ANZ Education Catalogue 2022 - 2023

Education Catalogue 2022 - 2023

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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.

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Contents Aboriginal & Torres Strait Islander Education

6

Arts

7

Assessment

8

Curriculum and Pedagogy NEW

8

Child Development

9

Classroom Management

10

Course and Recommended

10

English

12

Health & Physical Education

13

NEW

Humanities & Social Sciences

15 NEW

Introduction

16

NEW Literacy

21

Mathematics

24

Numeracy

25

Play & Early Childhood NEW

25

Professional Practice

NEW

26

Research

NEW

29

Science

NEW

30

Education Catalogue

Sociology of Education

34

Technology

36

2022 - 2023

Guide When viewing online, click on this button to request an inspection copy: Request an inspection copy

New title available

NEW

Early childhood

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Primary education

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Secondary education

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Published locally

Companion resources

VitalSource interactive eBook included

New locally published titles Click covers to view on the website

SPINE 16.4mm

Comprehensive and student-friendly, Health and Physical Education remains an essential companion for teacher education students and teacher educators.

Judith Miller is an Adjunct Associate Professor, Health and Physical Education in the School of Education

at the University of New England, New South Wales.

PEDAGOGIES FOR INCLUSIVE, RESPONSIVE Susan Wilson-Gahan is Program Coordinator, Bachelor of Education, Health and Physical Education AND SOCIALLY JUST EDUCATION specialisation programs, and Lecturer in the Faculty of Business, Education, Law and Arts, School of Linguistics, Adult and Specialist Education at the University of Southern Queensland.

EDITED BY Robyne Garrett is a Senior Lecturer in Health and Physical Education, Dance and Teaching Methodologies in the Education Futures Academic Unit, University of South Australia.

DEBORAH GREEN AND DEBORAH PRICE

John Haynes is an Adjunct Lecturer in Health and Physical Education in the School of Education at the University of New England, New South Wales.

– – – –

Miller, Wilson-Gahan, Garrett & Haynes

Purchase this book to gain access to your complementary VitalSource enhanced eBook. Fully integrated with the print book, the enhanced version of Health and Physical Education houses useful self-assessment tools and resources, including: multiple-choice questions essay questions guided responses to discussion and review questions links to videos and other online resources.

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

This innovative text introduces readers to brain science and the science of complex, dynamic systems as applied to human development. It does not assume or require any prerequisite knowledge and it situates the scientific study of learning and development firmly within the academic discipline of education and its practice in schools and classrooms. Part 1 examines the science of learning and development in the twenty-first century; Part 2 explores the emotional, cultural, moral and empathetic brain; and Part 3 focuses on learning, wellbeing and the ecology of learning environments.

Each of the 11 chapters guides the reader through the subject matter and relevant concepts and terminology. Readers are encouraged to take a critical approach to their study and are provided with opportunities to reflect on key issues as they arise, via questions and prompts interspersed throughout the text.

Written in an engaging style by experts and generously illustrated with colour photographs and diagrams, The Science of Learning and Development in Education is an essential resource for pre-service teachers entering the profession, and a valuable aid for all teachers wishing to deepen their scientific understanding of learning and development.

Health Physical Education

MINKANG KIM is Senior Lecturer in Human Development and Education and researches brain science and education in the Faculty of Arts and Social Sciences at The University of Sydney.

and

Now in its fourth edition, Health and Physical Education has been thoroughly updated and features a new chapter covering ethics, morals and the duty of care, and looking at their practical application in school health and physical education. Maintaining strong connections to learners of all ages, the text links closely to the Early Years Learning Framework and the recently updated Australian Curriculum: Health and Physical Education. Each chapter is framed by the five propositions of the Australian Curriculum: Health and Physical Education, and includes vignettes, activities and discussion and review questions to encourage reflection and group work.

Includes BONUS enhanced eBook

DEREK SANKEY is retired but actively researches brain science and education. He previously taught at the University of London, Institute of Education and the Hong Kong Institute of Education.

ONLINE RESOURCES

THE SCIENCE OF LEARNING AND DEVELOPMENT IN EDUCATION

KIM & SANKEY

HEALTH AND PHYSICAL EDUCATION

TEACHING TO TRANSFORM LEARNING

All teachers need to understand how children and adolescents learn and develop. Traditionally, teachers’ understandings were informed by a mix of speculative theory and scientific evidence. However, recent scientific research has provided new insights into how children and adolescents learn and develop that are particularly relevant to teachers. The Science of Learning and Development in Education provides teachers with an exciting and comprehensive introduction to this new and emerging field.

THE SCIENCE OF LEARNING AND DEVELOPMENT IN EDUCATION

FOURTH EDITION

Health and Physical Education: Preparing Educators for the Future provides readers with the knowledge, understanding and skills required to successfully teach health and physical education in Australia. With an emphasis on the development of movement competence and health literacy from the early years to secondary school, this book brings together research, theory, curriculum and pedagogy in an engaging introduction for pre-service teachers.

A Research-based Approach to Educational Practice

PREPARING EDUCATORS FOR THE FUTURE

https://www.cambridge.org/highereducation/ isbn/9781108999786/resources

FOURTH EDITION

MINKANG KIM & DEREK SANKEY

Resources for students include weblinks and guided responses to the review questions. Resources for Judith Miller, Wilson-Gahan, Robyne Garrett and John Haynes instructors include PowerPoint slidesSusan for each chapter.

Cover image: © Getty Images/SolStock

Cover image: © Getty Images/Constantine Johnny

CUP_Kim_Sankey_Education_cvr_rd5.indd All Pages

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iou is Associate Professor in Language and he University of Canberra.

9781009154031 EWING ET AL - ENGLISH AND LITERACIES CMYK

OUT

Robyn Ewing AM is Professor Emerita and Co-Director of the Creativity in Research, Engaging the Arts, Transforming Education, Health and Wellbeing (CREATE) Centre, Sydney School of Education and Social Work, Faculty of Arts and Social Sciences at the University of Sydney.

Each chapter includes case studies that illustrate practical classroom scenarios, reflection questions to encourage further discussion, and Bringing It Together review questions to consolidate learning.

Partnerships with Families and Communities

Siobhan O’Brien is a lecturer in the Bachelor of Early Childhood and Primary Degree in the Department of Education at Swinburne University of Technology.

Kathy Rushton is a lecturer in the Sydney School of Education and Social Work at the University of Sydney.

How Words Work & How to Teach Them

Lucy Stewart is an early childhood and primary educator and consultant.

Rachel Burke is a senior lecturer and applied linguist and teaching English to speakers of other languages (TESOL) educator and researcher in the School of Education at the University of Newcastle.

Revised edition Deb Brossuek is a lecturer specialising in language,

Revised edition

w illustrations and updated references, Spelling ed edition is an indispensable guide for anyone nfidence in spelling, and an essential resource for teachers of children at all stages of their spelling

Addressing the requirements of the Australian Curriculum and the Early Years Learning Framework, English and Literacies explores how students develop oracy and literacy. Reading, viewing and writing are discussed alongside the importance of children’s literature.

