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EDFD 268: TEACHING and LEARNING Preparing for the Contexts of the Field
UNIT OUTLINE
Credit points:
10
Co-requisites:
Pre-requisites:
LECTURER-IN-CHARGE:
DESCRIPTION:
This unit aims to provide pre-service primary educators with a broader perspective on society, family
and schooling and how these impact upon teaching and learning. It also seeks to provide pre-service
teachers with opportunities to acquire communication skills to facilitate teaching and classroom
management. A further focus is to develop basic skills in lesson planning and implementation using
various teaching strategies.
TEACHING TEAM:
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UNIT DESCRIPTION:
This unit will focus on assisting pre-service teachers to develop and apply a critical understanding of a
variety of social and cultural contexts, including addressing issues of disadvantage. Pre-service
teachers will be introduced to ways of selecting and delivering appropriate teaching, learning and
assessment strategies to address these contexts. Pre-service teachers will prepare for their first
teaching experience by engaging with lesson planning procedures. It is expected that a commitment to
social justice and inclusivity as well as an appreciation of the sacred will deepen and broaden as an
understanding of the diverse religious, cultural and social backgrounds of children is emphasised.
Through school-based experiences, pre-service teachers will form links between theory and practice
in a coherent manner as they describe, analyse and reflect upon current practices, develop
communication, planning and organisational skills and relate their observations to the theoretical
foundations introduced and their developing professional framework.
It is anticipated that pre-service teachers will continue to develop their own quality pedagogy with
particular reference to the significance of appropriately selected material matching student needs and
considerations of intellectual quality. The graduate attributes of a spirit of service to the community and
an enthusiasm to search for further knowledge and understanding will be evidenced throughout this
unit through pre-service teachers work in acquiring knowledge surrounding the contexts within which
they will teach. Education Studies 4 will further develop the use of these strategies and the pre-service
teachers understanding of creating quality learning environments.
MODE AND DURATION:
Formal class attendance is required for this unit which consists of a weekly one hour lecture and a 1
hour tutorial throughout semester 1. In addition, students are expected to keep up with the weekly
recommended readings in order to actively participate in the tutorials.
This Unit is link to EDFX 314 the Professional experience unit which consists of 7 one Day-a-week
(DAW) school visits and Practicum in Semester 2, 2015. Student/s will visit an assigned school/s on
Tuesdays for 7 full days and to complete a 4 week Practicum Block Experience (from 9th November to
4th December, 2015).
Student workload: 2 contact hours (1 hour lecture & 1 hour tute) + 7 personal study hours per
Semester week. The unit will integrate understandings and skills developed through lectures, tutorials,
discussions, readings and individual study with reflections on the pre-service teachers prior school
experiences and associated activities. The reflection on professional and learning experiences is
intended to deepen understanding of the various concepts met, to inform application of these
understandings, to inform observations in future experiences in schools with regard to communication,
planning and organising learning, classroom management and the role of assessment in these.
LEARNING OUTCOMES:
Learning Outcomes
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National
University Graduate
Professional
Standards for
Teachers
This course will
contribute to
students attainment
of the following
Professional Teacher
Standards:
Attributes
On successful completion
of this unit, students will
progress in the development of the following ACU
graduate attributes:
1.1.1,
GA 1
1.3.1,
GA 2
GA 3
2.1.1, 2.2.1.
GA 4
1.3.1, 1.5.1,
GA 8
2.1.1, 2.2.1.
GA 9
GA 3
1.5.1.
GA 5
GA 10
GA 1
GA 4
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GA 5
GA 7
GA 9
GA 4
GA 7
GRADUATE ATTRIBUTES
Each unit in your course contributes in some way to the development of the ACU Graduate Attributes
which you should demonstrate by the time you complete your course. You can view the ACU Graduate
Attributes for all courses at http://www.acu.edu.au/204356. All Australian universities have their expected
Graduate Attributes ACUs Graduate Attributes have a greater emphasis on ethical behaviour and
community responsibility than those of many other universities. All of your units will enable you to
develop some attributes.
Your course EDFD 218: Teaching & Learning Preparing for the Contexts of the Field is a
professional program that requires development of particular attributes for accreditation purposes. These
are also included in the Learning Outcomes.
On successful completion of this unit, you should have developed your ability to:
GA1
demonstrate respect for the dignity of each individual and for human diversity
GA2
recognise your responsibility to the common good, the environment and society
GA3
GA4
GA5
demonstrate values, knowledge, skills and attitudes appropriate to the discipline and/or
profession
GA6
solve problems in a variety of settings taking local and international perspectives into
account
GA7
GA8
GA9
demonstrate effective communication in oral and written English language and visual
media
GA10
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CONTENT
Subject areas will include:
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1.
