Professional Educator Volume 9 Number 3 September 2010
In this edition of Professional Educator read about:
School of the future
Education in the coming years will not be about the latest whizz-bang gadgets, but about human interaction. Phil Lambert outlines 10 propositions for the next decade.
Classes are communities of learning
Knowing your students is good teaching practice, but pigeonholing them is not, writes Catherine Scott.
Teach children as individuals
Students' unique experiences are the basis for learning, writes Ian Sloane.
The youth don't vote
Around 400,000 young Australians didn't vote in the last election, many due to political ignorance and apathy. The solution, writes Paul Williams, is to make civics education sexy.
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Harry Potter and the authentic assessment task
Schools and teachers should aim to create assessment that drives learning. Deborah Clark makes the case for authentic assessment.
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A caring profession
A shift from pastoral care to student wellbeing is an opportunity to ensure all young people get the support they need, writes Seamus O'Grady.
Things that stay the same
Professor of Education at Griffith University Neil Dempster talks to Rebecca Leech about the roles of educators, politicians and media commentators in setting the focus of education.
Ethical dilemma
Education policies around religious education in schools are up for debate as an independent evaluation of a trial of ethics classes draws to a close. Rebecca Leech summarises the situation, then hears two sides of the debate.
From the ground up
Higher education institutions need leadership from the grassroots if they are to achieve better outcomes for learners at lower cost, writes Phil Ker.
Tools of the trade
If education is to challenge and engage all young people, we must reconceptualise the place of vocational education and training in schools, write Jan Heyworth and Melinda Phillips.
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Note to self
Teacher's beliefs about themselves as people and professionals have a huge impact on their day-to-day teaching practices. Donna Evans explains how policymakers can harness teachers' self-efficacy beliefs to strengthen the links between policy and practice.
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