Taking an inclusive and positive approach to teaching and learning for all students, it explores the creation of texts using spelling, grammar in context and handwriting and keyboarding skills, as well as the need for authentic assessment and reporting. Finally, the text explores the importance of literacy partnerships and how teachers can address literacy challenges across the curriculum.

SPELLING IT

Ewing, O’Brien, Rushton Stewart, Burke & Brossuek

sty Adoniou’s extensive research into spelling instruction, this book encourages children and ture a curiosity about words, discover their in so doing, understand the logic behind the way led.

Literacy is too often solely associated with the ability to read and write. 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 introduces pre-service teachers to the many facets of literacies and English education for primary students.

SPELLING IT OUT

ou’s public articles on the processes of teaching spelling have garnered an overwhelming response ned parents and teachers looking for effective the problems they face in teaching English hildren. Spelling It Out Revised edition aims to and crush the myth that good spelling comes ood spelling comes from good teaching.

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Written by an author team with extensive teaching experience, English and Literacies is a fundamental resource for all pre-service and early career primary teachers.

Adoniou

be a source of anxiety for school children and fessionals alike. Yet the spelling of words in t as random or chaotic as it is often perceived it is a system based on both meaning and a nguistic history.

16/3/22 3:48 pm

SPINE 16.4mm

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literacy and literature in the Faculty of Arts and Social Sciences at the University of Sydney.

Online resources www.cambridge.org/highereducation/isbn/9781009154031/resources Resources for students include weblinks for each chapter and downloadable templates. Resources for instructors include PowerPoints for each chapter.

Learning how to make meaning in primary classrooms Robyn Ewing, Siobhan O’Brien, Kathy Rushton, Lucy Stewart, Rachel Burke and Deb Brossuek

Goff et al.

Cover images: © Getty Images/Asia Images Group; © Getty Images/pseudodaemon.

Misty Adoniou

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PRIMARY SCIENCE

E D U C AT I O N

Each chapter challenges and breaks down common myths surrounding each topic, encouraging pre-service teachers to think critically and reflect on their own beliefs. This edition features a suite of self-assessment pedagogy including multiple choice, discussion and essay questions, analysis of relevant video content, and classroom tasks that encourage further learning and a thorough knowledge of the sociological theory presented.

A T E A C H E R ’ S TO O L K I T

Covering the intricacies and myths of mass education, Making Sense of Mass Education remains a seminal text that prepares educators for learning and teaching in Australian classrooms.

Gordon Tait is Professor of Education at the Queensland University of Technology.

Nerida Spina is a researcher and teacher at the Queensland University of Technology.

Jenna Gillett-Swan is a researcher and Associate Professor at the Queensland University of Technology.

Peter O’Brien teaches and researches at the Queensland University of Technology.

Purchase this book to gain access to your complementary VitalSource enhanced eBook. Fully integrated with the print book, the enhanced version of Making Sense of Mass Education houses useful self-assessment tools, including: • multiple-choice questions • discussion questions

ANNE FORBES PhD

• essay questions Online resources Temporep erionsed quo vent rae volore, nitiost iistiis modita core sanduci enimporest, que voles velitiis autemquas enem quaerov iduciis autem quatiur atat quam que si dempori tatustis sum alique prores am

Cover images: © Getty Images/Xxxx

• guided responses to discussion and essay questions • links to relevant videos, with questions

Inclu bo des enhanus nced eBoo k

MAKING SENSE OF MASS EDUCATION FOURTH EDITION

Gordon Tait, Nerida Spina, Jenna Gillett-Swan and Peter O’Brien

FOURTH EDITION

Genis desed magnimenimus ut il ilibernam imaionsequi vel ius moles ex exceria quae nus qui te et volupta tibuste eriate eos aut aut quam, ut re, cus pra cumquib ustiate net que cone vendis conseque plitate mpernataque venis re. Cidel is dolorent. Eptaeres provide rorendion pelendit peditaquo et alit, simporrum volore min reste vernatem. Pudamendi coriore pa sum dolorpora volore, et maionsequis adictor umquam, sum que eum imi, officiet eiciatur, solupic.

This text examines the cultural context of education and the influence of external media and new technologies, and highlights the many forms of discrimination in education, including social class, race and gender. It looks at alternative approaches to education, including the repercussions of gathering data to measure school performance, and considers the intersection of ethics and philosophy in classroom teaching. The fourth edition expands on these issues with three new chapters, on sexuality, children’s rights, and neoliberalism and the marketisation of education.

MAKING SENSE OF MASS EDUCATION

To ex ex esequos eossero moluptata as repella volleca turibusda plabor sus eossit quia verum atendis eum as ium eos eius am iliatur aut erspiendi con nessita parum essi asped utem re quatect umquibus volores equunt volupta tecabor sunt la volupta pore aliscil essitatem quibus doluptia vendanda voluptatis ipisimusciis aut optis inullorum hiciunducia exerum fugit, con pra consed et ventian daeratem doloris accupit mintios sequate nem aut digendi tiostrum, quo et erspello el illis et ad maioritem suntiossita

Making Sense of Mass Education provides a contemporary analysis of the ideas and issues that have traditionally dominated education research, challenging outdated preconceptions with fundamental theory and discussion. It takes a demythologising approach in assessing these issues and their relevance to schooling and education in Australia.

Tait, Spina, Gillett-Swan and O’Brien

Nitate pa sequi ium in poreperenti blaut excea dus autat experum harum et fuga. Ihil ipitate opta di dolupta quodistor arcid ellacea testem id eles ad que molut ut reped que non et laceatem is dus aut ab imin porum veleniet moditius audam, nosam autem evel ex et hiliqua epuditest pelit re, seque nonse earunt ea si consequi nonsequam quiderro bearum et et re namet quiantur aut opta quas es et endamenis et etus evendignimi, incto dest, occulpa volor as voloris sin nonse dolupta doluptatias sanduciis non porro es dis est, aut mossus ducia eiciatquatia de sequist inctiun tecus.

P R I M A RY S C I E N C E E D U C AT I O N

Bus aliquia spelest lam eum doloreperero ius, sit quam quam, exceate la quae delictatur re santota nonsed magnimusae autectem nulparcil et qui ut mi, sinturendae cum quo que nitesse sequi omniae sam qui si odiae non eius ea coria quia quo illupti oruptat ium conet enihiliae. Erro eratur ant prorest, nihitatur ratureh enihicatus expla volo que coneseque nonem rento omnistr undissuntis dolorecisit ullautestis eos di anisquibus, serunt es disquidi tem noui rempore none nonet utempor aut acide perferi cus expel est, ut ommolor alibusam ant la volum eum im doluptae. Nam nem doluptat pedignam conecture dolorer ibearchic rest quate aut renihicabo. Itatis dolorec totatur arundis cimus.

FORBES

Qui cus. Fici corianduciis dolorem et velessitatet quossinis eos estiumque ent.

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• tutorial exercises, for individual and group tasks.

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

Cover image: © Getty Images/Olivka888

Page 30

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View an online version of this catalogue at www.issuu.com/cambridge.org.uk/docs/education2022 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.

