New literacy demands in the middle years: learning from design experiments. National benefit and impact accrues most particularly in terms of (i) capacity building across the teaching profession, including increased preparedness of teachers to effectively teach curriculum literacies and adopt pedagogically sound practices with digital technologies; and (ii) the sound use of evidence to inform decision-making and curriculum design in Australian schools, including to inform professional developmen ....New literacy demands in the middle years: learning from design experiments. National benefit and impact accrues most particularly in terms of (i) capacity building across the teaching profession, including increased preparedness of teachers to effectively teach curriculum literacies and adopt pedagogically sound practices with digital technologies; and (ii) the sound use of evidence to inform decision-making and curriculum design in Australian schools, including to inform professional development programs for classroom teachers, drive understanding of the complex nature of contemporary teachers' work; to sustain and retain innovative, change-ready teachers; and engage directly with the key predictions of the OECD's Futures of School scenarios in local, national and international arenas.Read moreRead less
Reinvigorating middle years pedagogy in 'rustbelt' secondary schools. Internationally, the middle years of schooling are increasingly problematic for students and teachers, and thus a crucial site for pedagogical reform. The last decade of research and development is nearly exhausted. There is need for a new generation of pedagogical innovation that recognises shifts in demography, identities and socio-economic conditions. This project aims to build curriculum and pedagogical practice that enga ....Reinvigorating middle years pedagogy in 'rustbelt' secondary schools. Internationally, the middle years of schooling are increasingly problematic for students and teachers, and thus a crucial site for pedagogical reform. The last decade of research and development is nearly exhausted. There is need for a new generation of pedagogical innovation that recognises shifts in demography, identities and socio-economic conditions. This project aims to build curriculum and pedagogical practice that engage young people's lifeworlds and the concerns of their communities. It will, develop a university-school professional learning community that supports educational action research and that informs pedagogical practices through ethnographies of the everyday lives of diverse young people.Read moreRead less