<p>Curriculum and Assessment, explores the many questions that teaching within a curriculum and to assessment structures raise. It tells the story of curriculum as part of an overall picture about our society's values around education and helps students understand current issues, policies and dialogues. The author's knowledge and reader-friendly writing style enable students to engage with the discussion surrounding curriculum and assessment and to find their voice.<br></p>

Curriculum and Assessment: Storylines

Education & Teaching

Ewing, Robyn

Schools & Teaching

Oxford University Press

Action Learning in Schools

<p>Teaching is becoming increasingly complex in the 21<sup>st</sup> Century, creating a need for more sophisticated frameworks to support teachers’ professional learning. Action learning is one such framework and has been used for workplace learning in business settings for many years. It is now becoming increasingly popular in school and university settings, but it is often misunderstood. This book clarifies what action learning is, linking key concepts to illustrate that it is not merely a process, but a dynamic interaction between professional learning, communities, leadership and change. The book brings together more than a decade of the authors’ research in school-based action learning. </p> <p>Rich and diverse, the research draws on more than 100 case studies of action learning by teams of teachers in schools. The authors:</p> <ul>
<li>provide practical advice on how to initiate and sustain action learning;</li>  <li>explain the interaction between action learning, teacher development, professional learning, community building, leadership and change; and</li>  <li>illustrate how action learning can link to classroom practice so closely that it becomes part of what teachers do, rather than an added impost.</li> </ul>
<p>Addressing the highs and lows, the successes and failures, and their underlying causes, Action Learning in Schools provides insights into theories of cooperation, innovation, leadership and community formation to inform individual projects and large-scale school improvement initiatives. It will be of interest to teacher educators, pre-service and experienced teachers alike, as well as school and education system managers and policymakers keen to enhance teacher professional learning and educational outcomes for students. </p>

Aubusson, Peter

Hoban, Garry

Routledge

Teaching is becoming increasingly complex in the 21st Century, creating a need for more sophisticated frameworks to support teachers’ professional learning. Action learning is one such framework and has been used for workplace learning in business settings for many years. It is now becoming increasingly popular in school and university settings, but it is often misunderstood. This book clarifies what action learning is, linking key concepts to illustrate that it is not merely a process, but a dynamic interaction between professional learning, communities, leadership and change. The book brings together more than a decade of the authors’ research in school-based action learning.  Rich and diverse, the research draws on more than 100 case studies of action learning by teams of teachers in schools. The authors:   provide practical advice on how to initiate and sustain action learning;   explain the interaction between action learning, teacher development, professional learning, community building, leadership and change; and   illustrate how action learning can link to classroom practice so closely that it becomes part of what teachers do, rather than an added impost.  Addressing the highs and lows, the successes and failures, and their underlying causes, Action Learning in Schools provides insights into theories of cooperation, innovation, leadership and community formation to inform individual projects and large-scale school improvement initiatives. It will be of interest to teacher educators, pre-service and experienced teachers alike, as well as school and education system managers and policymakers keen to enhance teacher professional learning and educational outcomes for students.

English and Literacies: Learning How to Make Meaning in Primary Classrooms

Politics & Social Sciences

Burke, Rachel

O'Brien, Siobhan

Stewart, Lucy

Rushton, Kathy

Brosseuk, Deb

Philosophy

Cambridge University Press

<p>This book provides pre-service and practising teachers with an integrated approach to language and literacy learning in early childhood. Written by leading academics in the field, it explores how children learn to talk, play using language, become literate and make meaning - from birth through to the pre-school years. Emphasising the importance of imagination and the arts in language learning, this book addresses a wide range of contemporary issues, highlights the impact of diverse socioeconomic, language and cultural backgrounds on young children's language and literacy development, and shows how early childhood teachers can effectively partner with parents and caregivers to help children learn through and about language. Case studies, interviews, reflective questions, clear links to the Early Years Learning Framework and the Australian Curriculum, and a rich array of practical and creative activities for use in early childhood environments help students connect theory and current research to practice.</p>

Language and Literacy Development in Early Childhood

Rushton, Kathleen

Callow, Jon

Literacy in Australia: Pedagogies for Engagement

Vicars, Mark

Flint, Amy Seely

Shaw, Kylie

Muscat, Amanda

Bennet, Maria

Kervin, Lisa

Mantei, Jessica

Iorio, Jeanne

Hamm, Catherine

Parker, Mitchell

Cacciattolo, Marcelle

Mahon, Lawry

Tartakover, Sarah

wiley

Winner of the 2002 Colorado Prize for PoetryPublished by the Center for Literary Publishing at Colorado State University

Chemical Wedding (Colorado Prize for Poetry)

Literature & Fiction

Poetry

Center for Literary Publishing

<p><div>This textbook highlights the unique role that quality Arts processes and experiences can and should play across the curriculum to ensure that all learners' creativities and imaginations flourish. It provides much-needed strategies, units of work and practical resources in six arts disciplines - visual arts, literature, drama, music, dance and media arts. It is a must-read for those keen to develop research-informed, integrated, arts-rich learning and teaching strategies while also exploring each discipline.</div> <div>&nbsp;</div> <div>Alongside the 'four Cs' (critical thinking, communication, collaboration and creativity) the authors propose four additional 'Cs': curiosity, compassion, connection and courage as much-needed 21st century capabilities. The book speaks to the current debates on STEAM vs. STEM education, and provides an important framework for preservice and experienced classroom teachers, including arts specialists.</div> <div><br /></div></p>

Transforming the Curriculum Through the Arts

Gibson, Robyn

PALGRAVE~MACMILLAN

<p>This book builds on conversations between the author educators and other experts in the field, including authors, illustrators and teachers, to explore the benefits of discussions around quality literature within a classroom context that exercises the imagination and generates new ideas and discoveries. The book focuses on a range of strategies that can be utilised to reimagine literacy learning in a 21st century context including parent and teacher talk; active listening; fostering student driven questions; building vocabulary and imagery; and metacognitive talk. These are argued to have a hugely beneficial impact on how children learn to solve problems, engage in complex thought processes, negotiate meaning, as well as learning how to wonder, explore, create and defend ideas. The book also defends the importance of parents, teachers and academics as ‘storytellers’, using their bodies and voices as instruments of engagement and power. It will make compelling reading for students, teachers and researchers working in the fields of education and sociology, particularly those with an interest in creative methods for improving literacy.</p>

Generative Conversations for Creative Learning: Reimagining Literacy Education and Understanding (Creativity, Education and the Arts)

Reference

Latham, Gloria

Words, Language & Grammar

<p><p>This book builds on conversations between the author educators and other experts in the field, including authors, illustrators and teachers, to explore the benefits of discussions around quality literature within a classroom context that exercises the imagination and generates new ideas and discoveries. The book focuses on a range of strategies that can be utilised to reimagine literacy learning in a 21st century context including parent and teacher talk; active listening; fostering student driven questions; building vocabulary and imagery; and metacognitive talk. These are argued to have a hugely beneficial impact on how children learn to solve problems, engage in complex thought processes, negotiate meaning, as well as learning how to wonder, explore, create and defend ideas. The book also defends the importance of parents, teachers and academics as 'storytellers', using their bodies and voices as instruments of engagement and power. It will make compelling reading for students, teachers and researchers working in the fields of education and sociology, particularly those with an interest in creative methods for improving literacy.</p></p>

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