Skip to main content Accessibility help

We use cookies to distinguish you from other users and to provide you with a better experience on our websites. Close this message to accept cookies or find out how to manage your cookie settings.

Close cookie message
×
  1. Home
  2. Browse subjects
  3. Education
  4. Content listing

Refine search

Refine search

Access:
Content type:
Publication date:
Apply   From and To filters
Subject: Show more
Journals Show more
Publishers: Show more
Societies Show more
Series: Show more
Collections: Show more

Actions for selected content:

Select all | Deselect all
  • View selected items
  • Export citations
  • Download PDF (zip)
  • Save to Kindle
  • Save to Dropbox
  • Save to Google Drive

Save Search

You can save your searches here and later view and run them again in "My saved searches".

Please provide a title, maximum of 40 characters.
Cancel
×

22442 results in Education

Page 396 of 1123

  • Creating a Health and Sustainability Nexus in Food Education: Designing Third Spaces in Teacher Education

  • Jennifer Elsden-Clifton, Debi Futter-Puati
  • Journal:
    Australian Journal of Environmental Education / Volume 31 / Issue 1 / July 2015
    Published online by Cambridge University Press:
    16 January 2015, pp. 86-98

  • There is growing pressure from the public health sector, government, environmental, medical and scientific fields to teach young people about food. However, little is known about pre-service teachers’ preparation in this area. This article addresses this gap by providing a case study of one approach to food education, which was purposefully designed to bring together two fields — health education and education for sustainability (EfS) — in teacher education in Victoria, Australia. This article outlines the ways in which this approach has the potential to challenge the conventions of both fields and ‘spaces’ of health (first space) and sustainability (second space), and gave rise to a possible ‘third space’ (Soja, 1996). This article uses data collected from Promoting Health Education, a 10-week course designed for generalist primary school pre-service teachers. It also utilises reflections from pre-service teachers and teacher educators (also the authors) to explore how they navigated first, second and third spaces. In doing so, the authors examine some of the learning potentials and difficulties within third spaces, including: designing third spaces; wrestling with the dominance of first space; complexities of second space; and questioning what might be lost and gained through the design of third spaces.

  • Chapter 6 - Learning for all

  • Lorraine Graham, Jeanette Berman, Massey University, Auckland, Anne Bellert, Southern Cross University, Australia
  • Book:
    Sustainable Learning
    Published online:
    06 August 2018
    Print publication:
    15 January 2015, pp 137-167

  • Summary

    Intended learning outcomes

    Engagement with the text in this chapter will enable readers to do the following:

  • utilise the ATRiUM capabilities to focus on the strengths and needs of individual students when planning and implementing responsive teaching for effective learning

  • explain the limitations of using labels to categorise the learning needs of students with disabilities or learning difficulties and understand that responsive teachers focus on learning, not labels, in order to best provide learning for all

  • describe key aspects of some major disability categories and identify capabilities on which to focus when planning learning support for students with disabilities or learning difficulties

  • reflect on how collaboration with families and systematic frameworks for intervention inform and support responsive teaching

  • distinguish how key strategies and instructional approaches support teaching for learning for all

    • Big ideas

  • In learning for all, responsive teachers strive to provide teaching and learning that meet the needs of all learners. This requires insight into the needs of all students in the class and knowledge about evidence-based strategies and approaches to teaching.

  • All learners have similar fundamental learning needs, yet every learner is different. These differences matter, especially in terms of planned, responsive teaching and effective learning.

  • By viewing students with disabilities or learning difficulties through the lens of ATRiUM capabilities, teachers can gain valuable insights that provide important information for teaching and learning.

  • Although knowing about disability categories may provide teachers with useful information about student learning, an overt focus on disabilities or learning difficulties can lead teachers to view students in terms of what they can’t do rather than what they can do.

  • Collaboration with the families of students with disabilities or learning difficulties facilitates information-sharing that is beneficial to all.

  • Early intervention is predicated upon the assumption that providing timely, appropriate support for learning can reduce the impact of disability, with long-term benefits for individuals, their families and their communities.

  • Research has validated some key instructional approaches that lead to improved learning outcomes for students with disabilities or learning difficulties. Combining direct instruction and strategy instruction is a fundamentally effective approach for supporting learning for all.

