Volume 8 Issue 1

Is it possible to encourage the development of discerning reading habits in students by using a blog?

This article discusses why the post-secondary transition of high school students with disabilities is so important and notes research which suggests that many schools struggle to achieve the desired outcomes when it comes to the successful transitioning of young disabled youth into post-schooling life.

The teaching profession finds itself at the crossroads

at this time. because the crowded curriculum

and the emphasis on core competencies including

literacy and numeracy can have the tendency to push

research training into the background. The question

should be asked though, is research capability a skill

practicing teachers should be engaging with? Is

reconstructing the curricula of universities to make

research preparation a priority worth pursuing?

The following paper considers the issue of research

and what it can add to teacher practitioners’ “arsenal”

of capabilities. The authors believe that there is value

in reconsidering the curriculum of teachers, as there

are many ways in which teachers can be informed

and inform knowledge about teaching. The ability to

apply research capabilities to the teaching context

can significantly benefit the profession and more

importantly its’ students.

The purpose of this investigation is to build

on Faull’s research by unpacking three of these areas:

an in-depth knowledge of subject matter; currency

of knowledge; and the willingness to be a learner.

The term “epistemic responsibility”—specifically,

the imperative on a teacher to “know well”—will be

explored within this framework.

This study investigates the relationship between

student perceptions of school climate and self reported

bullying between students. Data were

collected from 604 students in 59 regular grade

5-6 classrooms, within 20 state schools in Victoria,

Australia. A significant negative relationship was

found between measures of positive school climate

and the prevalence of student peer bullying.

Implications for classroom teachers and school

administrators are discussed. The importance of

measuring and monitoring students’ involvement

in bullying and perceptions of school climate is

emphasised.

In a teaching and learning environment that embraces innovation, inclusion and effectiveness, it is essential to acknowledge students’ individual learning styles to promote optimum learning. While multiple intelligences (MI) theory considers students’ interest, it has been more often applied in teaching mathematics, science and music subjects. This study applied the theory of MI within two year seven textile technology classes. Data were collected from student group assessments, surveys and daily engagement levels. The results of the study show that groups whose members shared similar MI reported having a more positive experience than groups that were not specifically MI assigned. Further, those groups including different MI sets were observed to be slower to commence an assigned class task, but developed a deeper understanding of class objectives as they encouraged, motivated and worked collaboratively together. Designing intentional teaching styles and explaining tasks for different MI resulted in more students knowing what was expected of them and fewer questions about the tasks.