Aboriginal and Torres Strait Islander Education

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

THIRD EDITION

PRICE & ROGERS

AN INTRODUCTION FOR THE TEACHING PROFESSION

ABORIGINAL AND TORRES STRAIT ISLANDER EDUCATION

INCLUDES BONUS ENHANCED EBOOK

ABORIGINAL AND TORRES STRAIT ISLANDER EDUCATION

SPINE 15mm

S

Available Now 2019, 255 x 190 mm, 334 pp 9781108552912 | Paperback (also available as an eBook) Edited by Kaye Price Jessa Rogers

EDITED BY

KAYE PRICE JESSA ROGERS

THIRD EDITION 2/7/19 15:48

Aboriginal and Torres Strait Islander Education addresses key issues and challenges faced by teacher education students and assists them to understand the deeper social, cultural and historical factors shaping Aboriginal and Torres Strait Islander education. Using the personal accounts of the authors as a starting point, the third edition features applied learning activities, critical thinking questions and real-life examples.

Short-answer and review questions facilitate independent as well as group study, allowing readers to explore and reflect upon the core themes and thinking points of each chapter.

All chapters have been fully revised and two new chapters, on the arts and science, broaden the coverage of this important textbook. Engagingly written by respected and experienced Aboriginal and Torres Strait Islander academics and educators, this book continues to be an essential resource for students and teachers.

•

Written by an author team of experienced and respected Aboriginal and Torres Strait Islander academics and educators

•

Connects theory, policy and practice through personal experiences, case studies, learning activities, and reflective questions

•

Now with VitalSource integrated in the ebook format which includes additional media-based activities, guided responses, weblinks and interactive elements

Contents 1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

11.

12.

13.

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

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

Information and communication technologies in the classroom: implications and considerations Photoyarn – an arts-based indigenous research method for students Language and literacy Aboriginal and Torres Strait Islander studies in the classroom Engaging Indigenous students: the important relationship between Aboriginal and Torres Strait Islander students and their teacher

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Arts

SPINE 18.6mm

CURRENT

Beghetto and Kaufman

PERSPECTIVES IN SOCIAL AND BEHAVIORAL SCIENCES

E Nurturing Creativity in the Classroom Edited by Ronald A. Beghetto and James C. Kaufman SECOND EDITION

K–12

Purchase this to your com book to gain acce ss eBook. Full plementary Vital Source y print book integrated with the , of Teaching this enhanced vers ion the Arts self-asse ssment toolshouses useful including and reso inter urces, tables, dow active questions nloa and helpful links dable lesson plans, and to multimed materials ia teaching . This addi be downloa tiona ded to your l content can convenie nt package. device in one

THIRD EDITION

ISBN 9781108552363 - ROY ‘TEACHING THE ARTS 3E’ - CMYK

Available Now 2016, 228 x 152 mm, 405 pp 9781107501300 | Paperback (also available as an eBook)

ROY, BAKER & HAMILTON

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Nurturing Creativity in the Classroom

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SECOND EDITION

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Education foregrounds Childhood and Primary Teaching the Arts: Early development and learning education to children's the importance of Arts n Curriculum. The third Arts area to the Australia introduction while connecting each ensive coverage and exciting compreh same the updated content and edition provides as previous editions, with to Arts education in Australia book covers the key areas of dance, drama, The new, interactive features. full of teacher tips, practical chapters visual arts, with media arts, music and activities. classroom for ns examples and suggestio : d eBook content includes This new edition’s enhance and answers • interactive questions activities • links to videos of Arts plans lesson • over 30 downloadable their learning. s to support students in • links to online resource childhood and primary for all pre-service early the This book is a vital resource fundamental nature of the often-overlooked yet of learning, then we teachers, emphasising if we can instil a love Arts, the Through Arts in schools. love. to learn all can le. n at the University of Newcast Educatio Arts in .

DAVID ROY is Lecturer University of Tasmania in Arts Education at the WILLIAM BAKER is Lecturer and Arts Education Professor in Visual Arts AMY HAMILTON is Associate at Flinders University.

TEACHING THE ARTS

ted to the hile, ess he ional r stitute that We us wide

A variety of instructor resources are available to adopters of the book at www.cambridge.edu.au/academic/teachingarts

E

TEACHING THE

Available Now 2019, 255 x 190 mm, 394 pp 9781108552363 | Paperback (also available as an eBook)

TH IRD ED ITI ON

Early Childhood and Primary Education

David ROY William BAKER Amy HAMILTON

INCLUD ES BONUS ENHANC ED EBOOK

Cover image: © Getty Images/oxygen

ROY_fullcover_2pp.indd 1,3

30/4/19 16:16

Nurturing Creativity in the Classroom

Teaching the Arts

Second Edition

Early Childhood and Primary Education Third Edition

Edited by Ronald A. Beghetto James C. Kaufman 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. 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 classroo. 17. How social-emotional imagination facilitates deep learning and creativity in the classroom. 18. Four faces of creativity at school. 19. Teaching for creativity

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

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 Request an inspection copy

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Curriculum and Pedagoagy Upcoming Title

Spine 17.5 mm

GRIFFIN ASSESSMENT FOR TEACHING SECOND EDITION

rsity chers

Assessment

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M E N TN G S S E S A S TE ACHI FIN FOR PATRICK GRIF Y ED B ION E D IT N D E D IT S E CO

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Available Now 2017, 249 x 176 mm, 340 pp 9781316640739 | Paperback (also available as an eBook)

NEW

TEACHING TO TRANSFORM LEARNING

PEDAGOGIES FOR INCLUSIVE, RESPONSIVE AND SOCIALLY JUST EDUCATION

EDITED BY

DEBORAH GREEN AND DEBORAH PRICE

Publishing March 2023 254 x 203 mm, 448 pp 9781009011235 | Paperback (also available as an eBook)

Teaching to Transform Learning

Second Edition

Pedagogies for Inclusive, Responsive and Socially Just Education

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.

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

Edited by Deborah Green, University of South Australia Deborah Price, University of South Australia

Teaching to Transform Learning provides a comprehensive introduction to pedagogical approaches in education. The text focuses on addressing inequality by promoting equity, access and inclusion, and enabling teachers to engage marginalised students. With a comprehensive table of contents, this text covers a multitude of pedagogy from exploring Indigenous ways of knowing, being and doing, to nature-based approaches in enhancing experiential learning. It covers content for Early Childhood, Primary and Secondary settings and is suitable for pre-service teachers enrolled in Early Childhood, Primary and Secondary degrees.

Receive updates

Annex 1. School leadership and assessment Annex 2. Using the online tests and reports: objective testing

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Assessment for Teaching

Edited by Patrick Griffin, University of Melbourne

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Child Development

Child Development in Educational Settings

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Available Now 2018, 249 x 176 mm, 270 pp 9781316631881 | Paperback (also available as an eBook) Marilyn Fleer, Monash University

Child Development in Educational Settings provides a comprehensive introduction to traditional and contemporary theories of development and learning in the contexts of early childhood and primary education. Drawing upon the experiences and perspectives of children, families, educators and Aboriginal and Torres Strait Islander scholars, Marilyn Fleer provides insights into significant theories and approaches, including cultural-historical, constructivist, social constructivist, maturational and ecological systems. 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. Written in an engaging and accessible style, Child Development in Educational Settings is an essential resource for pre-service teachers and professionals alike.

