Volume 42 2023
In this issue:
- Curating texts for the classroom: picture books in history or the history of picture books by Joanne Rossbridge
- Using research and evidence well in practice: the format matters by the Monash Q Project team: Dr Hang Khong, Blake Cutler, Dr Jo Gleeson, Dr Mark Rickinson, Dr Lucas Walsh and Dr Genevieve Hall
- ‘Being a writer means being able to begin.’ Creative writing and The Coconut Children by Richard Short
- Play to project: investigative learning in Stage 1 by Sophie Parsons and Ariana Davis
- Tackling hateful conspiracy theories and fake news – what can teachers and students do? by Stijn Denayer and Ramy Sedrak
- The three spheres of library skills: best practice in library lessons by Mali Jorm
- Understanding and supporting gifted students with disability by Jillian Wyatt
- Supporting a student who stutters: what schools can do by Associate Professor Robyn Lowe, Professor Ross Menzies, Associate Professor Sue O’Brian, Professor Mark Onslow and Professor Ann Packman.
In this issue
- Spotlight on supporting students who are learning English as an additional language or dialect (EAL/D):
- Learning through argument – bringing EAL/D learners into the conversation by Margaret Turnbull
- Art makes thinking visible for learners of English as an additional language or dialect (EAL/D) by Cindy Valdez
- Multilingual storytelling in the classroom by Gill Pennington
- Decodable texts and learning to read as an EAL/D learner by Anette Bremer, Kerry Cheeseman and Shinaz Saleh
- Taming the dragon before reading by Joanne Rossbridge
- Analysing perspective in the Stage 6 history classroom by Rebecca Langham
- Learning connected beyond the classroom – introducing the Authentic Connected Engaged (ACE) Framework for educators by Distinguished Professor Kath Holmes, Dr Nathan Berger, Dr Erin Mackenzie, Dr Kay Carroll and Professor Catherine Attard
- Creativity, tech and problem-solving – engaging students in purposeful digital challenges with T4L Kids by Yvette Poshoglian and the Technology 4 Learning team
- Beyond comprehension – the child reader as critic by Gail Erskine and Vivienne Nicoll-Hatton.
In this issue
- What and why do teachers need to know about artificial intelligence? by Dr Anne Forbes
- Engaging students in STEM through storytelling by Becky Laurence
- Lesson design just doesn’t phase me – programming for deep learning (Part 1) by Dr Tom Gyenes and Jacquie McWilliam
- SPaRK: Foreverland: a place to call home (Stage 4 English) by Dr Cathy Sly and Carmel Grimmett
- Animals in schools by Sally Bannerman
- Story Dogs – reading for fun, reading for life! by Janine Sigley
- Motivating readers – using Rosenblatt’s transactional theory to enhance literacy learning by Dr Taryn Moir.
In this issue
- Action research for reflection, improvement and innovation by June Wall
- Engaging well with parents and carers – why it matters by Dr Jodie Goldney
- School development day – Aboriginal education focus by Colleen Mitchell
- From phase to sequence to quality teaching activity – programming for deep learning (Part 2) by Dr Tom Gyenes and Jacquie McWilliam
- Improving English as an additional language or dialect (EAL/D) outcomes in a rural setting by Carole McKinney and David Partridge
- Hear to learn – why acoustics matter in the classroom by Dr Kiri Mealings
- SPaRK: Bindi and beyond – a cross-curriculum study by Cleo Mihail
- So, what is ‘real’ reading anyway? Exploring non-traditional types of reading by John Gallimore.
