This book examines the theoretical underpinning of the concept of personalised education and explores the question: What is personalised education in the contemporary higher education sector and how is it implemented? A broad, sophisticated definition of personalised learning has the potential to serve as a basis for more effective educational practices. The term 'personalised education' is, and continues to be, one with a variety of definitions. The authors' definition both incorporates earlier concepts of personalised education and critically reassesses them. The book then adds a further dimension: personalised instruction in electronically mediated environments, where the goal is to achieve learning towards mastery individually with the help of differentiated and individualised electronic learning platforms. This book assesses the various arguments concerning personalised education, examining each through the lens of educational theory and pedagogy and subsequently positing a number of qualitative characteristics of personalised education that have the potential to influence policy and practices in the higher education sector.

Led by Donna Pendergast and Susanne Garvis, this new edition of Teaching Early Years provides a comprehensive overview of and introduction to educating children from birth to eight years. Structured around the key priorities for early childhood education and care - curriculum, pedagogy and assessment - this book supports readers to develop and enhance their knowledge and understanding of the essential theory, scholarship and practical applications. This second edition has been thoroughly revised to reflect the significant innovation and development across the sector, ensuring that coverage of content, the latest research, references to curricula and professional standards are up to date and relevant to today's pre- and in-service educators. The new edition covers: Sustainability education Health and nutrition Innovative and age-appropriate pedagogies Increased coverage of Aboriginal and Torres Strait Islander perspectives New understandings of the early years learner Each chapter provide case studies, examples from practice, chapter summaries and reflection questions, encouraging the reader to engage more deeply with the key concepts and learning points. Bringing together leading scholars and practitioners Teaching Early Years provides the specialist knowledge and preparation required for early years educators, in all learning environments, to deliver exceptional education and care to all children in the early years.

Tourism in Turbulent Times presents an international review of the challenges faced by the world's largest industry and governments around the world to provide safe and enjoyable experiences for visitors. The book draws on the background and expertise of contributors from 11 countries, representing scholars, government officers and industry practitioners. It addresses traditional concerns for tourism (such as crime) as well as emerging challenges posed by the global movement of infectious disease and terrorism. These topics are examined by specialists who share a view that tourism can weather turbulent times through adopting appropriate risk management strategies and continuing to provide quality service for customers.

This book differs from other texts on the market by including a large group of tourism industry practitioners as contributors. These writers practice the principles they espouse and have critical insight into the real world issues facing the tourism industry. They are also very committed to finding best practice solutions to the challenges facing their industry. The book will therefore be of particular interest to tourism managers and policy makers since it provides relevant information for the important decisions they need to make.

Throwing the net wide to include medicine, law, psychology, sociology, education and hard science means that a wide range of perspectives are available to address global business, insurance, security, and policy questions in this emerging area of tourism. Shocks such as the terrorist attacks of 11 September 2001, SARS and the more recent Asian Tsunami have made the tourism industry very conscious of the need to protect itscustomers. This book highlights the positive responses made by various sectors of the industry at destination, national and international levels. It also examines the growing adventure tourism market, characterised by small operators who need good risk management practices to weather adverse global events, as well as run a financially viable small business. Such a wide set of perspectives will be very valuable to both students and tourism professionals.
- Focus on the real world business, including medicine, the international tourism industry and government.
- Includes unique industry material that is not usually found in academic texts or journal articles
- Written by government and industry experts who have access to interesting and timely facts and figures that would not otherwise appear in the public domain

Led by Donna Pendergast and Susanne Garvis, this new edition of Teaching Early Years provides a comprehensive overview of and introduction to educating children from birth to eight years. Structured around the key priorities for early childhood education and care - curriculum, pedagogy and assessment - this book supports readers to develop and enhance their knowledge and understanding of the essential theory, scholarship and practical applications. This second edition has been thoroughly revised to reflect the significant innovation and development across the sector, ensuring that coverage of content, the latest research, references to curricula and professional standards are up to date and relevant to today's pre- and in-service educators. The new edition covers: Sustainability education Health and nutrition Innovative and age-appropriate pedagogies Increased coverage of Aboriginal and Torres Strait Islander perspectives New understandings of the early years learner Each chapter provide case studies, examples from practice, chapter summaries and reflection questions, encouraging the reader to engage more deeply with the key concepts and learning points. Bringing together leading scholars and practitioners Teaching Early Years provides the specialist knowledge and preparation required for early years educators, in all learning environments, to deliver exceptional education and care to all children in the early years.