  • Chapter 1 - Introduction to sustainable learning

  • Lorraine Graham, Jeanette Berman, Massey University, Auckland, Anne Bellert, Southern Cross University, Australia
  • Book:
    Sustainable Learning
    Published online:
    06 August 2018
    Print publication:
    15 January 2015, pp 1-21

  • Summary

    Intended learning outcomes

    Engagement with the text in this chapter will enable readers to do the following:

  • understand the framework of this book and its overall focus on sustainable learning as a way of bringing together inclusive teaching and learning practices in contemporary classrooms

  • delineate important concepts associated with special and inclusive education and effective teaching and understand how these are related through sustainable learning

  • be familiar with key terms used in this text and understand their derivation

  • understand how relevant legislative frameworks apply to educators’ responsibilities and education provision to students with disabilities or learning difficulties

    • Big ideas

  • Sustainable learning is learning for all, teaching that matters and learning that lasts. Its foundation is effective classroom practice, and its goal is to provide for the learning needs of all students throughout their school years and into lifelong learning.

  • Effective teaching occurs within a series of nested frameworks. Legislative frameworks define teacher responsibilities.

  • Teaching for sustainable learning pays attention to students’ cultures and their relationships with places, families and communities. Such teaching is responsible, relevant and intentional and focuses on the key capabilities of human performance.

  • The key capabilities of human performance can be summarised using the acronym ATRiUM, which stands for Active learning; Thinking; Relating to others; Using language, symbols and information and communication technology (ICT); and Managing self.

  • Foreword

  • Lorraine Graham, Jeanette Berman, Massey University, Auckland, Anne Bellert, Southern Cross University, Australia
  • Book:
    Sustainable Learning
    Published online:
    06 August 2018
    Print publication:
    15 January 2015, pp vii-viii

  • Summary

    The adjective ‘sustainable’ is perhaps one of the most important words we can apply in the field of contemporary education. For more than fifty years I have argued strongly for the use of sustainable teaching practices that will bring about optimum and enduring learning in all our students. Underpinning my argument is a firm belief that sustainable learning can only be achieved through effective and sustainable teaching. In addition, sustainable learning can only be achieved if the school curriculum and the methods of instruction are compatible with, and relevant for, the culture and society in which the students grow as members. This book has addressed both these aspects in a very constructive and practical way.

    Sustainable learning is evident when students feel good and confident about the knowledge, skills, attitudes and values that they have acquired, and can apply them effectively and build upon them as they continue to learn across the life span. A particularly strong perspective that Lorraine, Jeanette and Anne have all presented here is that sustainable learning is essential for an individual’s future life in an everchanging world. They eloquently argue this point when they remind us in chapter 3 that students in our classrooms today will still be active and infl uential in the 2070s. For these students, and all others who come after them, sustainable learning is an essential attribute for adaptive living in the years ahead.

  • Chapter 7 - Teaching that matters

  • Lorraine Graham, Jeanette Berman, Massey University, Auckland, Anne Bellert, Southern Cross University, Australia
  • Book:
    Sustainable Learning
    Published online:
    06 August 2018
    Print publication:
    15 January 2015, pp 168-201

  • Summary

    Intended learning outcomes

    Engagement with the text in this chapter will enable readers to do the following:

  • describe the kind of teaching that is effective for students in inclusive classrooms

  • understand the organisation and actions involved in differentiating instruction and making educational adjustments

  • define and discuss the 10 essential skills that guide differentiated instruction for teaching that matters

    • Big ideas

  • Teaching that matters recognises that although all learners have similar types of learning needs, every learner is different. These differences matter in terms of effective teaching.

  • Whole-school and classroom approaches should be coordinated to support the most effective teaching that matters.

  • Differentiated instruction can be implemented in a simple but systematic way.

  • Using pre-testing and post-testing to inform inclusive planning and differentiating instruction gives teachers more information to use in tailoring instruction.

  • Planning instruction is important because differentiation should be considered in terms of intended learning outcomes.

  • The simplicity principle means that differentiated instruction should occur only when necessary. It is important to maintain realistically high expectations for all students’ performance.

  • Evidence-based practices that underpin teaching provide ways in which to address problems in literacy, numeracy and other areas experienced by students with disabilities or learning difficulties.

    • Introduction

    Sustainable learning depends on teaching that matters. This chapter builds on the content of chapter 6 to focus on the differentiation of instruction in inclusive classrooms. With a growing evidence base of effective teaching practices available from websites like the What Works Clearinghouse (n.d.), the BES (Iterative Best Evidence Synthesis) Programme (Education Counts, n.d.) and Scootle (2014), teachers have an ever-expanding choice of effective strategies to utilise when learners need a different way to master a lesson’s learning intentions.

