Diversity, Inclusion and Engagement presents a clear, socially oriented approach to understanding and developing inclusion in education. It focuses on encouraging pre-service teachers to develop strategies to engage students of all backgrounds, needs and abilities in a diverse classroom. It conveys positive dimensions to promoting the implementation of inclusive education policy in practice, while at the same time focusing on those areas that we know are currently providing challenges for many teachers in engaging students in inclusive learning environments. This third edition responds to constant change in schools, the national curriculum implementation, national and international developments and heightened expectations of teachers by the public and employers. It includes some new chapters, notably one examining the needs of students facing challenges to their mental health and wellbeing. In addition, there is greater focus within most chapters on key issues, including early intervention, the use of technology, and assessment practices. There are also some new headings to help the instructors and students focus on classroom practice and facilitate individual and group learning. With extensive learning features that blend theoretical issues and context with practical skills, Diversity, Inclusion and Engagement provides pre-service teachers with the knowledge and understanding to manage classroom challenges and develop inclusive learning environments.

Diversity, Inclusion and Engagement

Education & Teaching

Dole, Shelley

Hyde, Mervyn

Carpenter, Lorelei

Schools & Teaching

Oxford University Press

Taking a critical reflection approach, this book informs fledgling teachers about the culture of the community, the school, home cultures, interests, learning styles, and the abilities of their future students. Exercises within the book and the innovative Virtual Classroom website encourage teaching students to watch, record best practice, and draw upon sound theoretical knowledge to create engaging teaching practices.

Learning to Teach: New Times, New Practices

Blaise, Mindy

Malone, Karen

Latham, Gloria

Faulkner, Julie

Lang, Josephine

Learning to Teach encourages the students to engage in critical reflection of teaching practices by immersing themselves in the Lathner Primary virtual school. The reader is positioned as a first year teacher who embarks on a new career at Lathner Primary. They work with Anna Jones, her class, and the other teachers around Lathner to help develop their ability to analyze scenarios and critically reflect on their own unexamined assumptions. Exercises within the book combine with other learning tools such as assorted documents from Lathner, including journal entries and letters from the school, 'Pause, Reflect, Record' and 'Taking Action' sections to assist students to practice their classroom skills. There are also notes from the authors discussing their perspectives and experiences of the subject matter. There are extensive resources to use with the book available at http://emedia.rmit.edu.au/lathnervirtualschool/.

Learning To Teach: New Times, New Practices

Numeracy Across the Curriculum

Science & Math

Geiger, Vince

Goos, Merrilyn

Forgasz, Helen

Bennison, Anne

Mathematics

Routledge

Teaching Mathematics in Primary Schools: Principles for effective practice

Jorgensen, Robyn

Larkin, Kevin

A systematic, research-based introduction to the principles and practice of teaching mathematics at the primary school level, this inquiry moves beyond traditional lockstep approaches to teaching mathematics to emphasize how students can learn to think mathematically in terms of globalization and new technologies.

Teaching Mathematics in Primary Schools

Wright, Robert J.

Zevenbergen, Robyn

Allen& Unwin

Teaching Mathematics in Primary Schools moves beyond traditional lock-step approaches to teaching mathematics to emphasize how students can learn to think mathematically in the new times of globalization and a technology-rich society. Based on current international research, the book focuses on learning outcomes and the general principles that underlie educational practices rather than any specific curriculum. Current approaches to mathematics education are explained and critiqued, and insights into why some students have difficulties with mathematics are provided. Teachers are shown how to encourage their students to develop deep learning in mathematics, and to relate mathematics to the rest of the curriculum. The authors firstly examine the philosophy behind mathematics and its impact on curriculum design, the history of learning outcomes, and theories on how students learn mathematics. They then present the key areas of mathematics teaching in detail: number, chance and data, measurement, space, and algebra. In each area, the emphasis is on problemsolving. Finally, they discuss practical classroom issues such as the trend towards developing students' capacity to think mathematically, broad approaches to teaching mathematics, planning for a whole school approach to mathematics, diversity and access, and assessment, reporting, and evaluation. New material on numeracy, early numbers, and fractions has been added to this second edition. It also includes new material on teaching mathematics in the middle years of schooling. With practical activities that can be implemented in the classroom, this book is an invaluable resource for students and teachers.

Being numerate involves more than mastering basic mathematics. Numeracy connects the mathematics learned at school with out-of-school situations that require capabilities such as problem solving, critical judgment, and sense-making related to non-mathematical contexts. This book provides prospective and practicing teachers with practical, research-based strategies for embedding numeracy across the primary and secondary school curriculum. Based on the authors' 10-year research program, the text explains what numeracy is and how numeracy has developed as an educational goal. It describes in detail the five dimensions of the authors' model: attention to real-life contexts; application of mathematical knowledge; use of physical, representational, and digital tools; the promotion of positive dispositions towards the use of mathematics to solve problems encountered in day-to-day life; and a critical orientation to interpreting mathematical results and making evidence-based judgements. There is guidance on how to embed numeracy across all subjects within the curriculum, how to assess numeracy learning, and how to deal with challenges and dilemmas including working with discipline boundaries and developing support resources. Featuring practical examples and case studies throughout, this book will build pre-service teacher confidence, demystify common misconceptions, and grounds theory into practice in this vital area of student competency.

Numeracy Across the Curriculum: Research-based strategies for enhancing teaching and learning

An accessible introduction to classroom mathematics teaching at primary and middle years levels, updated throughout to reflect recent research and best practice with ICT.

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