook)

Kim & Sankey

Available 2022

255 x 190, 312 pp 9781108829694 | Paperback (also available as an eBook)

Clarke & Phillipson

The Science of Learning and Development in Education

Partnerships with Families and Communities

Minkang Kim, The University of Sydney Derek Sankey, The University of Sydney

Sharryn Clarke, Monash University Sivanes Phillipson, Swinburne University of Technology

Contents

Contents

Section 1: Science of learning and development in the 21st century 1. Introducing the science of learning and development in education 2. The teacher who made up his mind 3. The learning and developing brain 4. Learning how to learn 5. The dynamics of academic skills development and learning

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Section 2: The emotional, cultural, moral and empathetic brain 6. The emotional brain, learning and development 7. The social and cultural brain, learning and development 8. Nurturing the moral, empathetic brain

Definition of Partnership Diversity in Partnership Work Models of Partnership Skills in Implementing Effective Partnerships Plans for Implementing Effective Partnerships Strategies and Challenges when Implementing the Plan Reflective Practice in Partnership Work Tools for Evaluation Leading Effective Partnerships

Section 3: Learning, wellbeing and the ecology of learning environments 9. Uniting the learner and the learning environment 10. Learning and assessment 11. Student wellbeing and the science of learning and development

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