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This book establishes a new theoretical and practical framework for
multimodal disciplinary literacy (MDL) fused with the
subject-specific science pedagogies of senior high school biology,
chemistry and physics. It builds a compatible alignment of multiple
representation and representation construction approaches to
science pedagogy with the social semiotic, systemic functional
linguistic-based approaches to explicit teaching of disciplinary
literacy. The early part of the book explicates the
transdisciplinary negotiated theoretical underpinning of the MDL
framework, followed by the research-informed repertoire of learning
experiences that are then articulated into a comprehensive
framework of options for the planning of classroom work. Practical
adoption and adaptation of the framework in biology, chemistry and
physics classrooms are detailed in separate chapters. The latter
chapters indicate the impact of the collaborative research on
teachers' professional learning and students' multimodal
disciplinary literacy engagement, concluding with proposals for
accommodating emerging developments in MDL in an ever-changing
digital communication world. The MDL framework is designed to
enable teachers to develop all students' disciplinary literacy
competencies. This book will be of interest to researchers, teacher
educators and postgraduate students in the field of science
education. It will also have appeal to those in literacy education
and social semiotics. The Open Access version of this book,
available at www.taylorfrancis.com, has been made available under a
Creative Commons Attribution-Non Commercial-No Derivatives 4.0
license.
Across the world STEM (learning and work in Science, Technology,
Engineering and Mathematics) has taken central importance in
education and the economy in a way that few other disciplines have.
STEM competence has become seen as key to higher productivity,
technological adaptation and research-based innovation. No area of
educational provision has a greater current importance than the
STEM disciplines yet there is a surprising dearth of comprehensive
and world-wide information about STEM policy, participation,
programs and practice. The Age of STEM is a state of the art survey
of the global trends and major country initiatives in STEM. It
gives an international overview of issues such as: STEM strategy
and coordination curricula, teaching and assessment women in STEM
indigenous students research training STEM in the graduate labour
markets STEM breadth and STEM depth The individual chapters give
comparative international analysis as well as a global overview,
particularly focusing on the growing number of policies and
practices in mobilising and developing talent in the STEM fields.
The book will be of particular interest to anyone involved in
educational policy, those in education management and leaders in
both schooling and tertiary education. It will have a wider
resonance among practitioners in the STEM disciplines, particularly
at university level, and for those interested in contemporary
public policy.
Across the world STEM (learning and work in Science, Technology,
Engineering and Mathematics) has taken central importance in
education and the economy in a way that few other disciplines have.
STEM competence has become seen as key to higher productivity,
technological adaptation and research-based innovation. No area of
educational provision has a greater current importance than the
STEM disciplines yet there is a surprising dearth of comprehensive
and world-wide information about STEM policy, participation,
programs and practice. "
The Age of STEM" is a state of the art survey of the global
trends and major country initiatives in STEM. It gives an
international overview of issues such as:
- STEM strategy and coordination
- curricula, teaching and assessment
- women in STEM
- indigenous students
- research training
- STEM in the graduate labour markets
- STEM breadth and STEM depth
The individual chapters give comparative international analysis
as well as a global overview, particularly focusing on the growing
number of policies and practices in mobilising and developing
talent in the STEM fields. The book will be of particular interest
to anyone involved in educational policy, those in education
management and leaders in both schooling and tertiary education. It
will have a wider resonance among practitioners in the STEM
disciplines, particularly at university level, and for those
interested in contemporary public policy.
This book explores innovative approaches to teacher professional
learning, examples of teaching enacted in classrooms, and factors
affecting the promotion of quality teaching in socio-scientific
issues and sustainability contexts. Since educational settings and
cultures influence teaching, the different approaches and
perspectives in various cross-national contexts enable us to
appreciate the diversity of different countries’ practices and
provide insight into seminal approaches to socio-scientific
issues-based teaching internationally. The book consists of three
parts: innovative professional development programs, innovative
teaching approaches, and issues relating to student engagement with
socio-scientific issues and sustainability education. The book
targets those who can be expected to develop curriculum, enact
teaching practices, and facilitate teachers’ professional
development in socio-scientific issues and sustainability
education.
This unique book explores school improvement policy - from its
translation into national contexts and school networks to its
implementation in leader and teacher practices in individual
schools and classrooms within this network of schools and its
impact on students' learning. It draws on multiple conceptual and
theoretical resources to explore the complexities attached to a
school improvement process in a network of schools in Australia.
