Output list
Book chapter
Negotiating the demands and motives in primary school transitions
Published 2019
Children's Transitions in Everyday Life and Institutions, 123 - 144
Children make many transitions, from home to school, from one year level to the next and from activity to activity at school, and between school and home. How do children negotiate the demands made on them as they make these transitions and in what way does the process contribute to children's development of motivation and learning?
Book chapter
Reporting values cluster: Western Australia - Values in action: Building resilience and inclusion
Published 2010
Giving Voice to the Impacts of Values Education: The Final Report of the Values in Action Schools Project, 107 - 109
The Reporting Values Cluster Values in Action: Building Resilience and Inclusion project was framed around reporting values to parents in accordance with the Western Australian Department of Education requirement that teachers report on ‘attitude’, ‘behaviour’ and ‘effort’. The WA report format includes a list of seventeen capability descriptors. The project aimed to review and make recommendations for amending that list; it also aimed to support teachers in making evidence-based, rather than subjective, judgements about student behaviours and attitudes.
Book chapter
Published 2008
Teaching and learning: International best practice, 191 - 221
"I can't do it" was a phrase Gemma uttered frequently. Like Martin and Lindsay, she initially found it difficult to participate in the collaborative activities in her classroom. We know that learning occurs from our observations, conversations, and our everyday experiences (Renshaw, 2003; Rogoff, 2003). By making explicit the social practices of the classroom to create a safe inclusive environment, teachers can provide opportunities for students to observe, make positive social connections with peers, and participate more fully in their own learning. Motivation develops with changing participation.