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Teaching Middle Years
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Teaching Middle Years has established itself as the most respected Australian text to focus on the adolescent years of schooling. Recognition of the educational importance of this age group continues to grow as research reveals the benefits of programs designed especially for young people's needs. This third edition provides a systematic overview of the philosophy, principles and key issues in middle schooling, together with a new depth of focus on the emotional problems and behavioural challenges in working with students. The editors explore in detail two key areas in middle years pedagogy - differentiation and engagement - and there are new chapters on achieving effective transition, the importance of physical activity in adolescence, and how to develop cooperative and collaborative learning. Featuring contributions from leading experts in the field, and fully revised and updated to reflect the latest research, Teaching Middle Years will assist both pre-service and in-service teachers to bring out the very best in their students. Praise for the first edition: 'Teaching Middle Years gives the reader many ideas and examples based on sound research. It's an excellent coverage of the current thinking in this critical area of education.'- from Teacher: The National Education Magazine 'Offers educators a combination of theoretical constructions based on Australian and international research and practical suggestions for teaching middle years students based on the proven good practices of many effective middle years teachers.' - from the Australian Journal of Middle Schooling 'This book should be required reading for every middle school leader who strives to better understand and facilitate middle level learning and achievement.' - from Choice: Current Reviews for Academic Libraries
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Table of Contents

Contributors Tables, figures and provocations Acronyms and abbreviations Preface Part 1: The middle years 1. Middle years education 2. The adolescent learner 3. Student wellbeing and engagement 4. Quality teaching and learning 5. Catering for individual students 6. Transition Part 2: Curriculum practices in the middle years 7. Literacy 8. Numeracy 9. Physical activity 10. Curriculum Part 3: Pedagogical practices in the middle years 11. Cooperative and collaborative learning 12. Teams and teaming 13. Higher order thinking 14. Positive behaviour management 15. Using information and communication technologies 16. Parent and community engagement Part 4: Assessment practices in the middle years 17. Assessment Part 5: Middle years education in action 18. School reform and sustainable practice Acknowledgements References Index

About the Author

Professor Donna Pendergast is Dean and Head of the School of Education and Professional Studies at Griffith University. Dr Katherine Main is a senior lecturer in the School of Education and Professional Studies at Griffith University. Professor Nan Bahr is Dean, Arts, Education and Law Group at Griffith University.

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