Melbourne Graduate School of Education - Research Publications

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    International Perspectives on School-University Partnerships: Research, Policy and Practice
    Acquaro, D ; Bradbury, OJ ; Acquaro, D ; Bradbury, OJ (Springer Nature Singapore, 2023-01-01)
    This book draws together international scholarship on school–university partnerships challenging thinking about purpose and sustainability as well as the power of collaboration in transcending organisational and contextual boundaries.
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    Nature's Laboratory: STEM Learning in the Outdoors
    Speldewinde, C ; Kilderry, A ; Campbell, C (Early Childhood Australia, 2022)
    This Research in Practice Series book provides practical strategies that educators can use to guide young children’s STEM learning in nature-based programs. It explains how educators can: • plan STEM learning experiences in play-based settings • embed Aboriginal and Torres Strait Islander ways of knowing and being into their nature programs • develop children’s observation skills and confidence to be in natural settings • help families extend children’s learning at home. Using case studies, research-informed insights and STEM learning examples, the book also offers ideas about how educators can support STEM teaching and learning in nature-based programs. The aim is for educators to gain the knowledge and confidence to identify, plan and assess children’s STEM learning in nature-based programs.
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    Robespierre Une Vie Revolutionnaire
    McPhee, P (Classiques Garnier, 2022-12-14)
    Maximilien Robespierre is one of the most controversial figures in French history. Was Robespierre the first modern dictator or rather a great revolutionary martyr, who with his allies saved the Republic to safety?
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    School-University Partnerships: Innovation in Initial Teacher Education
    Bradbury, OJ ; Acquaro, D ; Bradbury, O ; Acquaro, D (Springer, 2022)
    This book showcases models of Australian school–university partnerships which, in their development, respond to, and aim to move beyond the principles and practices of current partnership mandates in initial teacher education. Supported by government policy, these partnerships reveal innovative ways of working across multiple stakeholder groups within a range of unique school-university partnership contexts. Each of the examples of school-university partnerships within this edited collection provide insights into the power and potential of cross-sectoral vision, collaboration and growth, drawing upon research evidence and impact data that points to the mutual benefits experienced by all stakeholders. Across its ten chapters, this book explores various examples of partnerships, and forms an important reference for all initial teacher education providers, schools, and educational stakeholders; as school–university partnerships necessitate the way these sectors connect, learn from one another, and inform future practice.
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    Building better schools with evidence-based policy: Adaptable policy for teachers and school leaders
    Allen, KA ; Reupert, A ; Oades, L ; Allen, K-A ; Reupert, A ; Oades, L (Routledge, 2021-04-29)
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    Mental Health Informatics
    Lech, M ; Song, I ; Yellowlees, P ; Diederich, J ; Lech, M ; Song, I ; Yellowlees, P ; Diederich, J (Springer Berlin Heidelberg, 2014)
    This book introduces approaches that have the potential to transform the daily practice of psychiatrists and psychologists.
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    Professional Development for Teachers: Speaking and Listening
    Cloonan, A ; Essex, G ; Raban, B (Longman (on behalf of the Department of Education, Employment and Training, Victoria), 1999)
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    Teaching Speakers and Listeners in the Classroom: Stage 3 Early Years Literacy Program
    Essex, G ; Raban, B (Longman (on behalf of the Department of Education, Employment and Training, Victoria), 1999)
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    Creating Trauma-Informed, Strengths-Based Classrooms Teacher Strategies for Nurturing Students' Healing, Growth, and Learning
    Brunzell, T ; Norrish, J (Jessica Kingsley Publishers, 2021-05-21)
    With accessible strategies grounded in trauma-informed education and positive psychology, this book equips teachers to support all students, particularly the most vulnerable. It will help them to build their resilience, increase their motivation and engagement, and fulfil their full learning potential within the classroom. Trauma-informed, strengths-based classrooms are built upon three core aims: to support children to build their self-regulatory capacities, to build a sense of relatedness and belonging at school, and to integrate wellbeing principles that nurture growth and identify strengths. Taking conventional approaches to trauma one step further, teachers may create a classroom environment which helps students to meet their own needs in a healthy way and progress academically. Based on the successful Berry Street education strategies pioneered by the authors, this book also includes comprehensive case studies, learning points and opportunities for self-reflection, fully supporting teachers to implement these strategies within the classroom.
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    Digital Citizenship in China
    Fu, J (Springer, 2021)