38 research outputs found
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Putting Yourself on the Line: Writers Teaching Writing in Primary Schools
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English language and social and economic opportunity: Case studies of underprivileged school-leavers
Children’s attitudes towards learning process have impact on their attainment, consistency and quality of class-work as well as their later views of science and science education which is well documented in several recent corpus. Hence, it is vital to monitor children’s attitudes with respect to these changes. Contemporary education science suggests that for effective learning students need to be more engaged into the activities in a classroom whether in a science or language classroom. To make the pupils more engage in the activities, a teacher need to identify their interests. This book explores the ways of identifying students’ views and interests in a classroom specifically towards a specific teaching-learning method in science classes though, those could be used in other situations
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Teachers as Writers research report
Teachers as Writers is a two-year research project offering teachers sustained opportunities to write and build co-mentoring relationships with professional writers in order to improve student outcomes. The project set out to determine the impact of professional writers’ engagement with teachers, both in changing teachers’ classroom practices in the teaching of writing, and in improving student outcomes in writing. The report summarises the insights gained
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English Proficiency Assessments of Primary and Secondary Teachers and Students Participating in English in Action: Second Cohort (2013)
Background
The purpose of the study was to assess the student learning outcomes of English in Action’s (EIA’s) School Based Teacher Development programme, in terms of improved English language (EL) competence, against recognised international frameworks (specifically, the Graded Examinations in Spoken English (GESE) (Trinity College London [TCL] 2013), which map onto the Common European Framework of Reference for Languages (Trinity College London 2007)). Measurably improved student learning outcomes are the ultimate test of success of a teacher development programme. A secondary purpose of the study was to explore whether there was any related increase in teachers’ EL competence.
English Proficiency Assessments 2013 is a repeat of the study on the pilot EIA programme (Cohort 1) (EIA 2012).
The students and teachers of Cohort 2 are sixfold greater in number (4,368 teachers, compared with 751 teachers, in schools). To enable this increase in scale, the programme has been delivered through a more decentralised model, with much less direct contact with English language teaching (ELT) experts, a greater embedding of expertise within teacher development materials (especially video), and a greater dependence upon localised peer support.
This report addresses two research questions:
1. To what extent do the teachers and students of Cohort 2 show improved post-intervention EL proficiencies, in speaking and listening, compared with the Cohort 1 2010 pre-intervention baseline?
2. To what extent has the programme been successful in repeating the 2011 post-intervention improvements in EL proficiencies seen in Cohort 1, at the much larger scale of Cohort 2
'They call me wonder woman': the job jurisdictions and workplace learning of higher level teaching assistants
This paper reports on an in-depth interview study of the roles, job jurisdictions and associated learning of higher level teaching assistants (HLTAs). This role has the core purpose of covering classes to enable teacher release for planning, preparation and assessment. HLTAs' individual job jurisdictions are described and discussed as are implications for their knowledge and practice. The HLTAs are found to have wide-ranging job domains and, sometimes, unexpected involvements which mean they have to improvise practice. The study acknowledges that these HLTAs are being creatively managed and deployed by head teachers for the sake of teachers and schools. However, they are, at times, required to take on planning and cover duties which are beyond their knowledge and training with a likely impact on children's learning. Given their training and experience it is asked if covering classes to release teachers is the most effective use of their abilities and time
Languages learning at Key Stage 2: a longitudinal study
