Evidence-Based Learning and Teaching

A Look into Australian Classrooms
Herausgeber: Barnes, Melissa; Phillipson, Sivanes; Gindidis, Maria

• Broschiertes Buch

Produktbeschreibung

This book highlights classroom-based research in an Australian context by exploring evidence-based learning and teaching practices. Marrying theory and practice, it draws examples from early childhood, primary and secondary settings to provide a thorough overview of the key issues surrounding current learning and teaching practices.

Produktdetails

• Verlag: CRC Press
• Seitenzahl: 270
• Erscheinungstermin: 8. Mai 2018
• Englisch
• Abmessung: 243mm x 172mm x 17mm
• Gewicht: 552g
• ISBN-13: 9780815355700
• ISBN-10: 081535570X
• Artikelnr.: 51571968

Autorenporträt

Dr Melissa Barnes is a Lecturer in the Faculty of Education, Monash University, Australia. While her teaching career began in the United States, it is her teaching experiences in Germany, Vietnam, Australia and Brunei that have collectively shaped her understanding of language, literacy, assessment and teacher education in diverse educational contexts. Dr Maria Gindidis is a Lecturer in the Faculty of Education, Monash University, Australia. Her teaching career began in Australian high schools. Her work as State coordinator of Bilingual Schools and leadership roles in the Department of Education influenced her current research in education leadership within culturally diverse and marginalised contexts. Professor Sivanes Phillipson is Professor of Education and Associate Dean International at the Faculty of Health, Arts and Design, Swinburne University of Technology, Australia. She is also the Routledge Series Editor for Evolving Families. Her research interest and experience focus on family studies in particular parental involvement and expectations of culturally and linguistically diverse and disadvantaged young children and their educational outcomes.

Inhaltsangabe

1. Australian classrooms: Linking theory and practice Melissa Barnes,
Sivanes Phillipson, and Maria Gindidis
Section I: Understanding Learning Learners
2. Creating a learning environment that encourages mathematical thinking
Jill Cheeseman
3. "Why do we have to do addition? I already know addition": A
cultural-historical perspective of collaborative learning, teaching and
assessment in early years mathematics Megan Adams
4. Encouraging language development through an online community: Lessons
learnt from an action research project Melissa Barnes
5. Neuroscepticism: Investigating teachers' experiences using a Whole Brain
Teaching method Maria Gindidis
6. Literacy in and for the 21st century: Considering the pedagogical place
of social media within 21st-century Australia literacy classrooms through
the lens of childhood Damien Lyons
7. Listening to the voices of young children in educational settings
Deborah Moore
8. Student experiences of career counselling process in secondary subject
choices in Australia: A case for parent-school partnership Sarika
Kewalramani, Sivanes Phillipson and Nish Belford
Section II: Encouraging Learning through Pedagogy
9. Hundreds of messages on a leaf: Inspiration from Reggio Emilia Julie
Rimes, David Gilkes, and Lou Thorpe
10. Assessing student-generated representations to explore theory-practice
connections Peter Sellings
11. Assessment to develop students' strategies and competence as learners
Anna Fletcher
12. Groups in action: A closer look at how students respond to group work
Kitty Janssen, Justen O'Connor, and Sivanes Phillipson
13. The Australian curriculum, creativity and narrative accounts of the
classroom Narelle Wood
14. Digital technology and learning Amber McLeod
Section III: Navigating Structures and Tools
15. Education for Sustainability (EfS): A priority or an "add on?" Melissa
Barnes, Deborah Moore and Sylvia Almeida
16. The changing landscape of early childhood curriculum: Empowering
pre-service educators to engage in curriculum reform Lauren Armstrong,
Corine Rivalland and Hilary Monk
17. Rights-based Indigenous education in Australia: Evidence-based policy
to pedagogy Peter Joseph Anderson and Zane Ma Rhea
18. Collaboration in the classroom Jane McCormack and Michelle
Smith-Tamaray
19. Action research: A reflective tool for teaching Louise Jenkins and
Renee Crawford
20. Personal practical knowledge: Artists/researchers/teachers reflecting
on their engagement in an art practice and professional work Nish Belford
21. Conclusion: Evidence-based learning and teaching: Unlocking successful
pedagogy Melissa Barnes, Sivanes Phillipson and Maria Gindidis