Suchergebnisse

Part 1: The State of Play -- Chapter 1. Introduction and Context -- Chapter 2. The Purpose of Education -- Chapter 3. Why Are We Falling Behind? -- Part 2: The Players -- Chapter 4. 'If I Could Just Teach' -- Chapter 5. The Pressures on, and of, Curriculum -- Chapter 6. Basic, Basal Skills and their Effects on Higher Order Thinking -- Chapter 7. The Standardisation of Teaching -- Chapter 8. Teacher Professional Assessment and Teacher Professional Development -- Chapter 9. Student Evaluation as a Driver of Education Delivery -- Chapter 10. Digital Devices, Online Learning and All That: How They Are Shaping Education -- Part 3: Playing Our Part -- Chapter 11. Which Future? A Note of Hope -- Chapter 12. Recommendations: What We Know and What We Can Do.

"A sequel to the author's The road to Guilford Courthouse, The road to Charleston is a narrative history of the second half of the critical Southern Campaign of the Revolutionary War, which begins shortly after the Battle of Guilford Courthouse, March 1781, and ends with the British evacuation of Charleston in December 1782"--

Abstract
The process of civics and citizenship education is a complex and multifaceted affair. Research in Australia and elsewhere has indicated a dearth of civics and citizenship understanding. To assist their students, schoolteachers need to be in command of the knowledge, understandings and dispositions related to civics and citizenship education. This article discusses teacher readiness for teaching this subject in primary schools, by asking a cohort of first year pre-service teachers to respond to a test recently administered to a sample of year six children (aged about 11 years) in Australia. The results were somewhat disconcerting, with numbers of the pre-service teachers furnishing incorrect answers. Patterns of incorrect answers and reasons for these are analysed, in the context of the student cohort and the education they have received to date, and the education they are to provide upon graduation. Beyond this, the test paper itself, and some of the assumptions it appears to make, as well as some of its silences, are also put under scrutiny. Some brief implications for teacher education, teaching, learning, assessment and socially just futures are also included.