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Challenging Thinking about Teaching and Learning
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Editors: Christine M. Rubie-Davies and Catherine Rawlinson (The Univ. of Auckland)
Book Description:
This book is designed to stimulate and challenge thinking about pedagogy and learning. The book includes recent research but is also strongly practitioner-based, i.e. all chapters and sections show how the findings might be implemented into classrooms. It comprises a collection of research papers and brief reports related to teaching and learning.
It includes articles that cover all levels of schooling: early childhood, elementary, middle school, secondary and tertiary as well as articles that have direct relevance for teacher education and teacher professional development, including reports that use sociological or psychological frameworks.

Table of Contents:
Preface: Frances Langdon- ix
Introduction: Christine Rubie-Davies & Catherine Rawlinson- xi

Part 1. Raising achievement; pp. 1
Chapter 1. A Tail Of Underachievement; pp. 3-17
(Pam Millward)

Chapter 2. Narrow The Gap, Fix The Tail, Or Close The Curves: The Power Of Words; pp. 19-23 (John Hattie)

Chapter 3. Teacher Beliefs And Expectations: Relationships With Student Learning; pp. 25-39 (Christine Rubie-Davies)

Chapter 4. Improving Motivation And Performance In Secondary School Science; pp. 41-51
(Wendell Jackman & Michael Townsend)

Chapter 5. What Children See As Mathematics Beyond The School Gate; pp. 53-62
(Mark Kilpatrick)

Chapter 6. Explanations And Young Children’s Vocabulary Acquisition; pp. 63-74
(Sandra Kunalan & Dennis Rose)

Chapter 7. Some Correlates of Academic Performance in New Zealand Schools: The asTTle Database; pp. 75-9
(John Hattie)

Chapter 8. Essential Conditions For Effective Critical Thinking In Schools; pp. 97-111
(Irene Fung, Michael Townsend, & Judy Parr)

Part 2. Recognising diversity; pp. 113
Chapter 9. The Role Of Education In Ethnic Identity Development: The Hybrid Maori/Pakeha Experience; pp. 115-124
(Melinda Webber)

Chapter 10. Key Competencies, Gifted Children, And Underachievement – What Is The Connection? pp. 125-129
(Gay Gallagher)

Chapter 11. Inking The Pen: A Review Of Significant Influences On Young Gifted And Talented Writers; pp. 131-136
(Lynda Garrett)

Chapter 12. Educational Difficulties Of Older Foster Care Youth In The United States Child Welfare System; pp. 137-150
(Susan Farruggia)

Chapter 13. Comparison Of Fathers’, Mothers’, And Teachers’ Reports Of Behaviour Problems In Four-Year-Old Boys; pp. 151-155
(Louise Keown)

Chapter 14. Quality Indicators For Alternative Education Programmes; pp. 157-168
(Avril Thesing & Patricia O’Brien)

Chapter 15. Turning Up The Volume: Young Adults Reflect On Their Secondary School Experience; pp. 169-186
(Deborah Espiner & Diane Guild)

Part 3. Challenging pedagogy; pp. 187
Chapter 16. Reflecting From Multiple Perspectives in Multiple Worlds: Drama as an Approach for Engaging Student Teachers in Critical Reflection; pp. 189-207
(Paul Heyward)

Chapter 17. Gifted Education In Teacher Education: Is It More Than Just A One-Off Lecture?; pp. 209-213
(Tracy Riley & Catherine Rawlinson)

Chapter 18. Web 2.0 in the Curriculum of the Future: Exploring the Educational Potential of New Developments in Web-Based Digital Tools; pp. 215-229
(John Roder and Tony Hunt)

Chapter 19. Who Were They? Where Did They Go? A Brief Analysis of a Cohort of Graduating Teachers of the Deaf; pp. 231-237
(Nanette Gardner)

Chapter 20. Effective Mentoring of Student Teachers: Attitudes, Characteristics and Practices of Successful Associate Teachers within a New Zealand Context; pp. 239-249
(Lyn McDonald)

Chapter 21. The Practicum’s Contribution To Students Learning To Teach; pp. 251-268
(Mavis Haigh, Heather Pinder, and Lyn McDonald)

Part 4. Enhancing pedagogy; pp. 269
Chapter 22. Ethical Issues in Practitioner Research: Teaching and Learning Research Initiative Lessons; pp. 271-284
(Mary Hill)

Chapter 23. Assessment Literacy Training and Teachers’ Conceptions of Assessment; pp. 285-302
(Gavin Brown)

Chapter 24. Internal-External Locus Of Control Beliefs And Self-Pacing In Elementary School Children Learning A Gross Motor Task; pp. 303-320
(Elise Lawton & Richard Hamilton)

Chapter 25. You Don’t Leave Babies On Their Own: Interests, Inquiry, And Identity In Early Childhood Education; pp. 321-334
(Helen Hedges)

Chapter 26. Questioning For Higher Order Thinking; pp. 335-341 (Annaline Flint)

Chapter 27. Inquiry-based Professional Development: The Practice of Studying Oneself in Practice; pp. 343-355
(Deidre Le Fevre)

Chapter 28. It’s Not an “Either/Or”: Pastoral Care and Academic Achievement in Secondary Schools; pp. 357-370
(Margaret Agee and Pauline Dickinson)

Index

   Binding: Hardcover
   Pub. Date: 2008
   ISBN: 978-1-60456-744-1
   Status: AV
  
Status Code Description
AN Announcing
FM Formatting
PP Page Proofs
FP Final Production
EP Editorial Production
PR At Prepress
AP At Press
AV Available
  
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