These conceptual and theoretical resources include discourse,
practice, representation and network, concepts common to both
policy research as well as studies of leadership and classroom
practice. They lead to a more detailed understanding of the
intersections between educational policy and intervention
processes, and the complex reality of school processes and teaching
practices. In the book we trace the implementation of school
improvement policies through its multiple phases, levels and
contexts. Our data-collection and analysis methods draw on a
variety of perspectives in the way different players perceive their
roles and the nature of the initiative and the ways in which these
intersect. The research findings are used to seek productive
approaches to school improvement that combine policy integrity with
local flexibility. The book contributes to the school improvement
literature through its exploration of tensions between global and
systemic settings and local practices and histories.
This unique book explores school improvement policy - from its
translation into national contexts and school networks to its
implementation in leader and teacher practices in individual
schools and classrooms within this network of schools and its
impact on students' learning. It draws on multiple conceptual and
theoretical resources to explore the complexities attached to a
school improvement process in a network of schools in Australia.
These conceptual and theoretical resources include discourse,
practice, representation and network, concepts common to both
policy research as well as studies of leadership and classroom
practice. They lead to a more detailed understanding of the
intersections between educational policy and intervention
processes, and the complex reality of school processes and teaching
practices. In the book we trace the implementation of school
improvement policies through its multiple phases, levels and
contexts. Our data-collection and analysis methods draw on a
variety of perspectives in the way different players perceive their
roles and the nature of the initiative and the ways in which these
intersect. The research findings are used to seek productive
approaches to school improvement that combine policy integrity with
local flexibility. The book contributes to the school improvement
literature through its exploration of tensions between global and
systemic settings and local practices and histories.
This book explores innovative approaches to teacher professional
learning, examples of teaching enacted in classrooms, and factors
affecting the promotion of quality teaching in socio-scientific
issues and sustainability contexts. Since educational settings and
cultures influence teaching, the different approaches and
perspectives in various cross-national contexts enable us to
appreciate the diversity of different countries' practices and
provide insight into seminal approaches to socio-scientific
issues-based teaching internationally. The book consists of three
parts: innovative professional development programs, innovative
teaching approaches, and issues relating to student engagement with
socio-scientific issues and sustainability education. The book
targets those who can be expected to develop curriculum, enact
teaching practices, and facilitate teachers' professional
development in socio-scientific issues and sustainability
education.
How do we enable young people to imagine themselves as the next
generation of STEM professionals? How do we do this in a way that
engages the desire to learn and explore? In Australia, there is
increasing concern at the declining participation in advanced-level
school mathematics and physical sciences; fewer students electing
to study STEM programs at university; and, evidence of declining
performance of Australian students on international comparative
tests in mathematics and science. This timely book highlights the
need to reconceptualise Maths and Science Teacher Education
Programs (ReMSTEP) in order to revitalise maths and science
teaching approaches within primary and secondary schools. Through a
series of seven `innovations', such as offering maths and science
specialisations within primary pre-service teaching programs, or
creating opportunities to connect scientists and mathematicians
with both pre-service teachers and practitioners in developing
activities for school contexts, ReMSTEP recognises that teacher
graduates are powerful change agents for making maths and science
curricula more engaging, challenging and relevant for primary and
secondary students. This substantively researched text, based on
ReMSTEP's extensive trialling and exhaustive consultation with
researchers and practitioners alike, enriches the debate on the
educational relevance of maths and science, and is a crucial
reference for educational decision-makers, lecturers and
pre-service teachers, and school leaders. Part A examines the
challenges around science and maths education. Part B explores,
through case studies, the seven ReMSTEP innovations around which
the activities were organised. Part C provides an overview of the
impacts of the innovations and explores the implications of the
findings.
This book calls for major curriculum reform, arguing that the time
has passed for tinkering around the edges of a science curriculum
that belongs to the past. Using research presented at ACER's
Research Conference 2006, 'Boosting Science Learning - what will it
take?' as a base for a broad and intense review of the literature,
the review calls for a 'reimagined' science education that is
focused not only on preparing future scientists, but also on
engaging all young people in science.
This book is a collection of over 425 practice/review questions for
VCE Physics CAT 3 (Common Assessment Tasks) It includes 'official'
CAT questions plus original author-generated questions in a similar
style. The questions are grouped into convenient categories in line
with the Study Design. The purpose of the book is to provide
practice material for use after the relevant theory has been
studied. It is ideal for revision throughout the year and for final
year CAT 3 preparation.
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