Teaching Middle Years: Rethinking Curriculum, Pedagagy and Assessment

Teaching Middle Years: Rethinking Curriculum, Pedagagy and Assessment

Teaching Middle Years: Rethinking Curriculum, Pedagagy and Assessment

Teaching Middle Years: Rethinking Curriculum, Pedagagy and Assessment

Synopsis

This guide offers a systematic overview of the philosophy, principles, and issues in middle schooling, including contributions from academics and school-based practitioners on intellectual and emotional development in early adolescence, pedagogy, curricula, and the assessment of middle years students.

Excerpt

What happens when a traditional middle level school decides it is time to improve the learning outcomes, attitudes and behaviours of its young adolescent students? Easy—it decides to become a well-informed, highly committed, responsive middle school. But only the initial answer is easy, for the task of planning, implementing and sustaining the wide range of changes necessary to achieve this goal is the hard part. And this is made even more difficult if relevant information and reliable guidelines are not readily available.

Until now, the best available scholarly books dedicated to the middle years of schooling were those written for an American audience. While Australian schools, universities and education systems have made good use of the international literature, it is time for teachers, principals, academics and student teachers to have access to more relevant and meaningful Australian material. Teaching Middle Years is the first comprehensive Australian book to match and surpass the quality of many overseas publications.

This book fills an urgent need expressed by all sectors of education. It will become a text for student teachers enrolling in university courses. It will be used by schools as a reference book to guide their reform efforts. It will be used by individual teachers to enrich their knowledge and understanding of middle schooling. And it will be used by educational leaders committed to the genuine improvement of middle schooling throughout Australia.

The book is consistent with the generally accepted range of recommendations for producing successful middle years of schooling. Part 1 provides a useful context for understanding the historical developments and current thinking influencing the reform movement. It is essential reading, particularly for those new to middle schooling.

Part 2 addresses issues associated with reform in the curriculum. The authors provide an insight into the challenges confronting teachers as they leave the secure . . .

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