Coral Campbell – författare
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7 produkter
7 produkter
728 kr
Skickas inom 5-8 vardagar
Science exploration plays a vital role in children's lives as they make sense of the world around them. Now in its fifth edition, Science in Early Childhood complements the recently updated Early Years Learning Framework (EYLF) and the Australian Curriculum: Science. It offers a comprehensive introduction to the essential elements of science learning and teaching for pre-service teachers and early childhood professionals. This edition has been revised to closely align with the EYLF and Australian Curriculum: Science. It includes more content on sustainability - a rapidly growing area in early childhood science - and a stronger focus on Aboriginal and Torres Strait Islander perspectives. Each chapter includes case studies, reflection questions and practical tasks which help to bridge the gap between theory and practical applications of new concepts. Supplementary resources are available online for instructors. Science in Early Childhood is an invaluable resource for pre-service teachers and early childhood professionals.
1 596 kr
Skickas inom 10-15 vardagar
Educators play a critical role in encouraging children’s creativity by modelling creativity, providing creative projects for children and importantly, establishing rich culturally connected environments where children have the resources, conditions and opportunities for acting and thinking creatively.
1 596 kr
Skickas inom 10-15 vardagar
Educators play a critical role in encouraging children’s creativity by modelling creativity, providing creative projects for children and importantly, establishing rich culturally connected environments where children have the resources, conditions and opportunities for acting and thinking creatively.
Improving Schools
Productive Tensions Between the Local, the Systemic and the Global
Häftad, Engelska, 2016
522 kr
Skickas inom 10-15 vardagar
This unique book explores school improvement policy – from its translation into national contexts and school networks to its implementation in leader and teacher practices in individual schools and classrooms within this network of schools and its impact on students’ learning.
School-based Partnerships in Teacher Education
A Research Informed Model for Universities, Schools and Beyond
Inbunden, Engelska, 2018
1 036 kr
Skickas inom 10-15 vardagar
This book demonstrates school-based approaches to primary science teacher education. The models used involve partnerships between universities and primary schools to engage pre-service primary teachers in classroom teaching and learning that effectively connects theory with practice separate to the formal practicum arrangements. The book is a culmination of the research and collaboration of researchers from five Australian universities involved in the Science Teacher Education Partnerships with Schools (STEPS) project, funded by the Australian Government Office for Learning and Teaching.While the STEPS project focused on partnerships in primary science teacher education, a key strength of the partnership model (the STEPS Interpretive Framework) developed and explored in this book is its applicability for cross-case, national, international, and inter-state analyses of partnership practices. This is shown through a number of case studies where the STEPS Interpretive Framework is applied and evaluated in the context of other school- or learning-related partnerships. These broad-ranging analyses illustrate the relevance of the model to a range of settings, both within and outside of education.
School-based Partnerships in Teacher Education
A Research Informed Model for Universities, Schools and Beyond
Häftad, Engelska, 2018
1 036 kr
Skickas inom 10-15 vardagar
This book demonstrates school-based approaches to primary science teacher education. The models used involve partnerships between universities and primary schools to engage pre-service primary teachers in classroom teaching and learning that effectively connects theory with practice separate to the formal practicum arrangements. The book is a culmination of the research and collaboration of researchers from five Australian universities involved in the Science Teacher Education Partnerships with Schools (STEPS) project, funded by the Australian Government Office for Learning and Teaching.While the STEPS project focused on partnerships in primary science teacher education, a key strength of the partnership model (the STEPS Interpretive Framework) developed and explored in this book is its applicability for cross-case, national, international, and inter-state analyses of partnership practices. This is shown through a number of case studies where the STEPS Interpretive Framework is applied and evaluated in the context of other school- or learning-related partnerships. These broad-ranging analyses illustrate the relevance of the model to a range of settings, both within and outside of education.
Improving Schools
Productive Tensions Between the Local, the Systemic and the Global
Inbunden, Engelska, 2015
522 kr
Skickas inom 10-15 vardagar
This unique book explores school improvement policy – from its translation into national contexts and school networks to its implementation in leader and teacher practices in individual schools and classrooms within this network of schools and its impact on students’ learning. It draws on multiple conceptual and theoretical resources to explore the complexities attached to a school improvement process in a network of schools in Australia. These conceptual and theoretical resources include discourse, practice, representation and network, concepts common to both policy research as well as studies of leadership and classroom practice. They lead to a more detailed understanding of the intersections between educational policy and intervention processes, and the complex reality of school processes and teaching practices. In the book we trace the implementation of school improvement policies through its multiple phases, levels and contexts. Our data-collection and analysis methods draw on a variety of perspectives in the way different players perceive their roles and the nature of the initiative and the ways in which these intersect. The research findings are used to seek productive approaches to school improvement that combine policy integrity with local flexibility. The book contributes to the school improvement literature through its exploration of tensions between global and systemic settings and local practices and histories.