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Provides a fresh, new approach to studying child development and learning

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Focuses on significant contemporary theories and diverse perspectives to build a deep understanding of development and learning in culturally diverse contexts

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Four major case studies illustrate learning and development within socially, culturally and linguistically diverse communities

Contents Part I. The Need for Theory: Understanding the Different Contexts of Child Development: 1. Introduction: starting your journey 2. Understanding and using theory in educational settings 3. Observing children and using theory to analyse learning and development Part II. Using Child Development Theory: What Does Theory Allow Us to See?: 4. Using constructivist theory for analysing learning and development 5. Using a bioecological model for analysing learning and development 6. Using cultural-historical theory for analysing learning and development 7. Children and families in Australia 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

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Classroom Management

Course and Recommended

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MANAGING with MINDFULNESS Connecting with students in the 21st Century

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

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

Tony Yeigh

Managing with Mindfulness Connecting with Students in the 21st Century

Play, Learning, and Children’s Development Everyday Life in Families and Transition to School

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

Contents Introduction: Developing a mindfulness approach to classroom and behaviour management 1. IIntroduction 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.

Mariane Hedegaard, University of Copenhagen Marilyn Fleer, Monash University Explores the dynamics in children’s everyday lives as they move between school and the family, with particular consideration of how children’s motives change in response to new challenges. The authors follow four children, from Australia and Denmark, over a twelvemonth 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.

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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Curriculum and Pedagogy

Course and Recommended

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

Available Now 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

Scott Webster, Deakin University Ann Ryan, Deakin University

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

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.

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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 Indigenous issues and a curriculum for social justice How educational technology influences curriculum work Assessing what we value Designing assessment Unit planning and design Reflecting on how you can bring education to the curriculum

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Curriculum and Pedagogy

English

S 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.

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

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.

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

Quin & Driver

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

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Early Childhood Curriculum

Secondary English

Planning, Assessment and Implementation

Subject and Method

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.

Introduction Theory, research and the early childhood curriculum 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 Request an inspection copy

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Contents 1.

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

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The early development of English teaching: sixth to eighteenth centuries The later development of English teaching: nineteenth and twentieth centuries Language Literature Literacy Understanding reading Teaching strategies Learning activities Course planning Unit and lesson planning Assessment Writing Spelling, punctuation and grammar Oral language Reading: from comprehension to interpretation Prose Poetry Drama Visual language and visual texts Continuing your professional development Request an inspection copy

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Health and Phyiscal Education

Health and Wellbeing in Childhood Third Edition

HEALTH & WELLBEING

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Available Now 2020, 255 x 190 mm, 452 pp 9781108713870 | Paperback (also available as an eBook)

THIRD EDITION

Edited by

SUSANNE GARVIS & DONNA PENDERGAST

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

The period from birth to 12 years is crucial in a child’s development and can significantly impact future educational success, resilience and participation in society. Health and Wellbeing in Childhood provides readers with a comprehensive introduction to a wide range of topics and issues in health and wellbeing education, including child safety, bullying and social emotional wellbeing, resilience, physical education, communication development and friendships. It explores relevant policies, standards and frameworks, including the Early Years Learning Framework and the Australian Curriculum.

The third edition provides a cohesive and accessible reading experience and includes updated and expanded coverage of nutrition, body image and community partnerships. Each chapter has been revised to include the latest research and developments in childhood health and wellbeing, and features definitions of key terms, case studies, pause and reflect activities and end-of-chapter questions. Supplementary materials, including video and audio links, are available on the companion website.

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Highly comprehensive introduction to health and wellbeing in childhood

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Written by a team of experts and leading researchers in the field

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Each chapter is supported by a range of pedagogical features, including case studies with questions, pause and reflect boxes, definitions of key terms, and end of chapter questions

Contents Part I. Context: 1. The importance of health and wellbeing 2. Classifying health and wellbeing: applying the international classification of functioning, disability and health to early years learner; Part II. 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 III. Social and Emotional Wellbeing: 15. Teaching for social and emotional learning in the early years classroom 16. Strengths-based, community-led approaches to physical and wellbeing with educationally disadvantaged children 17. Talking circles 18. Partnering with families for child’s health and wellbeing 19. Using contemplative practices to enhance teaching, leadership and wellbeing

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Introduction

Health and Physical Education Preparing Educators for the Future Fourth Edition

Includes BONUS enhanced eBook

FOURTH EDITION

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Available Now 2022, 255 x 190 mm, 320 pp 9781009024044 | Paperback (also available as an eBook)

Miller, Wilson-Gahan, Garrett & Haynes

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Health Physical Education

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

PREPARING EDUCATORS FOR THE FUTURE FOURTH EDITION

Judith Miller, Susan Wilson-Gahan, Robyne Garrett and John Haynes

Health and Physical Education provides readers with the knowledge, understanding and skills required to successfully teach health and physical education in Australia. With emphasis on the development of movement competence and health literacy from the early years to secondary, this book brings together research, theory, curriculum and pedagogy in an engaging introduction for pre-service teachers.

Now in its fourth edition, Health and Physical Education has been thoroughly updated, and features a new chapter covering ethics, morals the and duty of care and their practical application in school health and physical education. Maintaining strong connections to learners of all ages, the text links closely to the Early Years Learning Framework and the recently updated Australian Curriculum: Health and Physical Education. Each chapter is framed by the five propositions of the Australian Curriculum: Health and Physical Education, and includes vignettes, activities and discussion and review questions to encourage reflection and group work.

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Provides a comprehensive overview of the theoretical underpinnings, knowledge and practical skills required to successfully teach health and physical education in Australia

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Emphasises the importance of the development of movement competence and health literacy

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Brings together research, curriculum and pedagogy in the field

Contents Introduction 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. Developmental Coordination Disorder (DCD) 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 11. Duty of Care, Ethics, Morals and the practical application of these concepts in Physical Education and Sport in Schools

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This text examines the core Geography concepts of place, space, environment, interconnection, scale, change and sustainability. It 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.

ONLINE RESOURCES

Available Now 2018, 255 x 190 mm, 540 pp 9781108445436 | Paperback (also available as an eBook) Written by an author team with extensive teaching experience, Teaching Secondary Geography is an exemplary resource for pre-service teachers.

MALCOLM MCINERNEY is a Lecturer in Humanities Education at the University of South Australia and the Manager for Humanities Projects in the South Australian Department for Education.

Resources for instructors include PowerPoints for each chapter.

SUSAN CALDIS is a PhD candidate and sessional academic in the Macquarie School of Education at Macquarie University.

STEPHEN CRANBY (recently retired) taught Geography in high schools for 30 years followed by 6 years teaching Geography Method at Monash University.

SUSANNE JONES is a casual academic tutoring in HaSS for the School of Education, University of South Australia.

