1st Edition

Evidence-Based Learning and Teaching A Look into Australian Classrooms

Edited By Melissa Barnes, Maria Gindidis, Sivanes Phillipson Copyright 2018
    290 Pages 45 B/W Illustrations
    by Routledge

    290 Pages 45 B/W Illustrations
    by Routledge

    Education has become a political, economic and social priority for Australia, with the success of schools (and teachers) being an integral part of the economic and social future of the country. As a result, quality assurance for learning and teaching has become increasingly debated among policy-makers and the broader public, with a call for more evidence, data and standards to ensure that schools and teachers are held accountable for students’ learning outcomes.

    In response, this book provides a snapshot of the types of evidence and data relating to learning outcomes that are being collected in our classrooms within Australia. The chapters in this book seek to interrogate current views of learning and teaching, beyond what is measured in external assessments that only capture a limited view of student learning outcomes. The chapters explore a range of fundamental topics within education, including positive learning environments, student voice and assessment. They explore and articulate the vital knowledge and skills needed for current and future teachers. In addition, these chapters make clear links between teaching, learning and the theories that frame, shape and inform these learning and teaching processes.

    The research presented in this book provides practical and theoretical insights into learning and teaching in early years, primary, secondary and tertiary education.

    1. Australian classrooms: Linking theory and practice Melissa Barnes, Sivanes Phillipson, and Maria Gindidis

    Section I: Understanding Learning Learners

    2. Creating a learning environment that encourages mathematical thinking Jill Cheeseman

    3. "Why do we have to do addition? I already know addition": A cultural-historical perspective of learning and teaching mathematics Megan Adams

    4. Encouraging language development through an online community: Lessons learnt from an action research project Melissa Barnes

    5. Neuroskepticism: Investigating teachers’ experiences using a Whole Brain Teaching method Maria Gindidis

    6. Literacy in and for the 21st century; Considering the pedagogical place of social media within 21st century Australia literacy classrooms through the lens of childhood Damien Lyons

    7. Listening to the voices of young children in educational settings Deborah Moore

    8. Student experiences of career counselling process in secondary subject choices in Australia: A case for parent-school partnership Sarika Kewalramani, Sivanes Phillipson, and Nish Belford

    Section II: Encouraging Learning through Pedagogy

    9. Hundreds of messages on a leaf: Inspiration from Reggio Emilia Julie Rimes, David Gilkes, and Lou Thorpe

    10. Assessing student generated representations to explore theory—practice connections Peter Sellings

    11. Assessment to develop students’ strategies and competence as learners Anna Fletcher

    12. Groups in action: A closer look at how students respond to group work Kitty Janssen, Justen O'Connor, and Sivanes Phillipson

    13. The Australian curriculum, creativity and narrative accounts of the classroom Narelle Wood

    14. Digital technology and learning Amber McLeod

    Section III: Navigating Structures and Tools

    15. Education for Sustainability (EfS): A priority or an "add on?" Melissa Barnes, Deborah Moore, and Sylvia Almeida

    16. The changing landscape of early childhood curriculum: Empowering pre-service educators to engage in curriculum reform Lauren Armstrong, Corine Rivalland, and Hilary Monk

    17. Rights-based Indigenous education in Australia: Evidence-based policy to pedagogy Peter Anderson and Zane Ma Rhea

    18. Collaboration in the classroom Jane McCormack and Michelle Smith-Tamaray

    19. Action research: A reflective tool for teaching Louise Jenkins and Renee Crawford

    20. Personal practical knowledge: Artists/researcher/teachers reflecting on their engagement in an art practice and professional work Nish Belford

    21. Evidence-based learning and teaching: Unlocking successful pedagogy Melissa Barnes, Sivanes Phillipson, and Maria Gindidis


    Dr Melissa Barnes is a Lecturer in the Faculty of Education, Monash University, Australia. While her teaching career began in the United States, it is her teaching experiences in Germany, Vietnam, Australia and Brunei that have collectively shaped her understanding of language, literacy, assessment and teacher education in diverse educational contexts.

    Dr Maria Gindidis is a Lecturer in the Faculty of Education, Monash University, Australia. Her teaching career began in Australian high schools. Her work as State coordinator of Bilingual Schools and leadership roles in the Department of Education influenced her current research in education leadership within culturally diverse and marginalised contexts.

    Professor Sivanes Phillipson is Professor of Education and Associate Dean International at the Faculty of Health, Arts and Design, Swinburne University of Technology, Australia. She is also the Routledge Series Editor for Evolving Families. Her research interest and experience focus on family studies in particular parental involvement and expectations of culturally and linguistically diverse and disadvantaged young children and their educational outcomes.