Unit Introduction
Unit overview.
(Week
Beginning
Monday)
23/2/2015
READINGS
A Sociological Compass
Overview of Sociological
Perspectives
p. 1 - 23
TUTORIAL Activities
2.
2/3/2015
More on Sociological
Perspectives
Readings
Families
p. 24 - 44
Jackie Elliot
3.
9/3/2015
Readings
p. 45-70
Answer any Qs relating to Tutorial
presentation & the Unit whenever
necessary.
Self-Evaluation.
David Lee
4.
16/3/2015
Readings
(2) Lesson Sequence
Introduction, Development,
Closure.
David Lee
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(Week
beginning
Monday)
Communication and
interpersonal Skills
Readings
5.
Communication in the
educational environment
23/3/2015
Jackie Elliot
Tutorial Presentation 1:
p. 77 - 110
Explanation/ Demonstration
Presentations: 2-3 min. per student to a
small group.
.
6.
Reflective Practice
30/3/2015
Lesson evaluation and
reflection
Readings
Tutorial Presentation 2:
David Lee
6/4/2015
SCHOOL HOLIDAYS
7.
13/4/2015
Readings
Tutorial Presentation 3:
Poverty & Inequality in Australia.
Questioning
David Lee
8.
Readings
20/4/2015
Group Work:
Ways of grouping;
How to manage groups.
p. 176 - 207
Jackie Elliot
9.
Tutorial Presentation 4:
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27/4/2015
Classroom Management:
Readings:
DVD: Prevention
Building a positive
learning environment
p. 208 213
Promoting positive behaviour
p. 214 - 223
Jackie Elliot
Classroom Management:
Readings
Responding to difficult
behaviours
p. 224 242
Tutorial Presentation 5:
Australia & Education in a Globalising
world.
Group discussion of critical incidents
at schools:
How did the teacher/s manage the
situation/s?
How would you handle the incidents?
Jackie Elliot
Collect Stns Assignments.
11.
Tutorial Presentation 6:
11/5/2015
Understanding Learner
Readings
Diversity:
Understanding learner
diversity
Catering to individual
needs;
p. 243 - 266
Technology
Homework - School policies, distribution,
collection, marking, variability, portfolios,
assessment & record keeping.
Learner-centred learning.
David Lee
12.
18/5/2015
Readings
Education
Which class do you teach?
Education & reproduction of
class inequality
David Lee
p. 267 - 287
NB. More details re: weekly Readings, Lecture & Tutorial information will be posted on LEO in advance.
OVERVIEW OF ASSESSMENTS:
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The assessment tasks for this unit are designed for you to demonstrate your achievement of each
learning outcome.
There are three pieces of assessment for this unit.
Brief Description of
Assessment Tasks
Due Date
ASSESSMENT A:
LESSON PLAN and
1000 Word REFLECTION
* Using the ACU lesson plan
format provided, develop a
lesson plan for a 40 min.
lesson (see details below).
To be
submitted in
Week 10 to
the tutor in
your tutorial.
Weight
ing (%)
Learning Outcome/s
Assessed
Graduate
Attributes/
Generic Skills
National
Professional
Standards
for Teachers
30%
This
assessment A
and the DAW
visits cover
GA 1, 3, 4, 5, 7,
8, 9, 10.
2.1.1, 2.2.1,
2.3.1, 3.1.1,
3.2.1, 3.3.1,
3.4.1, 3.6.1,
5.1.1, 6.3.1.
GA 1, 2, 4, 5, 6,
7, 8, 9, 10.
1.3.1, 2.2.1,
2.6.1, 3.5.1
& 4.2.1.
GA 1, 2, 3, 4, 5,
8, 9.
1.5.1, 3.3.1,
3.4.1, 3.5.1,
4.2.1, 4.3.1.
Outcomes:
2, 3, 4, 5,
6&7
From Weeks
5 to 11 as
arranged at
the beginning
of Semester.
