The Middle Ages in Children's Literature

In this book Clare Bradford shows that medievalism for the young both provides moments of enchantment and also serves as a distancing strategy which enables texts to address contentious and difficult topics.

Just do it? Branding, fashion and globalisation. A teaching and learning unit in global citizenship for the middle years

Presents to teaching guide on global citizenship for the middle years in Australian schools. Position of young people in consumerism; Impact of advertising on young consumers; Attitudes of students toward global branding.

Digital literacies in the middle years of schooling

This paper uses Glister's interpretation of digital literacy whilst acknowledging that a computer is not the only means for the delivety of digital texts. I will explore how we can support student teachers to develop understandings about the teaching in the middle years in order to work with students in schools to successfully read digital texts, create digital texts, search, fmd and use information in the digital world and to become critical users of digital texts. Students in the middle years of schooling are facing increasingly sophisticated literacy demands of new technologies that go well beyond that of the traditional printed page as they interact with information communicated through a range of digital media both inside and outside of school. At best new technologies can open doors to students for researching and accessing a world far beyond their own environment, empowering them to direct and control their own learning and produce quality work.

Improving pedagogy in the middle years

There has been considerable emphasis over the last decade on effective teaching and learning in the middle years of schooling, associated with the particular responses to schooling of adolescent students in a period of their lives when issues of identity, commitment, and independence are central to their experience and concern. Extensive research and development has generated considerable reform in Years 5 to 9. Improved understandings of students' different learning styles and needs has led to more diverse and strategic selection of teaching methods. However, there is still considerable scope for improving the quality of contemporary approaches to the education and development of adolescents. A number of major research projects have been conducted by the Victorian Department of Education and Training (DE&T) middle years strategy team since 1998, including the Middle Years Research and Development (MYRAD) project, the Middle Years Literacy, and Middle Years Numeracy Research projects. Currently, the focus has shifted to a more explicit framing of a Middle Years pedagogical framework. The Middle Years Pedagogy Research and Development (MYPRAD) project has developed an explicit pedagogical framework that is grounded in research findings from previous projects and from the literature more generally.

Putting literacy in the middle: key learnings from the middle years literacy research project

This article discusses the Middle Years Literacy Research Project and its design. The authors report on key findings and recommendations from the research. In particular the authors look at what is distinctive about teaching adolescent learners in middle years and what does the research show that is distinctive about teaching, the ways that literacy is understood and talked about, its various positioning in the middle years and, connections between effective literacy and effective learning. The article describes a Four Resources model as a framework for literacy teaching and learning for middle year education; literacy leadership, coordination, professional development and collaborative partnerships; and, what school strategies have the most potential to bring about long-term change and improvement in students' literacy and learning outcomes.

Shifting to more authentic language and literacy activity in the middle years

This paper reports on the shifts in literacy teaching and learning that occurred at a Melbourne primary school, one of twelve schools that took part in a large research project undertaken by staff at Deakin University funded by the Victorian Department of Education, Training and Youth Affairs: Middle Years Literacy Research Project. The project focused on literacy teaching, learning, and assessment of students in the middle years of schooling. Through close collaboration between the researcher and teachers at the school, significant changes were made to the language and literacy program. These changes reflected current language theory and extended the school's focus on independent learning to the area of literacy. The development of more authentic ways of assessing student learning grew out of the work in the project as teachers sought assessment practices that were consistent with their philosophy of teaching and learning. With a focus on developing authentic literacy practices, teachers developed new ways of tracking and reporting student achievement.

Meaningful mathematics in the middle years

This paper describes an action research project that investigated issues concerning the teaching and learning of numeracy in the middle years. Building on research concerning the middle years of schooling, and their own experience of teaching mathematics in years 5 - 8, a group of teachers, drawn from four schools, trialed strategies intended to improve the engagement, attitudes and outcomes of their students in mathematics. The group recommended at the end of the study that mathematics needs to be meaningful for young adolescents. The concept of meaningful mathematics is explored through a description of the actions and findings of the teachers participating in this project.

The long game: five years of simulating the Middle East

Scholarly literature attesting to the benefits of role play in teaching international relations or political science subjects is abundant and universally positive. However, despite many case studies presenting snapshots of single examples, long term data concerning a role play exercise is difficult to find. This study presents student feedback data gathered from 10 iterations of the Middle East politics simulation carried out over 5 years from 2011-15. The data obtained from over 600 respondents establishes very clear trends in terms of satisfaction, engagement, and workload. The findings demonstrate that students can be significantly engaged in the subject matter through role plays and that they value these opportunities and the learning that ensues, even though it may represent more work than they are used to allotting to traditional assignments. The results show that year after year, successive student cohorts have made a clear judgement that extra work is worthwhile when it pays off against their perceived learning. The inference can also be drawn that they do not see this same pay off when completing essay type assignments.