  • Chapter 2 - Learning processes

  • Lorraine Graham, Jeanette Berman, Massey University, Auckland, Anne Bellert, Southern Cross University, Australia
  • Book:
    Sustainable Learning
    Published online:
    06 August 2018
    Print publication:
    15 January 2015, pp 22-47

  • Summary

    Intended learning outcomes

    Engagement with the text in this chapter will enable readers to do the following:

  • articulate an understanding of what learning is in the context of school

  • describe how the ATRiUM capabilities relate to the cultural, interpersonal, intrapersonal, physical and cognitive dimensions of learning

  • explain some key learning theories and principles and identify how they are evident in effective teaching practice

  • develop an understanding of learning as a developmental process that results in individual differences

  • describe cognitive processes of learning from an information processing perspective

    • Big ideas

  • Learning is a thinking process. It is developmental and cumulative. Understandings of what learning is are often culturally determined.

  • Despite diverse perceptions of what constitutes knowledge and learning and the myriad factors that impact on how individuals and societies value and transmit knowledge, there are common cognitive processes that constitute the mechanisms of learning. Inclusive, effective pedagogy addresses these cognitive processes of learning.

  • Teaching and learning are enhanced when teachers have evolving understandings of the cognitive processes of learning and when they develop knowledge about their students’ strengths and needs in terms of these.

    • Introduction

    Learning processes vary with each student, teacher and learning environment. Factors such as values and attitudes, prior experiences and skills and the context and content of the intended learning task determine how individual students engage in learning activities and what they learn. Also, social, emotional and cultural factors impact on student learning and the learning environment. The cultural, interpersonal, intrapersonal, physical and cognitive dimensions of human functioning work together to underpin development and learning. Consequently, learning is complex and diverse, and unique to each individual student.

  • Chapter 4 - Influences on learning

  • Lorraine Graham, Jeanette Berman, Massey University, Auckland, Anne Bellert, Southern Cross University, Australia
  • Book:
    Sustainable Learning
    Published online:
    06 August 2018
    Print publication:
    15 January 2015, pp 78-102

  • Summary

    Intended learning outcomes

    Engagement with the text in this chapter will enable readers to do the following:

  • understand the kinds of ecological factors (social, structural, political, economic, cultural, community, family and school) that influence learning and provide specific examples of these

  • reflect on the nature of physical, cognitive, intrapersonal, interpersonal and cultural diversity and compare the types of developmental differences that can occur between learners

  • analyse how specific aspects of development support and hinder learning

    • Big ideas

  • Each learner brings a complex combination of abilities, strengths and potential to the school setting, embedded within particular cultural, linguistic, emotional, spiritual and familial contexts. Many factors can support or hinder learning. Influences on student learning can be found both within and outside the individual learner.

  • Each educational setting and classroom creates its own context and operates using a set of embedded expectations. Effective teachers understand and manage classroom diversity to create equitable learning opportunities for all students.

  • All learners can experience periods of learning difficulty due to different developmental rates, health, home resources, family (whānau) stressors and relationships as well as mismatches between teaching and learning needs. These influence the key learning processes, which can be summed up in the acronym ATRiUM.

  • Students experiencing significant difficulties in learning and behaviour in the classroom may have complex disabilities or learning difficulties. Specific impairments (for example, auditory, visual, physical or intellectual, or those brought about through chronic illness or brain injury) generate the need for particular long-term adaptations to allow equity of access to learning opportunities.

  • Teachers and families (whānau) need to develop a shared understanding of each learner’s strengths and learning needs without creating limitations or barriers to learning based on labels, language or assumptions. Teachers must make sense of what supports and what hinders learning for individual learners in order to effectively personalise teaching and differentiate instruction for their students.

Sustainable Learning
  • Inclusive Practices for 21st Century Classrooms
  • Lorraine Graham, Jeanette Berman, Anne Bellert
  • Published online:
    06 August 2018
    Print publication:
    15 January 2015
  • Sustainable Learning: Inclusive Practices for 21st Century Classrooms provides readers with the knowledge and skills to be confident and effective inclusive teachers. The authors show that these skills are essential to quality teaching – teaching that is evidence-based, purposeful, relevant and responsive to students' needs. The book employs three overarching frameworks to examine inclusive practices in education: equity (learning for all), values (learning that matters) and sustainability (learning that lasts). Chapter features include:'Think and do' exercisesExamples, case studies and vignettes Tables, figures and diagrams to help readers visualise core ideas, theories and themes.It encourages teachers to see all students as developing learners and to consider the complexities and diversity of learning in the 21st century. In doing so, it canvasses topics such as a sustainable approach to inclusion, learning processes, teaching processes, differentiation, assessment to support teaching and learning, and life-long learning.