MCINERNEY ET. AL.

JOHN BUTLER OAM teaches methodology and curriculum to future teachers 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.

TEACHING SECONDARY GEOGRAPHY

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.

ALARIC MAUDE is a retired Associate Professor of Geography, affiliated with Flinders University in Adelaide.

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

REBECCA NICHOLAS <bio to come>

Cover image: © Getty Images/amnarj2006

McInerney_Geo_1pp.indd All Pages

2/5/21 10:52 pm

Making Humanities and Social Sciences Come Alive Early Years and Primary Education Edited by Deborah Green, University of South Australia Deborah Price, University of South Australia

Making Humanities and Social Sciences Come Alive: Early Years and Primary Education prepares pre-service educators to become high quality HASS educators who can unlock the potential of all students.

Closely aligned with the Australian Curriculum and Early Years Learning Framework, this text is designed to enhance teaching practices in history, geography, economics and business, and civics and citizenship. The text provides readers with an in-depth understanding of the curriculum structure, the individual disciplines, pedagogical approaches to teaching HASS, inclusivity, global connections and the transition to practice. Examples are provided for early childhood and primary education, making this an inclusive, versatile and comprehensive text. This book is an invaluable resource that provides pre-service educators with the knowledge and skills to deliver this exciting curriculum.

Part I. Humanities and Social Sciences Curriculum Part II. HASS Concepts and Sub-strands Part III. Teaching and Learning in HASS Part IV. Integration across Cross-Curriculum Priorities Part V. HASS for All Learners Part VI. Community and Global Connections Part VII. Getting Started View full Table of Contents

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Teaching Secondary Geography

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. 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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Available Now 2021, 244 x 170 mm, 280 pp 9781108984638 | Paperback (also available as an eBook)

TEACHING SECONDARY GEOGRAPHY

MICK LAW is a geography teacher with a passion for embedding geospatial and other digital tools in his teaching and learning.

Contents

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Available Now 2021, 244 x 170 mm, 268 pp 9781108969987 | Paperback (also available as an eBook)

Available Now 2016, 249 x 176 mm, 200 pp 9781107697188 | Paperback (also available as an eBook)

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

Teaching Secondary History

Learning and Teaching in the Early Years

Heather Sharp, University of Newcastle

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

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 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.

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

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. Written for students of early childhood programs, this book covers learning and development, as well as professional practice in teaching children from birth to eight years.

In recognition of the evolving role of educators, topic areas include learning, teaching, working with families, leading, advocating and researching.

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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 Request an inspection copy

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Introduction

Introduction to Education Knowledge, Practice, Engagement Second Edition P

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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 Rachel Buchanan, Uni Newcastle

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.

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Chapter opening stimulus materials and questions to activate prior learning and challenge assumptions

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The voices of experienced teachers, pre-service teachers and students foster reflective practice skills

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Extracts from policy, theoretical and research literature, with questions, supports the development of academic and professional literacy

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Authentic classroom examples of planning and implementation that build familiarity with best practice and strategies for differentiation, inclusion and engagement

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

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Introduction

Learning and Teaching in Early Childhood Pedagogies of Inquiry and Relationships

Boyd • Green • Jovanovic

LEARNING AND TEACHING IN EARLY CHILDHOOD Pedagogies of Inquiry and Relationships

LEARNING AND TEACHING IN EARLY CHILDHOOD

Wendy Boyd Nicole Green Jessie Jovanovic

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Available Now 2021, 255 x 190 mm, 400 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

19/12/20 3:13 pm

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 wellrespected academics in the field, Learning and Teaching in Early Childhood is a vital resource for those entering the early childhood education and care profession.

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Comprehensive and engaging introduction to teaching and learning in early childhood contexts in Australia

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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

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Covers areas that students often find challenging, such as working with infants and toddlers, talking to families, and transitions to school

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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

The Science of Learning and Development in Education A Research-based Approach to Educational Practice SPINE 16.4mm

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Available Now 2022, 254 x 203 mm, 400 pp 9781108999786 | Paperback (also available as an eBook)

KIM & SANKEY

THE SCIENCE OF LEARNING AND DEVELOPMENT IN EDUCATION

Minkang Kim, University of Sydney Derek Sankey

A Research-based Approach to Educational Practice

MINKANG KIM & DEREK SANKEY

16/3/22 3:48 pm

SPINE 16.4mm

All teachers need to know how children and adolescents learn and develop. Traditionally, this knowledge had been informed by a mix of speculative and scientific theory. However, in the past three decades there has been substantial growth in new scientific knowledge about how we learn. The Science of Learning and Development in Education provides an exciting and comprehensive introduction to this field. This innovative text introduces readers to brain science and the science of complex systems as it applies to human development. Section 1 examines the science of learning and development in the 21st century; Section 2 explores the emotional, cultural, moral and empathetic brain; and Section 3 focuses on learning, wellbeing and the ecology of learning environments. Written in an engaging style by leading experts and generously illustrated with colour photographs and diagrams, The Science of Learning and Development in Education is an essential resource for preservice teachers.

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Engaging and research-based introduction to the science of learning and development

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Suitable for pre-service teachers and those entering the teaching profession, as well as in-service teachers who want to better understand brain science as it relates to educational practice

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Highly illustrated and full colour publication, supported by a range of pedagogical features, allows readers to engage with the material

Contents Part I: 1. Introducing the science of learning and development in education 2. Hebb’s Postulate and learning brain 3. The dynamics of learning and development 4. The active learner: Working memory, metacognition and brain research 5. The dynamics of literacy and numeracy learning and development Part II: 6. The emotional brain, learning and development 7. The social and cultural brain, learning and development 8. The dynamic, moral, empathetic brain Part III: 10. The learner, embodied cognition and the affordance of learning environments 11. Science of Learning, assessment and feedback 12. Student wellbeing and the science of learning and development

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Introduction

Learning to Teach in a New Era Second Edition

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Available Now 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.

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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

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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

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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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Literacy

Spelling It Out How Words Work and How to Teach Them Revised Edition NEW Adoniou

SPELLING IT

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Available Now 2022, 216 x 140 mm,175 pp 9781009112871 | Paperback (also available as an eBook) Misty Adoniou, University of Canberra

Revised edition Revised edition

Misty Adoniou

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. Misty Adoniou’s public articles on the processes of teaching and learning spelling have garnered an overwhelming response from concerned parents and teachers looking for effective solutions to the problems they face in teaching English spelling to children. Spelling It Out, Revised edition 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.

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Clear and engaging introduction to spelling in the English language

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Suitable for teachers and parents of children at all stages of their spelling journey

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Encourages both children and adults to nurture a curiosity about words

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 scope and sequence

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Literacy

English and Literacies Learning How to Make Meaning in Primary Classrooms

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Ewing, O’Brien, Rushton Stewart, Burke & Brossuek

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Learning how to make meaning in primary classrooms Robyn Ewing, Siobhan O’Brien, Kathy Rushton, Lucy Stewart, Rachel Burke and Deb Brossuek

Available Now 2022, 254 x 203 mm, 440 pp 9781009154031 | Paperback (also available as an eBook) Robyn Ewing, University of Sydney Siobhan O’Brien, Swinburne University of Technology Kathy Rushton, University of Sydney Lucy Stewart Rachel Burke, University of Newcastle Deb Brosseuk, University of Sydney

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 to make meaning in primary classrooms is an accessible resource that introduces pre-service teachers to the many facets of literacies and English education for primary students. Addressing the requirements of the Australian Curriculum and the Early Years Learning Framework, English and Literacies explores how students develop oracy and literacy. Reading, viewing and writing are discussed alongside the importance of children’s literature.

