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36807 results in Cambridge Textbooks

Page 687 of 1841

  • Chapter 12 - How do I work with colleagues, parents/carers and the community?

  • from Part 3 - Working in education contexts
  • Heather Sharp, University of Newcastle, New South Wales, Sue Hudson, Southern Cross University, Australia, Noelene Weatherby-Fell, University of Wollongong, New South Wales, Jennifer Charteris, University of New England, Australia, Bernard Brown, University of Canberra, Jason Lodge, University of Queensland, Lisa McKay-Brown, University of Melbourne, Tracey Sempowicz, University of the Sunshine Coast, Queensland, Rachel Buchanan, University of Newcastle, New South Wales, Scott Imig, University of Newcastle, New South Wales, Peter Hudson, Southern Cross University, Australia, Michaela Vergano, University of Canberra, Michael Walsh, University of Canberra
  • Book:
    Introduction to Education
    Published online:
    13 February 2021
    Print publication:
    22 January 2021, pp 331-358

  • Summary

    Schools are part of a community and, as such, teachers are involved in a range of interactions with colleagues, parents/carers and the wider community. Forming and maintaining positive relationships with a range of stakeholders is an integral part of a teacher’s role and improves outcomes for students. Teachers also have a range of ethical and legislative responsibilities to fulfil in their interactions with colleagues, families and the wider community. This chapter provides practical advice to guide you through various approaches to forming and maintaining positive relationships, while also gaining knowledge about how to navigate difficulties that may arise during the course of interacting with others.

  • Chapter 12 - Assessment and STEM

  • from Part 2 - How do I STEM?
  • Anne Forbes, Macquarie University, Sydney, Vinesh Chandra, Queensland University of Technology, Linda Pfeiffer, Central Queensland University, Rachel Sheffield, Curtin University, Perth
  • Book:
    STEM Education in the Primary School
    Published online:
    13 February 2021
    Print publication:
    22 January 2021, pp 301-322

  • Summary

    Assessments need to demonstrate that students have achieved the intended outcomes as anticipated. For students to succeed, they also need to be assessed in ways that support their learning and for tasks to be structured in a way that is ongoing, so they can learn and grow from the feedback. Thus, assessment is meant to be more than an exam or an assignment that is given at the end of the unit. An integrated STEM project draws upon multiple disciplines. This chapter is about assessment, project based-learning, integrated STEM, the Australian Curriculum and the connections between them. It also raises some of the issues and challenges that have been highlighted in the literature on these areas. The chapter also focuses on how diagnostic, formative and summative assessments can be administered. Connections are made between these assessment strategies and how they can be situated in some of the projects that are presented in this book. The chapter also presents some suggestions on how the General Capabilities of the Australian Curriculum can be incorporated into integrated STEM projects.

  • Chapter 1 - Introducing STEM

  • from Part 1 - Is this STEM?
  • Anne Forbes, Macquarie University, Sydney, Vinesh Chandra, Queensland University of Technology, Linda Pfeiffer, Central Queensland University, Rachel Sheffield, Curtin University, Perth
  • Book:
    STEM Education in the Primary School
    Published online:
    13 February 2021
    Print publication:
    22 January 2021, pp 2-21

  • Summary

    In this chapter, we first introduce reades to the book and recommend how it could be used. The ‘reverse’ sequencing of content and activities throughout the book – early introduction of classroom-ready activities rather than theory and other considerations – is unlike most textbooks in the STEM education genre and is a deliberate strategy designed to provide you with the most useful sections that are hands-on and engaging before we explain the literature behind these ideas. Second, we discuss the importance of STEM education in today’s primary classrroms and how the approach we present in this book will help you to implement engaging learning experiences for students. Third, we provide some information about project-based learning and why we feel this is the most useful approach to adopt when planning integrated STEM learning and teaching experiences. Finally, we present a Garden Challenge as an example of an integrated STEM project.

Page 687 of 1841