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Learning in Science
Learning in Science brings together accounts of the five influential and groundbreaking Learning in Science Projects, undertaken by the author over a period of twenty years. Offering comprehensive coverage of the findings and implications of the projects, the book offers insight and inspiration at all levels of science teaching and learning, from primary and secondary school science, to teacher development, and issues of classroom assessment. The book reviews the findings in the light of current science education, and is thematically organised to illuminate continuous and emerging themes and trends, including: * learning * pedagogy * assessment * Maori and science education * curriculum development as teacher development * and research methodology. Learning in Science will be a valuable resource for science teachers, science teacher educators, science education researchers, curriculum developers and policy makers.
Measuring classroom practice in literacy. Final Report. Teaching & Learning Research Initiative
In New Zealand there are few widely used and proven instruments for the systematic gathering of information about teachers' literacy practices in the classroom. Much of the information we have about classroom practice has come from teacher self reporting with data gathered through surveys, logs, diaries, and interviews. An understanding of literacy teaching practices is essential to planning for and explaining patterns of student achievement. This report (104 pages) documents the findings of a two year study into the design and testing of an observational guide aimed at capturing critical / effective elements of teachers' literacy practice in Years 1-8.
Teacher Learning with Classroom Assessment
This book discusses the interwoven themes of teacher learning and classroom assessment, highlighting the complexity and intricacy of these processes in a range of very different classroom contexts. The case studies demonstrate how classroom assessment is needed for teachers to learn about teaching and for them to be able to grow professionally and improve student learning. Although this volume is mainly situated in the unique and varied contexts of the Asia-Pacific region, it addresses the key issues of quality teaching, assessment, and accountability in a global context.
Methodologies and Outcomes of Engineering and Technological Pedagogy
Engineering pedagogy is closely linked to both the technical and the pedagogical sciences. Over the years, engineering pedagogy has shifted from practical education to teaching how to integrate information, computational, and communications technology. However, while pedagogical and psychological qualifications are highly important requirements for a teaching career in engineering, the research on engineering pedagogy remains scant and scattered across journal articles, conference proceedings, workshop notes, and official reports. Methodologies and Outcomes of Engineering and Technological Pedagogy is a collection of innovative research building on the available literature that examines engineering pedagogy while providing resources necessary for policymaking, implementation, and continuous improvement. Featuring coverage on a wide range of topics including curriculum development, teaching and learning styles, and inclusivity, this book is ideally designed for educators, engineers, curriculum developers, instructional designers, managers, industry professionals, academicians, policymakers, researchers, and students.
The Rocks
Winner of the NSW Premier's Award for nonfiction 1997. Shows the Rocks as a place very different from the usual images of a brutal colony. Showing rather a preindustrial town, a face-to-face society, marked more by movement and opportunity than coercion, discipline and punishment. Hardcover ISBN 0522847226 $34.95.