Taking an inclusive and positive approach to teaching and learning for all students, it explores the creation of texts using spelling, grammar in context and handwriting/keyboarding skills, as well as the need for authentic assessment and reporting. Finally, the text explores the importance of literacy partnerships and how teachers can address literacy challenges across the curriculum.

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Intro-level literacy and English textbook developed by highly-regarded academics

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Explains key concepts alongside practical examples and links to relevant curriculum and policy documents

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Focus on equity, diversity and inclusion within literacy and English teaching and learning

Contents Introduction 1. Literacies Learning in the Early Years: Fundamental Concepts of Text, Identities and Access to Education 2. English and Literacies education in the Australian Context 3. Assessment and Reporting 4. Developing oracy: Speaking and Listening 5. Learning to be ‘Literate’: Exploring Contexts, Complexities and Possibilities for Teaching about Text 6. Reading and Viewing 7. Children’s Literature as the Heart of Literacy Teaching 8. Understanding and Responding to Texts 9. Creating texts 10. Developing knowledge about language and grammar in context 11. Working with EAL/D students: creating positive, inclusive environments especially for First Nations learners 12. Creating positive, inclusive learning environments: working with learners with additional and diverse needs 13. Teaching Spelling in Context 14. Publishing Texts: Developing Handwriting and Keyboarding Skills 15. Literacy across the Curriculum 16. Partnerships for Literacy

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Literacy

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Available Now

Available Now

2016, 249 x 176 mm, 224 pp

2016, 249 x 176 mm, 568 pp

9781107578623 | Paperback

9781107578692 | Paperback

(also available as an eBook)

(also available as an eBook)

Language and Literacy Development in Early Childhood

Literacies Second Edition Mary Kalantzis, University of Illinois

Robyn Ewing, The University of Sydney

Bill Cope, University of Illinois

Jon Callow, The University of Sydney

Eveline Chan, University of New England

Kathleen Rushton, The University of Sydney

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.

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

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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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Mathematics

9781108984683 HINE ET AL - TEACHING SECONDARY MATHS 2E CMYK

Gregory Hine is a Senior Lecturer at the School of Education at the University of Notre Dame.

Available Now 2019, 255 x 190 mm, 416 pp 9781108456463 | Paperback (also available as an eBook) 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 short-answer 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 in the book’s online resources.

Teaching Secondary Mathematics is the essential guide for preservice mathematics teachers who want to understand the complex and ever-changing Australian education landscape.

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SECOND EDITION

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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. Written by experts in mathematics education, 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. Part 1 covers contemporary issues in learning and teaching mathematics, such as engaging male and female students, and utilising new technologies and clear language in the classroom. Part 2 explores key mathematics content including statistics and probability, measurement and geometry, and number and algebra.

Judy Anderson is Associate Professor of Mathematics Education at the University of Sydney.

SECOND EDITION

Robyn Reaburn is a Lecturer of Mathematics Education at the University of Tasmania.

Michael Cavanagh is Associate Professor and Director of Learning and Teaching in the School of Education at Macquarie University.

Linda Galligan is Associate Professor and Head of the School of Sciences at the University of Southern Queensland.

Bing Ngu is a Senior Lecturer of Mathematics Education at the University of New England.

Bruce White is a Lecturer of Mathematics, Science and IT Education at the University of South Australia.

Available Now 2021, 244 x 170 mm, 440 pp 9781108984683 | Paperback (also available as an eBook)

Online resources www.cambridge.org/highereducation/isbn/9781108984683/resources Resources for students include: • activities and downloadable worksheets • audio and visual recordings of mathematical problems • weblinks and additional reading material for each chapter.

Resources for instructors include PowerPoints for each chapter.

Cover image: © Getty Images/José Miguel Hernández

Primary Mathematics

Teaching Secondary Mathematics

Integrating Theory with Practice

Second Edition

Third Edition 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.

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Teaching mathematics today with tomorrow in mind Exploring early mathematical development Exploring measurement Exploring geometry Exploring whole number computation Part-whole numbers and proportional reasoning Exploring patterns and algebra Exploring data and statistics Exploring chance and probability Capitalising on assessment for, of and as learning Planning for mathematics teaching in the twenty-first century classroom Diversity in the primary mathematics classroom General capabilities and cross-curriculum priorities Science, technology, engineering and mathematics (STEM) in the primary setting Surviving as an ‘out of field’ teacher of mathematics Teaching mathematics beyond the urban areas Considerations for implementing ICT in the mathematics classroom Becoming a teacher of mathematics

12.

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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 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.

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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Numeracy

Play and Early Childhood

E

Available Now 2021, 228 x 152 mm, 180 pp 9781009009928 | Paperback (also available as an eBook)

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

Making Sense of Number

Play in the Early Years

Improving Personal Numeracy

Third Edition

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

Marilyn Fleer, Monash University

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. The authors use real-world examples to explain mathematical concepts in an accessible and engaging way. 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 preservice teachers and those looking to improve their understanding of numeracy.

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. Highly regarded by early childhood researchers and practitioners alike, Play in the Early Years remains an essential resource for pre-service students.

Contents

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

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What is play?

Children’s perspectives on play Families at play Digital play and digital tools to support learning Playing in schools Lenses on play: classical and developmental theories of play Lenses on play: post-structuralist analyses of children’s play Lenses on play: cultural-historical conceptions of play Play in the curriculum Conceptual PlayWorlds: intentional teaching in play-based settings Planning for play development Assessment through, of and for play Being a play activist Request an inspection copy

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Professional Practice Upcoming Title

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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.

Available March 2023 255 x 190 mm, 312 pp 9781108829694 | Paperback (also available as an eBook)

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

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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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Partnerships with Families and Communities

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

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Available Now 2021, 255 x 190 mm, 196 pp 9781108724760 | Paperback (also available as an eBook)

Mark Butlin, Noeleen McNamara and Kerrie Anglin

Cover image: © Getty Images/Klaus Vedfelt

Partnerships with Families and Communities

Law and Ethics for Australian Teachers Mark Butlin, University of Southern Queensland Noeleen McNamara, University of Southern Queensland

Wendy Goff, RMIT University Sharryn Clarke Sivanes Phillipson, Swinburne University

Kerrie Anglin, St Peters Lutheran College

Partnerships with Families and Communities provides a holistic and practical introduction to partnerships in educational settings. The text explores diversity in partnership work; models of partnerships; and the skills, strategies and planning required to build effective partnerships with children, families and their communities. It covers content for both Early Childhood and Primary settings and is suitable for students enrolled in an Early Childhood and/or Primary teaching degree.