PRESENTATIONS in
Tutorials
Outcomes:
30%
ASSESSMENT C:
1, 4 & 6
Outcomes:
FINAL Examination
Exam Week
40%
1, 2, 3 & 5
ASSESSMENT A:
30%
GUIDELINES
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(15%)
Using the given ACU Lesson Plan format, design a 40 minute Lesson Plan for a lower primary school
class (Years 2 or 3) in a school in a low SES suburb. The majority of the class is of average ability and
performing at grade level. There are a few students that are considered gifted and talented and there
are a handful of students functioning below grade level. You can decide what special needs these few
students require (e.g. any behavioural and/or medical issue, any physical or intellectual disability, any
students from non-English speaking backgrounds) and discuss your rationale for planning your lesson
in Part 2 of this task.
The curriculum chosen should be that for Years 2 - 3 in EITHER English or Mathematics by
referring to the appropriate section of the curriculum documents.
Decisions you make when designing the lesson plan should be influenced by your comprehension
of sociological issues that affect educational contexts, as well as your introductory study of
pedagogical issues, classroom communication, management and catering for diversity. (A Rationale
defending/explaining these decisions is required in Assessment As Part 2. The likely needs of
learners in the hypothetical class should be kept in mind throughout the lesson planning process).
The lesson is to show at least three different teaching strategies covered in the course from
explanation, demonstration, questioning, discussion, group work or co-operative group work. These
should be clearly shown on the lesson plan (either electronically or using highlighter or arrows)
identifying your strategies. Other aspects include:
-
clearly outlining any real life actual and relevant prior knowledge, skills or values for your
class in the Recent Prior Experience section and/or how the lesson fits in to a series of
lessons;
writing of specific and observable indicators (these may be from the syllabus or your own
creation if deemed more suitable);
clearly sequenced and engaging activities in the Introduction, Body and Closure sections;
explicitly showing how you would teach the language related to the topic and/or content of
the lesson (One of the activities described in the lesson plan should help learners to
develop their literacy - the knowledge about texts and language required by the curriculum
chosen for this 40 minute lesson).
suitable time periods for each activity of the lesson applicable to the general ability of the
age group;
correct placement and formatting of the information into the columns for Content, Teaching
Strategies/Learning Experiences and Resources & Organisation;
work-sheets and other resources may be included as Appendices to aid clarity (but are not
worth extra marks).
The lesson plan is to be written on the official ACU lesson plan template provided on LEO. It is
to contain the covering page (outcomes, indicators assessment etc) and no more than 3 three
pages of the lesson sequence. Writing is to be done in size 12 Arial and may be 1 pt line
spacing. Acceptable abbreviations may be used. Consult your tutor for further clarification if
necessary.
Criteria for Assessment:
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Correct use of the lesson plan format as described above including clear and sound
evidence of the aspects indicated;
A high level of academic writing skills along with correct spelling, grammar and
punctuation.
(15%)
Produce a well-argued and appropriately referenced written rationale for the decisions made in
constructing the Lesson Plan with regards to the choice of teaching strategies, assessment and
associated resources etc. Your Rationale is to be written in prose without subheadings and may be
written in the first person.
Detailed Task Instructions:
The rationale should begin with a brief description of the low socio-economic context of the
school and the (hypothetical) group of learners for whom the lesson plan were designed.
There should then be a logically-structured, well-expressed discussion of the reasons behind
the choice of teaching and learning strategies contained within the Lesson Plan, assessment
and associated resources.
The discussion should demonstrate understanding of sociological issues and their effects in
educational settings, as well as principles of lesson planning and knowledge of effective
communication/management strategies in classrooms.
Part 2 of Assessment A is to be presented in 12 pt Arial Font with 1.5 line spacing and 2 cm
margins. Opinions and conclusions included within the Rationale should be supported by
reference to material from a range of academic sources (at least 4, preferably 6 or 8,
including a mix of books and journal articles) and relevant curriculum documents.
th
APA style (6 edition) should be used for both in-text referencing and the Reference list at the
end.
The Rationale is 1000 words (excluding the appendices). Penalties may be applied to those who
exceed the word limit or do not conform to the formatting requirements.
Criteria for Assessment
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ASSESSMENT B:
30%
GUIDELINES
Task
Students will form small groups to investigate a chosen area from the presentation topics at the
beginning of semester.
Presentation/s should be 40 minutes and actively involve the tutorial group. Equal contribution from
each student of the presenting group is vital as the individual student from each small group will obtain
the same group mark.
The aims of the presentation exercises are to:
clarify and explore issues relevant to Sociology of Education with reference to major
sociological perspectives;
offer opportunities for research on topics not covered by lectures;
involve students in discussion of issues;
provide opportunities for a diversity of research sources to be focused on relevant issues.
