It provides a practical introduction to the responsibilities of a Certificate III-trained educator and links to the requirements of the Education and Care Services National Regulations and the National Quality Standard (NQS).
The resource has been fully updated in response to new releases of the training package and changes to industry regulations and practices.
* Fully updated content aligns to Release 4 of CHC30113
* Three new units covered
* Revised NQS references, to the links provided in the 2e text, are provided online under content updates
* Highly qualified and experienced author team
* Options for blended or completely online learning.
This book explores how the notion of a learning society has developed over recent years: the changes that have given rise to the requirement for flexibility, and the changed discourses and practices that have emerged in the education and training of adults. With the growth in interest in adults as learners, (primarily to support economic competitiveness), the closed field of adult education has now been displaced by a more open discourse of lifelong learning. This involves not only changing practices such as moving towards open and distance-based learning, but also changing workplace identities. Learning settings are therefore changing places in a number of senses: they are places in which people change; they are subject to change; and they are changing to include the home and workplace as well as more formal settings.
This book takes an unusually critical standpoint: it challenges contemporary trends, explores the uncertainties and ambivalences of the processes of change, and is suggestive of different forms of engagement with them. It will prove an important text for policy makers, workplace trainers and those working in the field of adult, further and higher education.
Richard Edwards is currently a Senior Lecturer in post compulsory education at the Open University.
This new edition:
illustrates the complexity of bullying behaviors and offers suggestions for decision-making to intervene and work to reduce bullying behaviors provides empirical guidance for school personnel as they develop bullying prevention and intervention programs or evaluate existing programs uses a social-ecological perspective in which bullying is examined across multiple contexts including individual characteristics, peer and family influences, and classroom dynamics includes basic research data from leaders in the field of bullying and victimization in the United States and Canada teaches practical implications of various types of programs and how to choose and implement one that fits their school ecology.
This text will help your students understand how to prevent bullying behavior and how to select and manage intervention efforts in schools and school districts.
This book serves as a contemporary, integrated, and highly valuable reference and resource for social work students and practitioners as well as students and practitioners from allied professions, such as health, occupational therapists, nursing, psychotherapy and counselling, who may be interested in a psychosocial and relationship-based understanding of their own cases and interaction with their own clients/user of services.
Researching Young Children’s Perspectives critically examines the challenges and complexities of rights based, participatory research with children. Rather than approaching these dilemmas as problematic issues, this book positions them as important topics for discussion and reflection.
Drawing from their own rich experiences as research collaborators with young children in internationally diverse settings, the authors consider the ethical, methodological and theoretical frameworks that guide best-practice in research with young children. Each chapter poses points for consideration that will inform and challenge both the novice and experienced researcher, such as:
How ‘participatory’ can research be with infants under eighteen months?
When should listening through observation stand alone?
What is the distinction between methodologies and methods?
How can all young children be assured of a voice in research?
The authors also present seven separate case studies which demonstrate exemplary research with young children. Each study is accompanied by insightful commentary from the authors, who highlight the issues or difficulties faced and propose potential solutions.
If you are a student at undergraduate level and above, this book will give you all the confidence you need to conduct your own high quality research with children.
Rhetoric and Educational Discourse is a useful resource for postgraduate and research students in education and applied linguistics. The book will also be of interest to academics and researchers in these fields of study and those interested in discursive approaches to research and scholarship.
“Every educator will recognize in these stories the daily opportunities that adults have to reach out and grab onto kids who are desperate for a hand and just need someone to pull them over that line.”
—From the Foreword by Camille A. Farrington, PhD, author of Failing at School: Lessons for Redesigning Urban High Schools
“This book greatly improves our understanding of the complex and long-term process of dropping out of high school.”
—Russell W. Rumberger, UC Santa Barbara, director, California Dropout Research Project
“A must-read for any teacher, principal, or superintendent interested in changing the lives of our students most at risk.”
—Greg Baker, superintendent, Bellingham Public Schools
“This is a book that everyone with a stake in education must read!”
—Dr. Shivohn Garcia, SUNY Empire State College
Important theories and research exploring how globalisation has influenced educational practice are critically examined, providing you with an understanding of relevant social, economic, historical and cultural factors. Coverage includes: Case studies from around the world raising thought-provoking questions on chapter topics How to undertake research using significant secondary sources of comparative international data (including OECD, PISA, TIMMS) The relationship between development, education and inequality The purpose and role of multicultural and citizenship education Gender and education in a global context
This is essential reading for students on undergraduate Education Studies degrees, and for similar courses covering comparative and international education.