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.

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What’s new about partnership The importance of diversity in partnership work Applying models of partnerships Skills for engagement in effective partnership work Developing partnership plans and taking action Effective strategies for working through challenges Reflective practice in partnership work Tools for evaluation of working partnerships Leading effective partnerships

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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

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Professional Practice

Success in Professional Experience Building Relationships in Educational Settings Second Edition P

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Available Now 2018, 249 x 174 mm, 248 pp 9781108445610 | Paperback (also available as an eBook) Edited by Michael Dyson, Federation University Australia Margaret Plunkett, Federation University Australia Kerryn McCluskey

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

This edition has been fully revised and features two new chapters on assessment and planning for success in learning along with sample planning documents and lesson plan templates. In-chapter activities, reflections, case studies and links to the Australian Professional Standards for Teachers (APST) reinforce student understanding. Additional online resources are available on a comprehensive companion website. Success in Professional Experience is an essential resource to support pre-service primary and secondary school teachers throughout the practical course components of their degree.

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Features links to the Australian Professional Standards for Teachers (APST)

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Includes sample planning documents and lesson plan templates

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Contains activities, reflections and case studies to help students feel confident before going on placement

Contents 1.

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Introduction Ethical considerations Expectations Observations Planning for successful learning Assessing for successful learning Classroom management Mentoring and reflective practice Portfolios and reflective practice Building relationships for working with Indigenous student Building relationships for working with high able and gifted students; 12. Pre-service teachers from a non-English speaking background 13. Conclusions

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P Narelle Lemon Sharon McDonough

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Available Now 2020, 255 x 190 mm, 260 pp 9781108724722 | Paperback (also available as an eBook)

Building — and — Sustaining

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

a Teaching Career

Sharon McDonough

OUGH r in ation ersity

Strategies for Professional Experience, Wellbeing and Mindful Practice

Narelle Lemon

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Building and Sustaining a Teaching Career

BUILDING AND SUSTAINING A TEACHING CAREER

N fessor

Professional Practice

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

Professional experience in initial teacher education programs can be both a challenging and rewarding experience. As student teachers take their first steps in the classroom, they often encounter stresses that compromise their teaching and learning. Within this context, well-being, resilience and self-efficacy are critical to their success.

Building and Sustaining a Teaching Career introduces the coping strategies, informal and formal practices, time management and organisational skills, and positive psychology critical to self-care for professional experience. The text uses case studies, ‘fill your bucket’ strategy building solutions, reflection activities and discussion and journaling questions designed to build capacity and develop reader knowledge, while pre-service teacher voices highlight key elements through real-world perspectives and experiences. Drawing upon a combination of teaching experience and education research, Narelle Lemon and Sharon McDonough present thoughtful, practical approaches that equip pre-service teachers with the necessary skills and knowledge for embarking on a successful teaching career.

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Combines emerging scholarly discourses around mindfulness and student teacher well-being with practical strategies that are readily useable in classroom contexts

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Features a friendly and approachable writing style that translates complex theoretical terminology in an easily digestible and engaging manner

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Draws close parallels with everyday teacher student experiences through the inclusion of ‘real-world’ voices from the classroom

Contents Introduction. Building mindful resources as a pre-service 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 4. Developing your skills as a teacher: Learning in school and in university contexts 5. Developing as a teacher: Learning from professional experience 6. Learning to teach: identifying and addressing stressors 7. Organising and caring for yourself as a teacher Conclusion. Putting your best foot forward.

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

Available Now 2020, 255 x 190 mm, 260 pp 9781108746946 | Paperback (also available as an eBook) 9781108729079

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

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

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.

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LEARNING TO RESEARCH AND RESEARCHING TO LEARN

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STRATEGIC KNOWLEDGE FOR PROFESSIONAL EXPERIENCE

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Professional Practice

AN EDUCATOR’S GUIDE ANNETTE HILTON AND GEOFF HILTON

Available Now 2020, 255 x 190 mm, 236 pp 9781108729079 | Paperback (also available as an eBook)

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

Case Learning for Teachers Strategic Knowledge for Professional Experience

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

Al Strangeways, Charles Darwin University 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. Part 1 introduces the case learning approach and outlines strategies for reading and writing case stories. Part 2 is structured by the Australian Professional Standards for Teachers. 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.

Annette Hilton, University of Technology Sydney Geoff Hilton, University of Queensland Being an educator involves continual reflection on practice to improve student learning and engagement. Learning to Research and Researching to Learn is an essential introduction to developing research skills and conducting practitioner research in the field of education. Learning to Research and Researching to Learn covers all aspects of educational research, from how to conduct and engage with research, to how to collect, organise and analyse data. Using real-world examples and practitioner findings, the text encourages student and practitioner engagement through discussion questions and case studies relevant to educators in early childhood, primary and secondary contexts. Written by authors with extensive experience as both teachers and researchers, Learning to Research and Researching to Learn is an invaluable resource for educators in all stages of their professional careers.

Contents

Contents

Introduction: How best to use this book

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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?

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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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Science Upcoming Title

Primary Science Education A Teacher’s Toolkit

NEW FORBES

PRIMARY SCIENCE

P R I M A RY S C I E N C E E D U C AT I O N

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Available April 2023 254 x 203 mm, 300 pp 9781009003650 | Paperback (also available as an eBook) Anne Forbes, Macquarie University

ANNE FORBES PhD

Primary Science Education: A Teacher’s Toolkit addresses the major components of Science education for Primary students. The book introduces pre-service teachers to the fundamental elements of the Primary Science curriculum, providing guidance on effective pedagogy, lesson planning and assessment; integrating other learning areas with Science teaching such as Technology and STEM, as well as the general capabilities and cross-curriculum priorities.

It is an essential resource for pre-service teachers Primary teachers entering the education field.

Contents Introduction 1. Why do we teach science in primary school?

2. What does the primary science curriculum include?

3. How can students demonstrate their learning in science?

4. How do I plan effective learning sequences in primary science?

5. What is my role when teaching primary science?

6. What are some examples of effective units of work for different years?

7. How can I integrate Technologies with primary science?

8. How can I integrate other learning areas and general capabilities with primary science?

9. Which cross-curriculum priorities fit with which science topics?

10. How can science be prioritised in a STEM/STEAM education approach?

11. What else do I need to know?

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Science

Science in Early Childhood Fourth Edition

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Available Now 2021, 255 x 190 mm, 320 pp 9781108811965 | Paperback (also available as an eBook)

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Science in Early Childhood 4th Edition

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

CORAL CAMPBELL WENDY JOBLING CHRISTINE HOWITT

It is widely recognised that science explorations is vital in children’s lives as they make sense of the world. Now in its fourth edition, Science in Early Childhood provides a comprehensive and engaging introduction to science in the early years. Each chapter has been updated to include current research and to address changing priorities in early childhood science education. The text features new chapters on Indigenous ways of knowing science, inquiry approaches to learning science and teaching science inclusively.

Science in Early Childhood complements the Australian Early Years Learning Framework and the Australian Curriculum: Science.