Therefore, the presentations should:
be based on relevant information drawn from readings and research;
generate discussion and activities rather than simply delivering content;
engage and involve all members of the tutorial group.
CRITERIA
The assessment of the presentations will be the responsibility of the lecturer conducting the tutorial. The
criteria for assessment have been designed to maximise flexibility while maintaining comparability across
presentations.
Part I:
15 %
Content
Provide a definition of the chosen area in light of the current literature.
Research and identify specific evidence/trends of this in an Australian context. eg. TV, Journal
articles, Social indicators (Australian Bureau Statistics), Print media, Multi media, Music, DVDs.
In light of the evidence apply two theoretical perspectives to explore this issue.
Part II:
5%
Handout
A two-page handout will be issued to the class members in your tutorial at the week of your
presentation.
The handout will identify the issues to be discussed and provide evidence of research.
It will also include a reference list of at least 5 titles, which must be briefly annotated in a way to
demonstrate the relevance of each title to the presentation topic.
Further entries could include other references to relevant books, Journal articles, Internet
research, DVDs, YouTube, tapes and newspaper items etc.
Part III:
10 %
Presentation
Involve the maximum number of students in relevant discussion and activities;
Use a variety of presentation strategies (discussion, role play, AV, small group work etc.);
Use the available time effectively;
Show evidence of careful planning and sequencing of tutorial activities;
Exhibit a balance amongst tutorial presenters rather than overlapping or monopoly.
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Please Note: There have been occasions where some individuals have not contributed substantially to
the group presentation but have unfairly received the mark earned by participating group members. To
ensure fairness in the assessment of a presentation, the lecturer conducting the tutorial reserves the
right to make individual judgement whenever necessary. Students must notify the Lecturer-in-charge in a
timely manner and provide substantiating documentation of any problems in relation to group work.
ASSESSMENT C:
EXAM
40%
An exam of 2 hours duration in mostly short answer format with two short essay answers is set during
exam week at the end of the lecture period. Questions may cover the entire content of lectures, readings
and tutorials, plus insights gained from teaching experiences, with the exception of the lesson planning/
sequencing and lesson evaluation/reflection. Topics will be weighted evenly.
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Grading Descriptors for the unit are detailed in section 7 of the Academic Regulations (available at
http://students.acu.edu.au/430029).
Academic integrity
You have the responsibility to submit only work which is your own, or which properly acknowledges the
thoughts, ideas, findings and/or work of others. The Framework for Academic Integrity and the Academic
Honesty Policy are available at http://students.acu.edu.au/343665. Please read them, and note in
particular that plagiarism, collusion and recycling of assignments are not acceptable. Penalties for
academic dishonesty can vary in severity, and can include being excluded from the course.
Turnitin
The Turnitin application (a text-matching tool) will be used in this unit whenever necessary, in order to
enable:
students to improve their academic writing by identifying possible areas of poor citation and
referencing in their written work; and
While Turnitin can help in identifying problems with plagiarism, avoiding plagiarism is more important.
Information on avoiding plagiarism is available at http://students.acu.edu.au/49758.
For any assignment that has been created to allow submission through Turnitin (check the Assignment
submission details for each assessment task), you should submit your draft well in advance of the due
date (ideally, several days before) to ensure that you have time to work on any issues identified by
Turnitin. On the assignment due date, lecturers will have access to your final submission, and the
Turnitin Originality Report.
STUDENT SUPPORT
If you are experiencing difficulties with learning, life issues or pastoral/spiritual concerns, or have a
disability/medical condition which may impact on your studies, you are advised to notify your Lecturer in
Charge, Course Coordinator and/or one of the services listed below as soon as possible. For all aspects
of support please contact the Office of Student Success.
Academic Skills offers a variety of services, including workshops (on topics such as assignment
writing, time management, reading strategies, referencing), drop-in sessions, group appointments
and individual consultations. It has a 24-hour online booking system for individual or group
consultations.
Campus Ministry offers pastoral care, spiritual leadership and opportunities for you to be
involved with community projects.
The Career Development Service can assist you with finding employment, preparing a resume
and employment application and preparing for interviews.
The Counselling Service is a free, voluntary, confidential and non-judgmental service open to all
students and staffed by qualified social workers or registered psychologists.
Equity and Disability can assist you if you need educational adjustments because of a disability
or chronic medical condition; please contact them as early as possible.
Indigenous Units on each campus provide information and support for students.
The Unit Outline Resources web page (http://students.acu.edu.au/241467) provides links for each
service.
