Rachel White – författare

This book gives an account of a recent study into the nature of teacher quality that moves beyond typical discussions of teacher impact on student results and into what it means to be a teacher.It describes how a range of different research methodologies were combined to design a process for research-informed examinations of teacher quality and the predictive validity of teaching performance assessments. The authors present qualitative and quantitative evidence that reveals how education stakeholders including teachers perceive what teacher quality is and what it might look like in the classroom. They aim to shift the discourse on this issue by changing the language we use to talk about teachers and what they do. In re-examining how we think about teachers, this work highlights the complex nature of defining teacher quality and what is required for successful engagement in the profession.Putting forth a new understanding of teacher quality, this is an essential resource for education academics and students, as well as teaching professionals. Further information about the study discussed in this book is available at https://www.sydney.edu.au/arts/our-research/research-projects/teacher-quality/whats-the-evidence.html.

This book gives an account of a recent study into the nature of teacher quality that moves beyond typical discussions of teacher impact on student results and into what it means to be a teacher.It describes how a range of different research methodologies were combined to design a process for research-informed examinations of teacher quality and the predictive validity of teaching performance assessments. The authors present qualitative and quantitative evidence that reveals how education stakeholders including teachers perceive what teacher quality is and what it might look like in the classroom. They aim to shift the discourse on this issue by changing the language we use to talk about teachers and what they do. In re-examining how we think about teachers, this work highlights the complex nature of defining teacher quality and what is required for successful engagement in the profession.Putting forth a new understanding of teacher quality, this is an essential resource for education academics and students, as well as teaching professionals. Further information about the study discussed in this book is available at https://www.sydney.edu.au/arts/our-research/research-projects/teacher-quality/whats-the-evidence.html.

Help children with motor coordination difficulties to develop their gross motor skills in a fun way with this guided programme for children and young people aged 5-18.Activity worksheets provide detailed descriptions of how gross motor tasks can be accomplished through incremental stages, culminating in the achievement of the specific task. The step-by-step programme is divided into two sections: * learning basic skills, which includes balance, jumping, climbing, skipping, ball skills, riding a bike and more* developing specific sports skills, which includes football, badminton, basketball, netball, tennis, bowling and more. The Stepping Stones Curriculum will enable adults to chart the progress of a child and allow children to become engaged in mastering motor coordination skills. Supplementary aids such as warm up and cool-down activity sheets, an initial assessment tool and a certificate of achievement will help parents and professionals to deliver the programme effectively at home or at school.

Elizabethan Occult Poetics argues that occult tradition influenced the development of vernacular poetics during the sixteenth century and explores the ways in which discourses from the occult tradition, ranging from the scientific to the magical, were actively absorbed into both the theory and practice of English poetics. This study examines the absorption of occult discourses into the theory and practice of poetry as well as their presence in poetic content. Beginning with John Dee’s fascination with the geometrical foundation of alphabets and language, Elizabethan Occult Poetics goes back to ‘tittles and jots’ and the building blocks of affective language, before turning to the attempts of Philip Sidney and his contemporaries to create an efficacious English poetic tradition. The second part of the book focuses on the incorporation of occult discourses as content and writers’ negotiations of competing theories between the arcane and the scientific through chapters on cosmology and light in the work of Giordano Bruno and Fulke Greville, optics in George Chapman’s vernacular poetry, and magnetism in Edmund Spenser’s The Fairie Queene. This study shows that sixteenth-century poets pursued an affective and efficacious poetic tradition via the incorporation of occult discourses in theory, practice, and content.