Higher education institutions around the globe are facing complex issues that disrupt the usual roles and purposes of centres of learning and research. Forces such as globalisation, burgeoning knowledge-based economies, rapid adoption of new technology, and global competition are changing the work and lived experiences of academics across the globe. This book addresses the unprecedented effects of these global pressures, including the COVID-19 pandemic, on university work and the resulting opportunity for innovative disruption. It presents the voices of 16 Australian university academics, framed by standpoint theory, which provide a unique perspective and insights into the rapid shifts impacting universities and how these affect academics' work lives. The stories uncover cases of disappointment and frustration, bullying and morale loss, alongside positive change and the awareness of the need to change expectations. This work informs the development of the Academic Predicament Model (APM), which points to the erosion of academic professionalism and identifies how such change in university work consequently de-professionalises academia in Australia. The long-term effect is to challenge the place and function of higher education institutions. The need for transformation, and potential for its outcomes, has never been greater, nor has the risk that the elements of the Academic Predicament Model will be amplified, causing the de-professionalising of academia to be further accelerated. This book will be of interest to researchers in higher education exploring neoliberalism and its impact on education and academics' work.

Student engagement is fundamental to learning, yet it also constitutes a major and long-standing challenge to educators around the world. This book provides an evidence-based theorisation of features associated with schooling engagement, along with targeted strategies that underpin a continuum of pedagogical, curricular and social support during the years of young adolescent schooling. Anchored by the Young Adolescent Engagement in Learning Model, a multi-layered model which incorporates a continuum of behavioural, emotional and cognitive dimensions of engagement, the authors provide a framework to help support the engagement of young adolescents. Seamlessly integrating theory and practice, this book explores the importance of avoiding educational disengagement, particularly from those who are most vulnerable due to a range of personal factors. This volume will be of interest and value to students and scholars of educational young adolescent engagement and retention, as well as those working with young people.

This book examines the theoretical underpinning of the concept of personalised education and explores the question: What is personalised education in the contemporary higher education sector and how is it implemented? A broad, sophisticated definition of personalised learning has the potential to serve as a basis for more effective educational practices. The term 'personalised education' is, and continues to be, one with a variety of definitions. The authors' definition both incorporates earlier concepts of personalised education and critically reassesses them. The book then adds a further dimension: personalised instruction in electronically mediated environments, where the goal is to achieve learning towards mastery individually with the help of differentiated and individualised electronic learning platforms. This book assesses the various arguments concerning personalised education, examining each through the lens of educational theory and pedagogy and subsequently positing a number of qualitative characteristics of personalised education that have the potential to influence policy and practices in the higher education sector.

Home Economics can be a dynamic tool to create a sustainable future. But to do that we have to discover future-making tools and renew our communication with others and with each other. In 2012, the World Congress of the International Federation of Home Economics (IFHE), first established over 100 years ago, was hosted by Home Economics Victoria in Melbourne, Australia. As the profession commences its second century of influence, this collection from 34 international Congress contributors reflects the global nature of the profession and provides a platform for outlining what the future of Home Economics might look like. It clearly and eruditely shows that the promise of Home Economics is there for the future, if we work for it.

"This book creates new knowledge -- no other home economics writer in the world has attempted this." Dr Margaret Henry, Hong Kong Institute of Education

"This book fills a major gap in the literature in Australia and elsewhere. It is deliciously written and wonderfully rich. The teacher in home economics in particular, but in Australian curriculum more broadly, has been enriched by this analysis, which significantly opens new arenas for research." Professor Marie Brennan, University of Canberra

There is an expectation that teachers are, and will be, transformers of society as they prepare young people to deal with an ever-changing world. While the importance of this role has never been greater, the status and respect once enjoyed by teachers has declined over recent years. Diminishing status and negative stereotypes have in turn contributed to a growing teacher shortage crisis, worldwide. Home economists, as one group of increasingly scarce teachers, have carried their share of negative stereotyping, led by tired cliches such as cookers and sewers and stitchers and stirrers. This book encourages rethinking of home economics and home economics teaching by providing insights into the embodied pedagogy of teachers who refuse to live by tired cliches. It explores ways in which these teachers engage in fun and pleasure, demonstrating that transformative moments are part of their classroom culture. This re-thinking offers challenges not only for home economics teachers, their profession and home economics as a cultural practice, but for the broader teaching community engaged in embodied pedagogy, thereby providing a paradigm shift for re-thinking the status and perceptions of teachers and teacher professionalism.