Teaching Making a Difference, 2E

Resources for Instructors: InstructorCompanion Site Building on the market-leading success of the firstedition, Teaching: Making a Difference, 2nd AustralianEdition has been thoroughly updated to reflect the newAustralian Curriculum and its impact on providing pre-serviceteachers with a contemporary framework to help them excel as futureeducators. Making a real difference in tomorrow's early childhood, primary, middle and secondary classrooms is as much aboutunderstanding learning and learners, as it is about understandingwhat makes a quality teacher and quality teaching. Strengthening the formula of its four-part thematic structurewith the integration of Australian Curriculumchanges, Teaching: Making a Difference, 2nd AustralianEdition is an essential introduction to the teachingprofession. PART 1: The teaching profession PART 2: Learning and Learners PART 3: Preparation, Practice and Process PART 4: Effectiveness, professionalism and the future This multi-authored volume draws on the expertise of eachcontributor and reflects the latest contemporary research. The textis supported by an updated, equitable multi-media package designedto meet the needs of individual learners.

About the Author :
Rick Churchill is Associate Professor in TeacherEducation at La Trobe University where he leads the Faculty ofEducation's operations across the university's regionalcampuses at Albury-Wodonga and Shepparton. He coordinates theMaster of Teaching (P-12) program and teaches a range ofgraduate entry teacher education subjects, particularly in theareas of classroom management, beginning teacher professionalismand transition into the profession. Rick completed hisundergraduate studies in South Australia and was awarded hismasters degree in 1994 in Tasmania. Following two decades ofteaching and curriculum leadership in South Australia and Tasmania, he obtained his Doctor of Philosophy from the University ofTasmania in 1998. He has worked in pre-service and postgraduateteacher education at three universities in Tasmania, Queensland andVictoria. His main research interests are in the emerging role ofblended learning in the processes of pre-service teacherlearning. Peter Ferguson is a Senior Lecturer in the MelbourneGraduate School of Education within the University of Melbournewhere he teaches and supervises in the areas of curriculum, pedagogy and assessment. Peter had previously lectured at theUniversity of Tasmania in the area of science education; beforethat he was a teacher within the Tasmanian education system forseventeen years. He obtained his Doctor of Philosophy from CurtinUniversity after completing undergraduate and graduate studies atthe University of Tasmania. Peter's main research andpublications are in the areas of curriculum and assessment and connections with schooling, with a particular interest in students' perceptions of theseaspects of education. Sally Godinho is a Senior Lecturer in the Graduate Schoolof Education at the University of Melbourne where she teachescurriculum and pedagogy subjects in the undergraduate and Master ofTeaching programs. Sally obtained a Doctor of Philosophy and aMaster of Education degree from the University of Melbourne. Herresearch interests focus on pedagogy, classroom discourses andcross-disciplinary curriculum design. She has extensive experience as a primary schoolteacher and has published a wide range of teacher references, including interactive digital resources. Sally has undertakeninternational projects with Curriculum Corporation, and was anexecutive team member and Victorian State Manager for theCommonwealth Government project 'Boys' EducationLighthouse Schools'. Nicola F Johnson is a Senior Lecturer in the Faculty ofEducation at Monash University where she teaches within a varietyof professional and theoretical units. Nicola obtained her Doctorof Philosophy from Deakin University, and her undergraduatequalifications were earned at Bethlehem Tertiary Institute in NewZealand. She taught in a primary school in New Zealand for fiveyears. Her main research interests are in the field of technologywithin society and its nexus with education. Nicola received anOutstanding Contribution to Teaching and Learning award from theUniversity of Wollongong in 2009. She is the author of Themultiplicities of internet addiction: The misrecognition of leisureand learning (2009) and Publishing from your PhD: Negotiating acrowded jungle (2010). Amanda Keddie is an ARC Future Fellow in the School ofEducation at The University of Queensland. She obtained her Doctorof Philosophy from Deakin University. She was awarded a Bachelor ofEducation at the University of Tasmania and has worked as a primaryschool teacher. In her career, Amanda has predominantly heldresearch positions -- a Postdoctoral Fellowship at TheUniversity of Queensland, a Leverhulme Fellowship at RoehamptonUniversity (London) and a Research Fellowship at Griffith University. She is a leading researcher in the field ofgender, cultural diversity and social justice, and has published extensively in these areas.She is the author of Teaching boys: Developing classroom practicesthat work (2007) and Educating for diversity and social justice(2012). Will Letts is Associate Professor and Head of the OntarioSchool of Education at Charles Sturt University (CSU) in Ontario, Canada. Prior to this he was Sub-Dean Learning and Teaching inCSU's Faculty of Education. Will earned his Doctor ofPhilosophy in Curriculum and Instruction from the University ofDelaware and his BA in biology from Bates College in Maine, USA. Heteaches subjects in science and technology education and thesociology of education. His