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By Russell Tytler, Vaughan Prain, Peter Hubber and Bruce Waldrip (Editors). Available from SensePublishers
Current research into student learning in science has shifted attention from the traditional cognitivist perspectives of conceptual change to socio-cultural and semiotic perspectives that characterize learning in terms of induction into disciplinary literacy practices. This book builds on recent interest in the role of representations in learning to argue for a pedagogical practice based on students actively generating and exploring representations. The book describes a sustained inquiry in which the authors worked with primary and secondary teachers of science, on key topics identified as problematic in the research literature. Data from classroom video, teacher interviews and student artifacts were used to develop and validate a set of pedagogical principles and explore student learning and teacher change issues. The authors argue the theoretical and practical case for a representational focus. The pedagogical approach is illustrated and explored in terms of the role of representation to support quality student learning in science. Separate chapters address the implications of this perspective and practice for structuring sequences around different concepts, reasoning and inquiry in science, models and model based reasoning, the nature of concepts and learning, teacher change, and assessment. The authors argue that this representational focus leads to significantly enhanced student learning, and has the effect of offering new and productive perspectives and approaches for a number of contemporary strands of thinking in science education including conceptual change, inquiry, scientific literacy, and a focus on the epistemic nature of science.
By Catherine Beavis, Joanne O'Mara, Lisa McNeice. Available from Wakefield Press
Digital Games: Literacy in action is the result of a wide-ranging investigation into the educational possibilities involved in young people's games. From their creation in the classroom to analysing games and the world of games as text, academics and teachers are now taking seriously the serious play of young people.
The contributors use the interaction between the theoretical frameworks of games as text and games as action to explore a wide of range of issues relevant to the teaching of English and literacy. These include understanding games as media texts, the place of digital culture in young people's lives, the narrative and visual design components of games, exploring concepts of role play and identity in games, the potential for games to engage disengaged students, and issues of gender and social interaction in game playing.
By Professor Karen Starr. Available from ACER
Above and Beyond the Bottom Line:The extraordinary evolution of the education business manager provides insights into the dynamic evolution and exponential expansion of education business and the rise of the education business manager - now an indispensable member of educational leadership teams.
No longer is the business manager an invisible back-office employee who balances the books. The role is highly complex and accountable and the scope of the work wide-ranging and changeable. Education business managers are professionals holding knowledge, skills and ideas that increase organisational capacity, viability and provision and enable other educational leaders to focus on learning and teaching. Building on research from around the world, this book fills a huge gap in our understandings about educational leadership in its most comprehensive sense, while discussing current issues and considerations for the future.