Rhynchopora and blasispirifer (brachiopoda) from the middle permian of the Hida Gaien belt, Central Japan, and their paleobiogeographical significance

Two Permian brachiopod genera, Rhynchopora King and Blasispirifer Kulikov, are reported for the first time from the Middle Permian, lower part of the Moribu Formation in the Hida Gaien Belt, central Japan. The Moribu species are closely compared with similar forms from the Middle Permian Barabash Formation (lower Chandalaz Series) in the Barabash area of South Primorye, Russian Far East. The discovery of these two genera, which exhibit close relationships with Middle Permian brachiopod faunas of South Primorye and the broad Boreal Realm, implies that tha Hida Gaien Belt was paleobiogeographically and paleogeographically close to the western part (Voznesenka Belt) of South Primorye, both situated in a middle latitudinal setting in the Northern Hemisphere on the southeastern side of the Bureya Block and lay proximal to and slightly northeast of the Sino-Korea Block during the Permian.

Curriculum theorising: examining the middle ground of curriculum

Using current data, this article examines the ways in which teachers enact new curriculum prior to classroom implementation. This is new and important research as few, if any, studies have further explored what Goodson termed the 'middle ground' of curriculum (1994). This article locates the middle ground of curriculum between the high ground of curriculum (the formal construction of the written curriculum) and its ground-level implementation in the classroom. A model of the middle ground of curriculum that helps us to understand curriculum change processes from the perspective of those most affected by them - teachers - is subsequently proposed.

Differentiate or die or be 'stuck in the middle' and survive!

“The reality is that traditional (marketing) implementation approaches have failed…” (Dobni et al., 2001, p. 402) Nevertheless recent research still seeks to identify relationships between Porter’s marketing strategies, implementation and performance (Kumar et al. 1997; Teach and Schwartz, 2000). Although each study included the Porter’s strategy types none actually classified business units into ideal differentiators, ideal cost leaders and combination differentiation cost leaders to conduct “implementation-performance process” comparisons.

This study has made a contribution to the study of marketing implementation and marketing performance by separating and comparing strategies such as ideal differentiation, ideal cost leadership, and combination (differentiation/cost leadership) strategies with the “stuck in the middle” marketing strategy type.

A key implementation finding was the importance of paying high salaries to attract the best employees when implementing either a differentiation strategy or a combined (differentiation/ cost leadership) strategy. However for the other six implementation tools, the findings support Kelliher and Perrett (2001, p.421) whose findings “do not indicate a clear relationship between business strategy and the approach to HRM.”

A key performance finding was that differentiation is the best strategy in terms of marketing performance while cost leadership is the worst performing strategy. Both differentiation and the combination strategy (differentiation/cost leadership) outperformed cost leadership.

Online teaching - the experience of a 'new' academic

A 'new' academic will share her fIrst experience of online teaching in a university environment. As an experienced user of computer technology this academic who is new to teaching in a university environment shared the experience of being 'new' to online teaching and learning with Masters level students. This paper explores the issues associated with online learning from the perspective of the 'teacher' as weIl as that of the 'learners'. The learners in this study participated in project-based learning experiences in an online unit taught by staff in the Faculty of Education. It will consider the issues that arose during the semester including the use of a new technology (new to the university) as well as the experience of participation in project-based learning in an online learning environment. The manner in which students dealt with the issues associated with this learning experience in an online environment will be presented.

Soft-sediment deformation structures in the middle permian Wandrawandian siltstone, southern Sydney basin: implications for depositional environment and basin tectonics

The Middle Permian Wandrawandian Siltstone at Warden Head near Ulladulla in the southern Sydney Basin is dominated by fossiliferous siltstone and mudstone, with a large amount of dropstones (lonestones) and some pebbly sandstone beds. Two general types of deposits are recognised from the cliff succession in view of the timing and mechanism of their formation. One is represented by the background (or primary) deposits of offshore to slope environments with abundant dropstones of glacial marine origin. This facies occurs throughout the cliff sections at Warden Head. The second type is distinguished by secondary, soft-sediment deformational deposits and structures of the primary (background) deposits, and comprises three successive layers of sandy mudstone dikes. In the second type of deposit, metre scale, laterally extensive syn-depositional slump deformation structures occur extensively in the middle part of the Wandrawandian Siltstone. The deformation structures vary in morphology and pattern, including large-scale complex-type folds, flexural stratification, concave-up structures, small-magnitude -faults accompanied by folding and brecciation. The slumps and associated syn-depositional structures are herein attributed to penecontemporaneous deformations of soft sediments (mostly mud and silty mud), formed as a result of mass movement of unconsolidated and/or semi-consolidated substrate following earthquake events. The occurrence of the earthquake event deposits (or seismites) at Warden Head supports the current view that the Sydney Basin was located in a back-arc setting near the New England magmatic arc on an active continental margin during the Middle Permian, and the timing of the earthquake events is here interpreted to indicate the onset of the Hunter Bowen Orogeny in the southern Sydney Basin.