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

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Highly comprehensive

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Written by a team of experts and leading researchers in the field of early science education

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Case studies help students understand theory and practice

Contents Part I. 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. Identifying the science in the Australian Curriculum documentation 4. Learning theories related to early childhood science education Part II. How Can I Enhance Children’s Learning of Science?: 5. Approaches to enhance science learning 6. Inquiry approaches to learning science 7. Teaching science inclusively 8. Indigenous ways of knowing science 9. Science learning through play 10. Enhancing young children’s science identity through pedagogical practice 11. STEM education in early childhood Part III. How Can I Use the Learning Environment to Enhance Children’s Science Understanding?: 12. Science learning in informal contexts 13. Learning science through the environment Part IV. 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

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Science

STEM Education in the Primary School A Teacher’s Toolkit

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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Available Now 2021, 255 x 190 mm, 360 pp 9781108868495 | 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

Educational Publishing Australia Awards 2021 Winner, Outstanding Resource in Tertiary/VET Winner, Teaching and Learning Resource – Blended Learning – (Wholly Australian) Category

STEM Education in the Primary School introduces pre-service teachers to the theory, skills and practice of teaching STEM through a projectbased 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 consolidate their knowledge, the text is supported by shortanswer and reflection questions, information boxes and real-world scenarios. Suggested activities and downloadable templates in the VitalSource enhanced eBook provide guidance for readers when implementing projects and practices in their classroom.

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Provides an integrated approach to STEM education within a Primary setting

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Discusses the project-based learning (PBL) framework and ‘real world’ classroom applications for teachers, with detailed examples of classroom projects for all year levels (F–6) in engaging and contemporary topic areas

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The print and enhanced eBook include a wide range of questions, activities, and scenario and information boxed to support student learning and to assist instructors with their lesson planning and delivery

Contents Part 1. Is this STEM?: 1. Introducing 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 Spaces Part 3. Why STEM?: 12. Assessment and STEM 13. Theoretical Foundations of STEM Education 14. STEM Connections 15. The Future of STEM Education

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Science

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Available Now 2014, 249 x 176 mm, 336 pp 9781107636347 | Paperback (also available as an eBook)

Available Now 2017, 249 x 176 mm, 346 pp 9781316636114 | Paperback (also available as an eBook)

Teaching Secondary Science

Young Children and the Environment

Theory and Practice

Early Education for Sustainability Second Edition

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

Edited by Julie M. Davis, Queensland University of Technology

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.

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

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Contents Part I.

Contents

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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.

1.What is early childhood education for sustainability and why does it matter? 2. Children in the natural world. 3. Leadership for creating cultures of sustainability. 4. Practical possibilities and pedagogical approaches for early childhood education for sustainability: the Kenmore West story. 5. Ethics and pedagogy at the heart of early childhood education for sustainability. 6. Reconciliation and early childhood education for sustainability: broadening the environmental paradigm. 7. The world is getting flatter: ICT and education for sustainability in the early years. 8. Healthy and sustainable environments for children and communities. 9. Food first: beginning steps toward children’s sustainable education. 10.

Early learning for sustainability through the arts. 11. The children’s environment project: developing a transformative project approach with children in a kindergarten.

Part II. 12. Caring for oneself, others and the environment: EfS in Swedish preschools. 13. Beyond traditional nature-based activities to education for sustainability: a case study from Japan. 14. Education for sustainable development in early childhood in Korea. 15. Early childhood education for sustainability in the United Kingdom. 16.

Using research and a systems approach to mainstream change in early childhood education for sustainability.

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nology.

Fourth Edition

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Inclu b nudes s enhoan eBooced k

MAKING SENSE OF MASS EDUCATION

MAKING SENSE OF MASS EDUCATION

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Making Sense of Mass Education

Tait, Spina, Gillett-Swan and O’Brien

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Sociology of Education

FOURTH EDITION

Gordon Tait, Nerida Spina, Jenna Gillett-Swan and Peter O’Brien

Available November 2022 254 x 203 mm, 440 pp 9781009108676 | Paperback (also available as an eBook)

FOURTH EDITION

Gordon Tait, Queensland University of Technology Nerida Spina, Queensland University of Technology Jenna Gillett-Swan, Queensland University of Technology Peter O’Brien, Queensland University of Technology

Making Sense of Mass Education provides a contemporary analysis of the ideas and issues that have traditionally dominated education research, challenging outdated preconceptions with fundamental theory and discussion. It takes a demythologising approach in assessing these issues and their relevance to schooling and education in Australia.

This text examines the cultural context of education and the influence of external media and new technologies, and highlights the many forms of discrimination in education, including social class, race and gender. It looks at alternative approaches to education, including the repercussions of gathering data to measure school performance, and considers the intersection of ethics and philosophy in classroom teaching. The fourth edition expands on these issues with three new chapters, on sexuality, children’s rights, and neoliberalism and the marketisation of education.

Each chapter challenges and breaks down common myths surrounding each topic, encouraging pre-service teachers to think critically and reflect on their own beliefs. This edition features a suite of self-assessment pedagogy including multiple choice, discussion and essay questions, analysis of relevant video content, and classroom tasks that encourage further learning and a thorough knowledge of the sociological theory presented.

Covering the intricacies and myths of mass education, Making Sense of Mass Education remains a seminal text that prepares educators for learning and teaching in Australian classrooms.

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This edition features three new chapters on sexuality, neoliberalism and marketisation, and children’s rights.

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Written in an engaging and accessible style by a team of leading experts in the field.

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New interactive content available in the enhanced VitalSource eBook.

Contents Introduction Part 1: Re-assessing the three pillars: Modern and postmodern sociologies of education 1. Social Class 2. Race, Ethnicity and Indigeneity 3. Gender 4. Sexuality Part 2: The foundations of an alternative approach: Education and governance 5. Governance 6. Subjectivity 7. Neoliberalism and Marketisation 8. Pre-adulthood 9. Datafication Part 3: Cultural contexts of contemporary education 10. The Media 11. Popular Culture 12. Technology 13. Globalisation Part 4: Philosophy and mass education 14. Philosophy 15. Ethics and the Law 16. Children’s Rights 17. Truth and the Post-Colonial Classroom 18. Alternative Education Conclusion

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Sociology of Education

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Available Now 2018, 255 x 190 mm, 370 pp 9781108445795 | Paperback (also available as an eBook)

Making Sense of Mass Education Third Edition

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

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Available Now 2018, 249 x 176 mm, 263 pp 9781108434409 | Paperback (also available as an eBook)

Understanding Sociological Theory for Educational Practices Second Edition

Gordon Tait, Queensland University of Technology

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

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 Poststructuralisms: 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 afterschool media club. 12. Reflections on language and literacy: Recognising what young people know and can do. 13. Final ruminations on the ‘unseen half’.

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Technology

Technologies for Children Second Edition

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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.

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Each chapter includes case studies drawn from real-life experience in early years and primary learning contexts

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Innovative, engaging and student-centred approached to integrating technologies in the classroom

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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

Edited by Michael Henderson Geoff Romeo

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.

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