This report focuses on community engagement with science in order to motivate young Australians to become involved in the science and science-related issues relevant to 21st century living. It emphasises the need to develop a culture where science is seen as relevant to everyday life, and where a range of institutions and individuals work together to promote science. Strategies designed to increase the profile of scientists and of science-related achievements need to be put in place and current and new programs need to be supported in order to encourage engagement in the sciences. Approaches include concerted local efforts, a strong online presence and improved flow of information. Adapted from the Executive Summary. The full report is available online.
Key Learning AreasScience
Subject HeadingsScience literacy
Pew Research Center, 2010
This report examines the ways in which teens and young adults in the USA are using social media and devices such as mobile phones. Traditional blogging appears to have declined in popularity, with teens moving instead towards micro-blogging platforms geared towards status updates. In contrast, use of social networking services has increased substantially, with almost three quarters of teenagers reporting using these technologies, compared with roughly half of adult users. While sites such as Facebook and MySpace remain popular with teens and young adults, use of Twitter remains very low. Teens and young adults use the internet for accessing information about news and current events, shopping online and obtaining information about topics such as health and fitness. The full report is available online.
Subject HeadingsInformation and Communications Technology (ICT)
United States of America (USA)
Computers in society
CfBT Education Trust, 2010
The changing social and personal circumstances of students in Britain means that teachers may not be equipped with adequate skills to deal with new demands and situations that may arise. The report contends that there is a growing gap between students who are achieving in school and those who are disengaged, and that initial teacher education programs need to provide teachers with the skills needed to address this gap. While teachers cannot be expected to become social workers, teacher education should move beyond training for the classroom and towards developing professionals capable of working to address young people's needs. Adapted from the Executive Summary. The full report is available online.
Subject HeadingsTeacher training
Sage, February 2011
This book examines issues related to social, ethnic and linguistic diversity in the classroom. It looks at how teachers can address different students' needs in order to establish fair, respectful, trusting and constructive relationships with children and their families. It examines real issues that affect teachers in the classroom, including the variety of factors influencing child development. Dealing with some of the less widely addressed aspects of diversity and inclusion, the book considers: children who are asylum seekers; the notion of 'pupil voice'; what diversity and equality mean in practice; gender and achievement; looked-after children; social class; disability; and ethnicity and whiteness. Adapted from the publisher's description.
Subject HeadingsTeacher-student relationships
Social life and customs
ASCD, August 2009
Teacher leaders are expected to accomplish a wide spectrum of duties. This book aims to provide ongoing advice and counsel on how to master these responsibilities. Chapter titles include Strengthening Professional Practice, Team Relationships, The Teacher as Leader, and Gauging Progress. Adapted from the publisher's description.
Subject HeadingsSchool leadership
This book examines similarities and differences between education in the USA, China and other countries, to evaluate the suitability of US education reforms. The author examines the strengths of US education; criticisms of schools in the USA; how globalisation is affecting jobs and everyday life; and how the virtual world is transforming the economic and social landscape. Chapter titles include What Knowledge Is of Most Worth in the Global and Digital Economy?; Global Competence and Digital Competence: The New Universal Knowledge and Skills; and Recent Education Reform in the United States. Adapted from the publisher's description.
Subject HeadingsUnited States of America (USA)
Education aims and objectives