This is the final report of a 3 year longitudinal study of the teaching of French, German and Spanish at Key Stage 2, funded from 2006-2009 by the Department for Children Schools and Families. The report covers the attitudes of teachers and children towards languages; the organisation and administration of languages within primary schools; current practice in the teaching of languages; the development of children's intercultural understanding; children's attainment in target language oracy and literacy; and concludes with a discussion of the future sustainability of languages in the primary curriculum and steps needed to secure this
Crop Updates 2007 - Farming Systems
This session covers forty papers from different authors:
1. Quality Assurance and industry stewardship, David Jeffries, Better Farm IQ Manager, Cooperative Bulk Handling
2. Sothis: Trifolium dasyurum (Eastern Star clover), A. Loi, B.J. Nutt and C.K. Revell, Department of Agriculture and Food
3. Poor performing patches of the paddock – to ameliorate or live with low yield? Yvette Oliver1, Michael Robertson1, Bill Bowden2, Kit Leake3and Ashley Bonser3, CSIRO Sustainable Ecosystems1, Department of Food and Agriculture2, Kellerberrin Farmer3
4. What evidence is there that PA can pay? Michael Robertson, CSIRO Floreat, Ian Maling, SilverFox Solutions and Bindi Isbister, Department of Agriculture and Food
5.The journey is great, but does PA pay? Garren Knell, ConsultAg; Alison Slade, Department of Agriculture and Food, CFIG
6. 2007 Seasonal outlook, David Stephens and Michael Meuleners, Department of Agriculture and Food
7. Towards building farmer capacity to better manage climate risk, David Beard and Nicolyn Short, Department of Agriculture and Food
8. A NAR farmers view of his farming system in 2015, Rob Grima, Department of Agriculture and Food
9. Biofuels opportunities in Australia, Ingrid Richardson, Food and Agribusiness Research, Rabobank
10. The groundwater depth on the hydrological benefits of lucerne and the subsequent recharge values, Ruhi Ferdowsian1and Geoff Bee2; 1Department of Agriculture and Food, 2Landholder, Laurinya, Jerramungup
11. Subsoil constraints to crop production in the high rainfall zone of Western Australia, Daniel Evans1, Bob Gilkes1, Senthold Asseng2and Jim Dixon3; 1University of Western Australia, 2CSIRO Plant Industry, 3Department of Agriculture and Food
12. Prospects for lucerne in the WA wheatbelt, Michael Robertson, CSIRO Floreat, Felicity Byrne and Mike Ewing, CRC for Plant-Based Management of Dryland Salinity, Dennis van Gool, Department of Agriculture and Food
13. Nitrous oxide emissions from a cropped soil in the Western Australian grainbelt, Louise Barton1, Ralf Kiese2, David Gatter3, Klaus Butterbach-Bahl2, Renee Buck1, Christoph Hinz1and Daniel Murphy1,1School of Earth and Geographical Sciences, The University of Western Australia, 2Institute for Meteorology and Climate Research, Atmospheric Environmental Research, Garmisch-Partenkirchen, Germany, 3The Department of Agriculture and Food
14. Managing seasonal risk is an important part of farm management but is highly complex and therefore needs a ‘horses for courses’ approach, Cameron Weeks, Planfarm / Mingenew-Irwin Group, Dr Michael Robertson, Dr Yvette Oliver, CSIRO Sustainable Ecosystems and Dr Meredith Fairbanks, Department of Agriculture and Food
15. Novel use application of clopyralid in lupins, John Peirce, and Brad Rayner Department of Agriculture and Food
16. Long season wheat on the South Coast – Feed and grain in a dry year – a 2006 case study, Sandy White, Department of Agriculture and Food
17. Wheat yield response to potassium and the residual value of PKS fertiliser drilled at different depths, Paul Damon1, Bill Bowden2, Qifu Ma1 and Zed Rengel1; Faculty of Natural and Agricultural Sciences, The University of Western Australia1, Department of Agriculture and Food2
18. Saltbush as a sponge for summer rain, Ed Barrett-Lennard and Meir Altman, Department of Agriculture and Food and CRC for Plant-based Management of Dryland Salinity
19. Building strong working relationships between grower groups and their industry partners, Tracey M. Gianatti, Grower Group Alliance
20. To graze or not to graze – the question of tactical grazing of cereal crops, Lindsay Bell and Michael Robertson, CSIRO Sustainable Ecosystems
21. Can legume pastures and sheep replace lupins? Ben Webb and Caroline Peek, Department of Agriculture and Food
22. EverGraze – livestock and perennial pasture performance during a drought year, Paul Sanford, Department of Agriculture and Food, and CRC for Plant-based Management of Dryland Salinity
23. Crop survival in challenging times, Paul Blackwell1, Glen Riethmuller1, Darshan Sharma1and Mike Collins21Department of Agriculture and Food, 2Okura Plantations, Kirikiri New Zealand
24. Soil health constraints to production potential – a precision guided project, Frank D’Emden, and David Hall, Department of Agriculture and Food
25. A review of pest and disease occurrence in 2006, Mangano, G.P. and Severtson, D.L., Department of Agriculture and Food
26. e-weed – an information resource on seasonal weed management issues, Vanessa Stewart and Julie Roche, Department of Agriculture and Food