In the current environment, employers have a greater need for highly motivated, hard-working, skilled employees, and have often developed innovated forms of management to enlist these worker's support. So too, national legislation has granted workers new rights in recent years, such as mandatory early notification of plant closings, greater rights for workers with disabilities, and increased protection for older workers. State legislators have also enacted expanded protection for workers, and state courts have been rewriting basic legal doctrines governing workers' rights in ways that favor employees.
In this book, Richard Edwards explores workers' rights and the institutions that have defined and are now enforcing them. He looks closely at the decline of American unions and its effect on traditional rights. As unions have been transformed from major institutional players in the American economy to much more marginal brokers enrolling only a small minority of American workers, political support for workers' rights has diminished. Edwards also traces the American state courts' and the ongoing revision of the legal interpretations of employment contracts and employers' promises, a development which he believes may revolutionize traditional employment law.
Rights at Work cuts through the debate between employers' groups and workers' advocates to find a new common ground. Edwards argues that a new system of employment relations offers a "win-win" opportunity, and he proposes some innovative public policy strategies that could protect workers' rights while enhancing employers' ability to succeed in a highly competitive global market.
Updated throughout for this new edition, Fenwick on Civil Liberties and Human Rights considers a number of recent major changes in the law – in particular proposals to replace the Human Rights Act with a British Bill of Rights, and the Counter-Terrorism and Security Act 2015 – whilst also contextualising the impact of reforms on hate speech and contempt due to advances in new media.
Comprehensive and authoritative, this textbook offers an essential resource for students on human rights or civil liberties courses, as well as a useful reference for students and scholars of UK Public Law.
This book offers an introduction to Actor-Network Theory for educators to consider in three ways. One mode is the introduction of concepts, approaches and debates around Actor-Network Theory as a research approach in education. A second mode showcases educational studies that have employed ANT approaches in classrooms, workplaces and community settings, drawn from the UK, USA, Canada, Europe and Australia. These demonstrate how ANT can operate in highly diverse ways whether it focuses on policy critique, curriculum inquiry, engagements with digital media, change and innovation, issues of accountability, or exploring how knowledge unfolds and becomes materialized in various settings. A third mode looks at recent 'after-ANT' inquiries which open an array of important new approaches. Across these diverse environments and uptakes, the authors trace how learning and practice emerge, show what scales are at play, and demonstrate what this means for educational possibilities.
What constitutes a context for learning?
How do we engage the full resources of learners for learning?
What are the relationships between different learning contexts?
What forms of teaching can most effectively mobilise learning across contexts?
How do we methodologically and theoretically conceptualise contexts for learning?
Drawing upon practical examples and the UK’s TLRP, this book brings together a number of leading researchers to examine the assumptions about context embedded within specific teaching and learning practices. It considers how they might be developed to extend opportunity by drawing upon learning from a range of contexts, including schools, colleges, universities and workplaces.
This book reviews and assesses the changes which are taking place. It explores the disputes surrounding adult learning, discussing how boundaries have blurred thereby creating new opportunities such as APL and credit transfer, and including a significantly wider range of activities within the definition of learning. It also assesses the extent to which, despite the changes in boundaries, inequalities in learning opportunities still persist.
Homesteading the Plains reexamines old data and draws from newly available digitized records to reassess the current interpretation's four principal tenets: homesteading was a minor factor in farm formation, with most Western farmers purchasing their land; most homesteaders failed to prove up their claims; the homesteading process was rife with corruption and fraud; and homesteading caused Indian land dispossession. Using data instead of anecdotes and focusing mainly on the nineteenth century, Homesteading the Plainsdemonstrates that the first three tenets are wrong and the fourth only partially true. In short, the public's perception of homesteading is perhaps more accurate than the one scholars have constructed.
Homesteading the Plainsprovides the basis for an understanding of homesteading that is startlingly different from current scholarly orthodoxy.
Homesteading the Plains reexamines old data and draws from newly available digitized records to reassess the current interpretation’s four principal tenets: homesteading was a minor factor in farm formation, with most Western farmers purchasing their land; most homesteaders failed to prove up their claims; the homesteading process was rife with corruption and fraud; and homesteading caused Indian land dispossession. Using data instead of anecdotes and focusing mainly on the nineteenth century, Homesteading the Plains demonstrates that the first three tenets are wrong and the fourth only partially true. In short, the public’s perception of homesteading is perhaps more accurate than the one scholars have constructed.
Homesteading the Plains provides the basis for an understanding of homesteading that is startlingly different from current scholarly orthodoxy.
Particular attention is paid to the question of whether there are or should be distinctively educational forms of theory and theorising. The double engagement with the theory question in education and the education question in theory and theorising provides original insights in what theory does, might do or should do in educational research and practice.
With contributions from internationally renowned authors in the field of educational theory, research and practice, the book will be of value to academics, researchers and postgraduate students in education.