ERIC Number: ED570686
Record Type: Non-Journal
Publication Date: 2015-Jun
Abstractor: As Provided
Reference Count: N/A
Big Fish, Little Fish: Teaching and Learning in the Middle Years
Groundwater-Smith, Susan, Ed.; Mockler, Nicole, Ed.
Cambridge University Press
"Big 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 Maori 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. This book: (1) provides a unique focus and analysis of the history of middle-years education; (2) focuses on key issues such as teaching academically at-risk students, the impact of education policy on middle years students, and teacher preparation and identity; and (3) includes a team of contributors with a wide range of expertise in the field. Contents include: (1) Challenges for teaching and learning in the middle years (Susan Groundwater-Smith and Nicole Mockler); (2) Questions arising from the history of schooling young people in the middle years (Craig Campbell and Kay Whitehead); (3) Teaching academically at-risk students in middle school: the roles of explicit instruction and guided discovery learning (Andrew J. Martin); (4) Success after (dis)continuous transfer? (Re)imaginative praxis for pedagogy, curriculum and assessment (Lisa Hunter); (5) A fair go and student agency in the middle years classroom (Susan Groundwater-Smith); (6) Consulting young people in the middle years in New Zealand (Jenny Poskitt); (7) High possibility classrooms in the middle years: A model for reform (Jane Hunter); (8) Teaching strategies that encourage student effort in Year 8 and 9 (Sara Murray and Jane Mitchell); (9) Visceral pedagogies: Learning to teach middle years in the margins (Sam Sellar); (10) The challenges of testing accountability: Understanding limitations and negotiating consequences (Greg Thompson); (11) Indigenous learners in the middle years (Peter Buckskin); (12) The experiences of Maori students in the middle years (Angus Macfarlane); (13) Changing scenarios for teaching and learning in middle years (Margaret Mulcahy); (14) Teacher identity in the middle years (Donna Pendergast); (15) Swimming up-stream: Struggles in teacher education (Sally Knipe); (16) Leading teacher professional learning in the middle years (Lyn Kirkby); and (17) The middle years as a site for reform: From local to global (Nicole Mockler).
Descriptors: Preservice Teachers, Beginning Teachers, Middle School Teachers, Middle Schools, Middle School Students, Student Needs, Student Experience, Self Concept, Learner Engagement, Resilience (Psychology), At Risk Students, Educational Policy, Teacher Education, Faculty Development, Educational History, Indigenous Populations, Minority Group Students, Ethnic Groups, Pacific Islanders, Instruction, Discovery Learning, Success, Praxis, Teacher Student Relationship, Educational Change, Teaching Methods, Educational Strategies, Tests, Accountability, Professional Identity, Foreign Countries
Cambridge University Press. 32 Avenue of the Americas, New York, NY 10013. Tel: 845-353-7500; Fax: 845-353-4141; e-mail: firstname.lastname@example.org; Web site: http://www.cambridge.org
Publication Type: Books; Collected Works - General
Education Level: Higher Education; Postsecondary Education; Middle Schools; Secondary Education; Junior High Schools
Authoring Institution: N/A
Identifiers - Location: New Zealand