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This is a unique and exciting book that challenges traditional conceptions of middle years provision. It should be read by policy-makers, educators and researchers alike.' Jackie Marsh, University of Sheffield Carrington's analysis of contemporary youth and the lives that they bring to school is significant. This stage of education is fundamental to understanding how we might engage learners, and her sensitive and insightful analysis makes a major contribution to our understandings about how these years resonate with their needs and interests.' Professor Nicola Yelland, Victoria University Despite two decades of research and reform, schools across the Western world still struggle to engage their students in the middle years. But does this mean there is a youth crisis? And what do technology and risk have to do with it? Victoria Carrington argues for the need to move beyond developmentally based models to see middle years pedagogy in historical, social, economic and political contexts. Setting research from Australia alongside international experience, she emphasises the importance of understanding the risk society, and young peoples' immersion in digital technologies and consumer culture. She shows how teachers and schools can use this understanding to work more effectively with early adolescents, and how policy-makers and education leaders could reshape the middle years reform agenda to improve professional practice and student outcomes.
Educators, politicians, parents, and even students are consumed with speaking the language of academic achievement. Yet something is missing in the current focus on accountability, standardized testing, and adequate yearly progress. If schools continue to focus the conversation on rigor and accountability and ignore more human elements of education, many students may miss out on opportunities to discover the richness of individual exploration that schools can foster. In The Best Schools, Armstrong urges educators to leave narrow definitions of learning behind and return to the great thinkers of the past 100 years—Montessori, Piaget, Freud, Steiner, Erikson, Dewey, Elkind, Gardner—and to the language of human development and the whole child. The Best Schools highlights examples of educational programs that are honoring students' differences, using developmentally appropriate practices, and promoting a humane approach to education that includes the following elements: * An emphasis on play for early childhood learning. * Theme- and project-based learning for elementary school students. * Active learning that recognizes the social, emotional, and cognitive needs of adolescents in middle schools. * Mentoring, apprenticeships, and cooperative education for high school students. Educators in "the best schools" recognize the differences in the physical, emotional, cognitive, and spiritual worlds of students of different ages. This book will help educators reflect on how to help each student reach his or her true potential, how to inspire each child and adolescent to discover an inner passion to learn, and how to honor the unique journey of each individual through life.
The Cambridge Handbook of Engineering Education Research is the critical reference source for the growing field of engineering education research, featuring the work of world luminaries writing to define and inform this emerging field. The Handbook draws extensively on contemporary research in the learning sciences, examining how technology affects learners and learning environments, and the role of social context in learning. Since a landmark issue of the Journal of Engineering Education (2005), in which senior scholars argued for a stronger theoretical and empirically driven agenda, engineering education has quickly emerged as a research-driven field increasing in both theoretical and empirical work drawing on many social science disciplines, disciplinary engineering knowledge, and computing. The Handbook is based on the research agenda from a series of interdisciplinary colloquia funded by the US National Science Foundation and published in the Journal of Engineering Education in October 2006.
The professional learning framework this book presents is designed to support teachers’ understandings of how language functions in their academic disciplines. This framework—a 4 x 4 metalinguistic toolkit—is informed by systemic functional linguistic theory and international educational research on academic and disciplinary literacies. The book shows and explains how teachers have applied specific 4 x 4 toolkits with students in middle school classrooms across a range of subjects for curriculum literacy instruction, assessment and feedback, resulting in substantial growth for their students in high-stakes national tests of literacy, as well as writing assessments in a number of subjects. In its focus on disciplinary literacies in diverse sociocultural settings, Academic Literacies in the Middle Years responds to contemporary international curricula for English language and literacy and the need for a strong evidence base for professional learning design.
Middle schooling is on the educational agenda of every state and territory and is seen as vital to the overall cognitive and affective well-being of all students. Learning in the Middle Years: More than a Transition takes up the varying perspectives of teachers, students and administrators and uses relevant Australian research to address challenges faced in teaching and learning in the middle years. The book falls into two main sections: the first focuses on students and their learning in the Middle Years, while the second considers the professional learning of teachers working in the Middle Years. Throughout each chapter, the authors demonstrate that the propositions about the nature and construction of the text can be made practical and how teachers can develop well-grounded strategies to meet the needs of students in the Middle Years. Each chapter provides a discussion of the many issues, concerns and problematics that swirl around Middle Years education, and also contain extended case studies. These studies provide the opportunity for dialogue as each one prompts a discussion that requires the participants to consider and reveal their position on both the substance of the case, and the formerly taken-for-granted ways in which they have thought about education.
In the 21st century, writing is more important than at any other time in human history. Yet much of the emphasis in schooling has been on reading, and after the early years, writing skills have been given less attention. Internationally, too many children are leaving school without the writing skills they need to succeed in life. The evidence indicates that students rarely develop proficiency as writers without effective teacher instruction. Teaching Writing offers a comprehensive approach for the middle years of schooling, when the groundwork should be laid for the demanding writing tasks of senior school and the workplace. Teaching Writing outlines evidence-based principles of writing instruction for upper primary students and young adolescents. It presents strategies that are ready for adoption or adaptation, and exemplars to assist with designing and implementing writing lessons across the middle years of school. It addresses writing from a multimodal perspective while also highlighting the importance of teaching linguistic aspects of text design such as sentence structure, vocabulary and spelling as foundations for meaning-making. Contributors argue that students need to continue to develop their skills in both handwriting and keyboarding. Examples of the teaching of writing across disciplines are presented through a range of vignettes. Strategies for assessing student writing and for supporting students with diverse needs are also explored. With contributions from leading literacy educators, Teaching Writing is an invaluable resource for primary, secondary and pre-service teachers.
This work presents a composite view of medieval English university life. The author offers detailed insights into the social and economic conditions of the lives of students, their teaching masters and fellows. The experiences of college benefactors, women and university servants are also examined, demonstrating the vibrancy they brought to university life. The second half of the book is concerned with the complex methods of teaching and learning, the regime of studies taught, the relationship between the universities in Oxford and Cambridge, as well as the relationship between "town" and "gown".