  • Chapter 8 - Learning that lasts

  • Lorraine Graham, Jeanette Berman, Massey University, Auckland, Anne Bellert, Southern Cross University, Australia
  • Book:
    Sustainable Learning
    Published online:
    06 August 2018
    Print publication:
    15 January 2015, pp 202-223

  • Summary

    Intended learning outcomes

    Engagement with the text in this chapter will enable readers to do the following:

  • know how to facilitate effective transitions between home and school for all students, and especially for students with disabilities and learning difficulties

  • consider how action research underpins learning that lasts for teachers

  • constructively critique the model of professional learning described

  • analyse and add to the strategies presented for addressing learning difficulties

  • access information about assistive technologies available to support students with disabilities and learning difficulties

    • Big ideas

  • Learning that lasts is meaningful, intentional and future directed.

  • Future-directed learning is focused on transitions to educational settings, between educational settings and from school to work.

  • Action research cycles grow out of the RTF and can guide professional practice to foster teacher learning that lasts.

  • A promising model of professional development involves exploring how different professionals create connections and how artefacts from one community are introduced into another.

  • Literacy, numeracy and ICT competencies provide a foundation for lifelong learning.

  • Individual, context and technology factors must be considered when matching individuals with assistive technology.

    • Introduction

    Learning that lasts is learning that underpins lifelong development and active engagement in society. It dynamically embodies the ATRiUM capabilities in the independent and social activities of living. Specifically, it is learning stemming from the application of individuals’ capabilities in current and new learning situations. Active learners apply their thinking skills, practise self-regulation and self-management skills and develop and maintain positive attitudes to learning throughout their lives. They also initiate their own learning opportunities and use flexible problem-solving strategies in response to novel situations.

  • Chapter 3 - Teaching processes

  • Lorraine Graham, Jeanette Berman, Massey University, Auckland, Anne Bellert, Southern Cross University, Australia
  • Book:
    Sustainable Learning
    Published online:
    06 August 2018
    Print publication:
    15 January 2015, pp 48-77

  • Summary

    Intended learning outcomes

    Engagement with the text in this chapter will enable readers to do the following:

  • explain why teaching is considered a profession and describe the fundamental professional responsibilities of inclusive teachers

  • understand that effective, responsive teaching results from a reiterative teaching–learning cycle of evaluating teaching, planning for learning and assessment, teaching, and reflection, as described in the RTF, introduced in this chapter

  • recognise that workplace skills such as organisation, communication and fostering good interpersonal relationships have specific applications in teaching, and that collaboration and data literacy are increasingly important for teachers’ professional learning

  • describe pedagogy, effective pedagogy and pedagogical content knowledge and articulate how they relate to inclusive teaching practice

    • Big ideas

  • Teaching is a profession that provides service for the benefit of others. As professionals, teachers engage in continuing professional learning and open their activities and decision-making processes to constructive evaluation by other members of the profession.

  • Teachers design instruction and facilitate student learning. Effective teaching occurs within a continuous, responsive cycle of understanding context, planning, implementing teaching and learning activities, assessment procedures, providing feedback, reflection and evaluation.

  • There are particular ways of organising information and resources and of interacting with others that are specific to the teaching profession. Collaborating with colleagues about student learning is a powerful way to improve teacher knowledge and practice.

  • Teaching matters: it impacts on student outcomes throughout their lives and affects national productivity. Effective, responsive teaching for all students is a key approach for achieving equity of educational outcomes.

  • Inclusive practices for 21st century classrooms

  • Lorraine Graham, Jeanette Berman, Massey University, Auckland, Anne Bellert, Southern Cross University, Australia
  • Book:
    Sustainable Learning
    Published online:
    06 August 2018
    Print publication:
    15 January 2015, pp 224-225

  • Summary

    Sustainable learning is flexible and adaptable, with a focus on responsive action attuned to students’ needs, the valid assessment of learning progress and the evaluation of teaching effectiveness. In this book we have presented learning for all, teaching that matters and learning that lasts as major considerations for shaping, planning and implementing contemporary inclusive practice. The RTF and its reiterative set of questions introduce an approach to inclusive practice that is strengths based and concerned with orchestrating classroom organisation and teaching actions in order to facilitate student learning. In keeping with the ATRiUM metaphor, this approach to inclusion suggests that learners have the space and light required to learn and can use and develop knowledge and skills to a higher level, given the right conditions.