ONLINE RESOURCES AND TECHNOLOGY REQUIREMENTS
The LEO page for this unit contains further weekly readings and supplementary resources.
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You should be very familiar with accessing the information posted on LEO at:
http://leo.acu.edu.au/course/view.php?id=7129
REQUIRED TEXT(S)
Elliot, J. (Compiled). (2013). Custom Text for EDFD 218 & EDFD 268 (1st Ed.). Melbourne: Cengage
Learning Australia.
Other Course material:
EDFD 218/ 268: Day-a-Week Student Teachers Manual, 2014.
Additional readings/ resources will be posted weekly online for students to access their own copies.
(The text and the Day-a-Week Student Teachers Manual are available from the Co-op bookshop).
RECOMMENDED REFERENCES
Allen, J. (2004). Sociology of Education: Possibilities and Practices (3rd ed.). Melbourne: Cengage
Learning Australia.
Bessant, J. & Watts, R. (2007). Sociology Australia (3rd ed.). Sydney: Allen & Unwin.
McBurney-Fry, G. (2005). Improving Your Practicum: A guide to better teaching practice (2nd ed.).
Melbourne: Cengage Learning Australia.
FURTHER REFERENCES
Arthur, M., Gordon, C. & Butterfield, N. (2006). Classroom Management: Creating positive learning
environments (2nd ed.). Melbourne: Thomson.
Barry, K. & King, L. (2001). Beginning Teaching and Beyond (3rd ed.). Wentworth Falls, NSW: Social
Science Press.
Brady, L. (1999). Teacher Cases: A Qualitative View of Teachers Work. Riverwood, NSW: Prentice Hall
Australia.
Brady, L. (2003). Teacher Voices: the school experience. Sydney: Pearson Education.
Brady, L. (2006). Collaborative Learning in Action. Sydney: Pearson Education.
Charles, C. M. (2014). Building Classroom Discipline (11th ed.). New Jersey: Pearson Education.
Charles, C. M. (2008). Today's Best Classroom Management Strategies - Paths to Positive Discipline.
Boston: Allyn and Bacon.
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Churchill, R., & Ferguson, P. et al. (2011). Teaching - Making a Difference. Australia: John Wiley & Sons
Australia, Ltd.
Cleak, H., & Wilson, J. (2013). Making the Most of Field Placement (3rd ed.). Melbourne: Cengage
Learning Australia.
Cole, P., & Chan, L. (1994). Teaching Principles and Practice (2nd ed.). Australia: Prentice Hall.
Connell, R. & Campbell, C. et al., (2007). Education, Change & Society. UK: Oxford University Press.
Connell, R., Welch, A., Vickers, M. et al. (2013). Education, Change and Society (3rd ed.). Australia:
Oxford University Press.
Cope, B. (2005). How to make a Classroom Management Plan. Sydney: Pearson Education.
Cope, B. (2007). How to Plan for Behaviour Development and Classroom Management (2nd ed.).
Frenchs Forest NSW: Pearson Education Australia.
Cottrell, S. (2008). The Study Skills Handbook. Basingstoke UK: Palgrave.
Crawford, K. (2011). Schooling, Identity and Society (3rd ed.). Frenchs Forest NSW: Pearson Australia.
Edwards, C.H., & Watts, V. (2004). Classroom Discipline and Management: An Australasian perspective.
Milton, QLD, John Wiley & Sons.
Ewing, R., Lowrie, T., & Higgs, J. (2010). Teaching and Communicating - Rethinking Professional
Experiences. Melbourne, Australia: Oxford University Press.
Finger, G., Russell, G., Jamieson-Proctor, R., & Russell, N. (2007). Transforming Learning with ICT Making it Happen. Frenchs Forest NSW: Pearson Australia.
Furze, B., Savy, P., Brym, R. & Lie, J. (Ed.). (2012). Sociology in Today's World. Melbourne: Cengage
Learning Australia.
Gilbert, R., & Hoepper, B. (2014). Teaching Humanities and Social Sciences (5th ed.). Melbourne:
Cengage Learning Australia.
Goethals, M.S., Howard, R. & Sanders, M. (2004). Student Teaching: A process approach to reflective
practice (2nd ed.). Ohio, U.S.A.: Pearson Merrill Prentice Hall.
Good,T.L. & Brophy, J.E. (2008). Looking in Classrooms (10th ed.). USA: Pearson.
Groundwater-Smith, S., Ewing, R., & Le Cornu, R. (2011). Teaching Challenges and Dilemmas (4th ed.).