27. Review of Pesticide Legislation and Policies in Western Australia, Peter Rutherford, BSc (Agric.), Pesticide Legislation Review, Office of the Chief Medical Adviser, WA Department of Health
28. Future wheat yields in the West Australian wheatbelt, Imma Farré and Ian Foster, Department of Agriculture and Food, Stephen Charles, CSIRO Land and Water
29. Organic matter in WA arable soils: What’s active and what’s not, Frances Hoyle, Department of Agriculture and Food, Australia and Daniel Murphy, UWA
30. Soil quality indicators in Western Australian farming systems, D.V. Murphy1, N. Milton1, M. Osman1, F.C. Hoyle2, L.K Abbott1, W.R. Cookson1and S. Darmawanto1; 1UWA, 2Department of Agriculture and Food
31. Impact of stubble on input efficiencies, Geoff Anderson, formerly employed by Department of Agriculture and Food
32. Mixed farming vs All crop – true profit, not just gross margins, Rob Sands and David McCarthy, FARMANCO Management Consultants, Western Australia
33. Evaluation of Local Farmer Group Network – group leaders’ surveys 2005 and 2006, Paul Carmody, Local Farmer Group Network, Network Coordinator, UWA
34. Seeding rate and nitrogen application and timing effects in wheat, J. Russell, Department of Agriculture and Food, J. Eyres, G. Fosbery and A. Roe, ConsultAg, Northam
35. Foliar fungicide application and disease control in barley, J. Russell, Department of Agriculture and Food, J. Eyres, G. Fosbery and A. Roe, ConsultAg, Northam
36. Brown manuring effects on a following wheat crop in the central wheatbelt, , J. Russell, Department of Agriculture and Food, J. Eyres, G. Fosbery and A. Roe, ConsultAg, Northam
37. Management of annual pastures in mixed farming systems – transition from a dry season, Dr Clinton Revell and Dr Phil Nichols; Department of Agriculture and Food
38. The value of new annual pastures in mixed farm businesses of the wheatbelt, Dr Clinton Revell1, Mr Andrew Bathgate2and Dr Phil Nichols1; 1Department of Agriculture and Food, 2Farming Systems Analysis Service, Albany
39. The influence of winter SOI and Indian Ocean SST on WA winter rainfall, Meredith Fairbanks and Ian Foster, Department of Agriculture and Food
40. Market outlook – Grains, Anne Wilkins, Market Analyst, Grains, Department of Agriculture and Foo
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Fighting the fuzzies; working together on classroom observation in the nursery school
This book draws together ideas that are of central importance to teaching assistants working in primary schools. It enriches the contribution that teaching assistants can make to children's learning as they work with teachers in schools. Specifically it examines:- the changing role of teaching assistants- the nature of learning and assessment- approaches to learning support and inclusive practices- the relationships that are central to learning and social development.This book is written primarily for learning support staff, their teaching colleagues and those responsible for professional development and training
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The developmental writing programme
This manual is designed to help teachers establish a principled framework for developing English instruction that will raise standards of achievement in pupils at all levels of fluency and competence
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Conceptualising writing and identity
This chapter uses relevant recent literature and, where appropriate, interview data giving the reflections of writers and teachers to explore the relationship between writing, writing pedagogy and identity. It begins by exploring the ways in which personal identities are constructed and enacted by individuals acting in social and cultural contexts. The complementary phenomena of subjectivity, the personal sense of self and personal agency, and situated performance and the accumulation of social relations and personal narratives are considered in order to illuminate the ways in which individuals arrive at identities which are fluid and multiple. The role of narrative, language and personal agency in this process is explored. This account provides a basis for a review of the place of identity in life.
The chapter moves on to consider what it means to assume a literate identity. Here literacy is seen not simply as a cognitive task to be mastered, but rather as an activity which is always rooted in social and cultural interactions, which in turn are played out in a wider ideological context. Literacy events and literacy practices, which both draw on and help form literate identities will be shown to be central to the understanding of literacy itself. The positive and negative impacts of literacy on personal identity will be considered, as well as the especially strong link between writing and identity.Finally, the ways in which writers may assume and enact identities related to the practice of writing are examined in detail