    Good teaching does not follow a one-size-fits-all approach but acknowledges that students have different learning needs. Responsive teachers have knowledge about learning trajectories that are typical within curriculum domains and use this knowledge to plan and differentiate their teaching in response to learning contexts and their students’ learning needs. Importantly, responsive teachers also understand that some learners have complex profiles that do not fit expected learning and development trajectories. Valid assessment is vital as a foundation for responsive teaching, because it focuses on gathering information about all students’ thinking and understanding and about the effectiveness of teaching.

  • Chapter 5 - Assessment and feedback

  • Lorraine Graham, Jeanette Berman, Massey University, Auckland, Anne Bellert, Southern Cross University, Australia
  • Book:
    Sustainable Learning
    Published online:
    06 August 2018
    Print publication:
    15 January 2015, pp 103-136

  • Summary

    Intended learning outcomes

    Engagement with the text in this chapter will enable readers to do the following:

  • explain how assessment supports effective teaching and sustainable learning

  • compare and contrast assessment of learning, assessment for learning and assessment as learning

  • articulate how assessment is embedded in the responsive teaching cycle

  • distinguish between various assessment approaches and choose strategies that best fit different educational purposes

  • explain the effects of different feedback types on learning

    • Big ideas

  • Teachers’ use of assessment and students’ involvement with assessment practices should support effective teaching and sustainable learning.

  • Assessment information needs to be made available to learners and their families (whānau) in the form of feedback and reporting so that responsibility for learning is shared and support for self-regulated learning development is provided.

  • Assessment is ongoing throughout the teaching cycle. All classroom decision-making is based on assessment of learning, assessment for learning and assessment as learning (DEECD 2014).

  • Assessment of learning is traditional assessment that identifies and measures what has been learnt. This is important but is no longer enough for responsive teachers.

  • Assessment for learning aims to acknowledge growth and learning, determine achievement, identify current learning needs and necessary adaptations and evaluate the instruction’s effectiveness. It ensures that factors that support and hinder learning are investigated in order to personalise learning.

  • Assessment as learning is assessment that creates learning opportunities. A formalised type of this kind of assessment practice is known as dynamic assessment.

  • Food Reciprocity and Sustainability in Early Childhood Care and Education in Aotearoa New Zealand

  • Jenny Ritchie
  • Journal:
    Australian Journal of Environmental Education / Volume 31 / Issue 1 / July 2015
    Published online by Cambridge University Press:
    13 January 2015, pp. 74-85

  • This article offers a perspective from early childhood care and education in Aotearoa New Zealand. It draws from the data of four recent studies to demonstrate pedagogical practices informed by Indigenous (Māori) perspectives. Māori values, such as manaakitanga (caring, hospitality, generosity) and whanaungatanga (relatedness), are shown featuring in routines focused on provision of food and serving as a key focus of early childhood education for sustainability. It is argued that providing opportunities for children to become engaged with growing, cooking and sharing food enables them to operationalise compassion towards themselves, others and the environment, reconnecting with the source of their food and demonstrating generosity and care to others (both human and more-than-human) in their communities. This can be viewed as a pedagogical response to the increasing encroachment of neoliberalism, with its incumbent individualism and lack of collectivist consciousness or concern for the environment, into education settings. Furthermore, drawing upon Indigenous perspectives honours traditional, localised wisdom regarding sustainability practices.

  • Language learner perspectives on the functionality and use of electronic language dictionaries

  • Mike Levy, Caroline Steel
  • Journal:
    ReCALL / Volume 27 / Issue 2 / May 2015
    Published online by Cambridge University Press:
    05 January 2015, pp. 177-196

  • This paper investigates the extent of electronic dictionary use by language learners in an Australian university. All students in the study are formally enrolled in language courses across ten languages at first, second or third year level. The study places a particular emphasis on gauging student perceptions of the beneficial aspects of electronic dictionaries as judged by learners themselves in circumstances where they are able to act independently. As these benefits are often described in terms of usability and functionality, these particular terms are defined and introduced in the literature review, and then later they are employed to help structure and describe the results.

    The arguments for the discussion are supported by the use of empirical data taken from a large-scale survey conducted in 2011 (n=587) where comments from students were obtained on why and how dictionary-type resources were accessed and used (see also Steel & Levy, 2013). The paper restricts itself to the quantitative and qualitative data gathered on mobile phones, translators, dictionaries and web conjugators and related items (e.g. discussion forums). The particular functions that students use and the ways in which they use them are described and categorised, with the discussion supported by student comments.

    The data exhibits a remarkable range of resources available to students to look up unknown words or to see translations and, consequently, our understanding of what exactly an electronic dictionary might comprise is challenged. Many students’ comments demonstrate a sophistication and knowledge about the effective use of these dictionary tools together with a keen awareness of their limitations.

Page 396 of 1123