Melbourne: Cengage Learning Australia.
Haralambos, M., & Holborn, M. (2008). Sociology - Themes and Perspectives (7th ed.). London: Harper
Collins Publishers Ltd.
Henslin, J., Possamai, A., & Possamai-Inesedy, A. (2011). Sociology - A Down-to-Earth Approach.
Frenchs Forest, NSW: Pearson Australia
Holmes, D., Hughes, K., & Julian, R. (2012). Australian Sociology - A Changing Society (3rd ed.).
Frenchs Forest NSW: Pearson Australia.
Killen, R. (2013). Effective Teaching Strategies - Lessons from Research and Practice (6th ed.).
Melbourne: Cengage Learning Australia.
Page 16 of 19
Killen, R. (2005). Programming and Assessment for Quality Teaching and Learning. Australia: Thomson.
Social Science Press.
Killen, R. (2009). Effective Teaching Strategies - Lessons from Research and Practice (5th ed.).
Melbourne: Cengage Learning Australia.
Konza, D., Grainger, J., & Bradshaw, K. (2004). Classroom Management: A Survival Guide. Australia:
Social Science Press.
Latham, G. & Blaise, M. et al., (2006). Learning to Teach New times, new practices. UK: Oxford
University Press.
Lyons, G., Ford, M., & Slee, J. (2014). Classroom Management - Creating Positive Learning
Environments (4th ed.). Melbourne: Cengage Learning Australia.
Marland, P. (2007). Learning to Teach A primer for pre-service teachers. Australia: Pearson.
Marsh, C. (2010). Becoming a Teacher - Knowledge, Skills and Issues (5th ed.). Frenchs Forest NSW:
Pearson Australia.
Nelson-Jones, R. (2002). Human relating skills: a practical guide to effective personal relationships
(3rd.ed). Melbourne: Nelson Thomson Learning.
Orlich, D., & Harder, R. et al. (2013). Teaching Strategies - A Guide to Effective Instruction (10th ed.).
Australia: Wadsworth, Cengage Learning.
Price, K., & Nelson, K. (2007). Planning Effective Instruction - Diversity Responsive Methods and
Management (4th ed.). Australia: Wadsworth, Cengage Learning.
Rogers, B. (1994) Managing Behaviour: Positive correction.(Video). Bundaberg QLD: Quartus.
Rogers, B. (1995) Managing Behaviour: Prevention. (DVD). Bundaberg QLD: Quartus.
Scott, T., Anderson, C., & Alter, P. (2012). Managing Classroom Behaviour Using Positive Supports. New
Jersey: Person Education.
Slee, J. (2012). Hang in There 'Til Easter... Managing Classroom Behaviour by Building Resilient
Teachers. Melbourne: Cengage Learning Australia.
Wheldall, K. (1995). Pause, Prompt, Praise. (Video). Macquarie University NSW.
White, R., & Wyn, J. (2013). Youth and Society (3rd ed.). Australia: Oxford University Press.
Whitton, D., Barker, K., Nosworthy, M., Sinclair, C., & Nanlohy, P. (2010). Learning for Teaching,
Teaching for Learning (2nd ed.). Melbourne: Cengage Learning Australia.
EXTENDED READING
The following list of Journals and Websites would be a good start to look for information regarding your
relevant tutorial presentation/s.
JOURNALS
Re: Education
Australian Educational Researcher
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WEBSITES
Re: Education
NSW Board of Studies:
www.boardofstudies.nsw.edu.au
http://www.parra.catholic.edu.au/
http://www.ceosyd.catholic.edu.au/Pages/Home.aspx
http://www.dow.catholic.edu.au/
Teaching Ideas:
www.teachingideas.co.uk
http://www.ncec.catholic.edu.au
http://education.gov.au/
Re: Sociology
Edmund Rice Centre for Justice and Community Education (ERC) www.erc.org.au
Mission Australia: www.mission.com.au
Brotherhood of St Lawrence: www.bsl.org.au
St Vincent De Paul Society: www.vinnies.org.au
Amnesty International: www.amnesty.org
The Centre for Social Justice: www.socialjustice.org
Reconciliation Australia: http://www.reconciliation.org.au/
Australian Human Rights and Equal Opportunity Commission:
http://www.humanrights.gov.au/human_rights/index.html
Australian Catholic Social Justice Council: www.socialjustice.catholic.org.au
United Nations: www.un.org.
United Nations: Youth Association: http://unyanet.org/
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