research interests include the cultural studies of science and science education, especially withrespect to sexuality, gender and indigenous knowledges, andinterrogating subjectivities in [teacher] education. Will is amember of CSU's Research Institute for ProfessionalPractice, Learning and Education [RIPPLE]. Jenny Mackay is an author and internationally recognisedspecialist in behaviour management and student-teacherinteractions. Following extensive research analysis into classroomdynamics she has originated a methodology that conveyscomprehensive, practical student management skills and guidesteachers in their classroom practice. She travels widely, delivering seminars for her educational consultancy and is based in Melbourne where she also teaches in thedepartment of education at Deakin University. Michèle McGill is a Lecturer in pedagogy andcurriculum in the Faculty of Education at the University ofSouthern Queensland and is the program coordinator for the GraduateDiploma of Learning and Teaching (GDTL). As the world of the realand the virtual are rapidly merging and learners and their contextsare rapidly changing, the ways in which teachers understand andexpress their personal pedagogies are becoming critical. Michèle has been engagedwith pre-service and postgraduate teacher education for over twodecades in Tasmania and Queensland as= well as in Alberta, Canada.Her research interests are in the processes of working withteachers to uncover their personal pedagogies and how theyinfluence and guide their teaching practice. Julianne Moss is an Honorary Senior Fellow at theUniversity of Melbourne. She teaches in the Master of Teaching andMaster of Education programs in the Melbourne Graduate School ofEducation. Julianne obtained her Doctor of Philosophy from DeakinUniversity and her postgraduate and undergraduate qualificationswere earned at the University of Tasmania. She began her career asa teacher of visual arts in secondary schools in the NorthernTerritory. Following this she taught in secondary and primaryschools in Tasmania and held leadership positions as a regionalsupport officer in literacy and later as a principal in theTasmanian government school system. Her research interests centreon curriculum reform, curriculum theory, teacher professionallearning (particularly in the context of issues of understandingstudent diversity), educational exclusion and social inclusion. Shehas contributed a range of academic and professional publications.Over the past ten years, Julianne has been researching anddeveloping visual methods for researching education. The bookResearching education -- visually, digitally, spatially (SensePublishers, 'Bold visions in education', researchseries, Rotterdam), documents her recent scholarship in the fieldof visual methods. Michael C Nagel is an Associate Professor and the Head ofEducation Programs in the School of Science in Education at theUniversity of the Sunshine Coast. Michael teaches and researches inthe areas of cognition, behaviour and learning, and humandevelopment and early learning. Mike obtained his Doctor ofPhilosophy from the Queensland University of Technology and haswritten a number of books related to neurological development inchildren. Mike is also a member of the prestigious InternationalNeuropsychological Society and a feature writer for the'Child' series of magazines, which offers parentingadvice to more than one million Australian readers. Paul Nicholson is a recently retired academic who taughtas a Senior Lecturer in the Faculty of Education at DeakinUniversity. He lectured in postgraduate and undergraduate teachereducation courses. Paul is a doctoral examiner for a number ofMiddle Eastern universities in these fields. Paul obtained hisDoctor of Philosophy from Monash University and Masters Degreesfrom Melbourne and Monash Universities. He taught in statetechnical, secondary, and TAFE institutions for 15 years before becoming an academic. His main research interests are in thefield of pedagogy and pre-service teacher learning, particularlyfocusing on the use of ICT to support and enhance teaching andlearning. He is well published in this field. For 15 years he was apeer-elected member of two prestigious International Federation forInformation Processing Working Groups -- one on secondaryeducation and one on research into educational applications of ICT, and he chaired the latter for 3 years. He currently has severalinternational doctoral students working in these areas. Melissa Vick is an Associate Professor in the School ofEducation at James Cook University where she is Director ofResearch and teaches research methodology in the undergraduateHonours program. Melissa obtained her undergraduate qualificationand her Doctor of Philosophy from the University of Adelaide. Shetaught music in secondary schools in a range of socioeconomiccontexts in South Australia for several years; she was on the SouthAustralian Education Department's music curriculum committee; and she was later a significant contributorto the Queensland SOSE syllabus. Melissa's main researchinterests are in the fields of history of education, especially thehistory of mass schooling, and of teacher education, as well as incontemporary education policy and road safety education. Melissahas been President of the Australian and New Zealand History ofEducation Society, and was editor of that Society's journal, History of Education Review, for many years. She has also beenactively engaged in contributing educational inputs to a range ofgovernment and nongovernment initiatives, including the AustralianIndigenous HealthInfonet and the Queensland Government'sIndigenous Driver Licensing Program.