Big Fish, Little Fish: Teaching and Learning in the Middle YearsBig Fish, Little Fish: Teaching and learning in the middle years provides pre-service and early career teachers with a pathway to understanding the needs of students as they make the important transition from primary to secondary schooling. The book explores contemporary challenges for teaching and learning in the middle years, with a focus on student experience, identity, engagement and resilience. Key issues, such as teaching academically at-risk students, the impact of education policy on middle years students, and teacher preparation and identity, are given comprehensive coverage. Unique to this text is its focus on and analysis of the history of middle-years education, as well as its in-depth discussion of the experiences of young Indigenous and Māori students. Drawing on the wide-ranging expertise of its contributors, Big Fish, Little Fish prepares pre-service teachers to best meet the needs of students as they enter the challenging middle years of their education. |
Contents
Thinking historically about the schooling of young people | 15 |
The needs of learners in the middle years | 27 |
Success after discontinuous transfer? Reimaginative | 44 |
Pedagogies of imaginative praxis | 50 |
So what? | 57 |
A fair go and student agency in the middle years classroom | 63 |
Ethical considerations in participative inquiry by young people | 73 |
High possibility classrooms in the middle years | 95 |
The challenges of testing accountability Understanding | 139 |
Engaging Indigenous students The important relationship | 155 |
Languages other than standard Australian English | 162 |
The experiences of Maori students in the middle years | 175 |
Changing scenarios for teaching and learning | 189 |
Preparing teachers for the middle years | 205 |
A generic teacher education program that | 223 |
Leading teacher professional learning in the middle years | 236 |
Common terms and phrases
Aboriginal and Torres ACARA accountability approach assessment Australian challenges chapter Charles Sturt University classroom cognitive concept context cultural curriculum discovery learning discussion Dweck Educational Psychology Educational Research effective engagement experiences focus Groundwater-Smith guided discovery learning high school important initial teacher education Journal knowledge learners lesson lesson study literacy and numeracy Macfarlane Maori students middle schooling middle years students middle years teacher Ministry of Education NAPLAN National needs numeracy opportunities organised outcomes participation pedagogy Pierre Bourdieu positive practices pre-service teachers primary school professional identity professional learning Queensland READER REFLECTION reform relationships responsibility Routledge secondary school skills social South Australia standardised Strait Islander students strategies student achievement student effort student voice success teacher education programs teacher identity teacher preparation teacher professional teaching and learning teams technology integration Torres Strait Islander transition understand University validity Zealand