Constituting the teacher of reading in contemporary Australian literacy debates

This chapter documents the history of the National Inquiry into the Teaching of Literacy and the subsequent fate of the figure of the teacher, in terms of how the inquiry has acted to background the teacher and bring new figures into prominence. The classroom teacher is being moved out of a central role of authority in literacy education, in spite of claims about the importance of the teacher in parts of the report. Authority is now being placed in the figure of the scientific researcher who decides what the best techniques are, and develops diagnostic tools that the teacher must use in order to decide which of the techniques to apply. Specialist literacy teachers, well “trained”by these experts, are needed to ensure that teachers do what the experts recommend (evidence-based practice). Thus, the classroom literacy teacher becomes a cipher for applying expertly designed techniques and tests.

Representation of Cued Speech in teacher of the deaf and hard of hearing preparation programs

This descriptive study investigates the representation of Cued Speech in teacher of the deaf preparation programs as well as attitudes towards inclusion of Cued Speech in those programs in the context of the 2004 reauthorization of IDEA. The issue of Cued Speech is discussed as a communication modality and implications for deaf education are presented.

The expert teacher of English

The Expert Teacher of English is for all passionate teachers – both novice and expert - who aspire to become outstanding professionals. It considers what we mean by ‘expert’ and ‘expertise’, explores concepts that are vital to understanding what expertise in teaching is ‘for’, and discusses the characteristics of excellent teaching. As increasing attention is being paid to the concept of the professional who can model excellent teaching and mentor and develop others, it provides a critical analysis of The Advanced Skills Teacher and the Excellent Teacher, as well as the Chartered Teacher in Scotland and the ‘highly accomplished teacher’ in the US. Drawing on the views, ideas and experiences of a group of skilful teachers, The Expert Teacher of English aims to stimulate personal and professional development, help you reflect on the concept of expertise, and support you as you develop as a highly accomplished teacher.

An Hebrew grammar, collected chiefly from those of Mr. Israel Lyons, teacher of Hebrew in the University of Cambridge; and the Rev. Richard Grey, D.D. rector of Hinton, in Northamptonshire: To which is subjoined a praxis, taken from the sacred classics, and containing a specimen of the whole Hebrew language: with a sketch of the Hebrew poetry

as retrieved by Bishop Hare ...

--An easy, practical Hebrew grammar: with exercises for translation -- Arranged in a series of letters from a teacher of langfuages to and English duchess. : To which is attached -- The fountains of salvation, being a translation, with notes critical and explanatory of Isaiah LIII. Also -- key to the exercises /

At head of title : Gently flowing waters, in Hebrew and English.

A teacher of the violin and other tales,

A teacher of the violin.--The Marquis Jeanne Hyacinthe de St. Palaye.--The Baroness Helena von Saarfeld.--Ellie: a story of a boy and girl.--An apologue.

The accomplished teacher of religion : a sermon preached at the New Meeting-House, Birmingham, November 22, 1829, on occasion of the death of the Rev. Thomas Belsham /

Signatures: [pi]2 B-I4 (-I4)

A short catechism composed by Mr. James Noyes, late teacher of the church of Christ in Newbury, for the use of the children there. Cambridg [Mass.] Printed by S. G. and M. F. 1661.

One of 15 copies of a photostat made for Mr. Lemuel A. Welles, Ridgefield, Connecticut (from the original in his possession) at the Yale university library, October, 1937.

William Oughtred, a great seventeenth-century teacher of mathematics,

Mode of access: Internet.

Uncertainty and reluctance in teaching taboo language: a case study of an experienced teacher of English as an additional language

Despite its ubiquitous employment by users of English to achieve authentic communicative goals, taboo language has received little attention in the education literature. Even less focus has been placed on such language in English language teaching - specifically, in teaching English as an Additional Language (EAL). Given the multiplicity of communicative struggles experienced by EAL learners surrounding the use of taboo language in authentic communication, meaningful consideration of this aspect can be seen as crucial in EAL instruction. Classroom learning could prepare learners for navigation and negotiation of taboo language use they will inevitably encounter in social interactions in target language communities of practice. However, EAL teachers' uncertainty or reluctance to introduce taboo language in classroom instruction is a key impediment in developing learners' sociocultural knowledge regarding such language use. We foreground one case of such uncertainty and reluctance surrounding the introduction of taboo language in EAL instruction derived as interview data from an experienced EAL teacher.

Les attentes messianiques dans les manuscrits de Qumran : conceptions, typologie et contextualisation du messianisme de la communauté qumrano-essénienne

Les textes qumraniens nous fournissent des témoins de première main pour l’étude du développement du messianisme dans le judaïsme durant la période du Second Temple. L’une des découvertes les plus frappantes dans la bibliothèque de Qumrân est la pluralité des attentes messianiques et l’existence de locutions diverses avec un sens messianique. À l’aide d’une analyse littéraire, ainsi que d’une approche socio-critique, surtout à partir d’une distinction typologique entre un messianisme restaurateur ou utopique, nous nous proposons d’examiner les rapports des textes sectaires messianiques de Qumrân 1) aux données bibliques et extra-bibliques contemporaines, 2) aux façons de conceptualiser les différentes figures messianiques et 3) au contexte socio-politique de l’époque. La recherche présente quatre principaux paradigmes à travers desquels les diverses idées messianiques ont été formulées dans la communauté qumrano-essénienne, tandis que l’interprétation resserre la problématique autour de la typologie restauratrice et utopique. Les analyses dévoilent un aspect des attentes du judaïsme ancien, marqué par la croyance en une pluralité d’agents de salut aux traits messianiques: il s’agit d’un schéma oscillant entre l’aspiration à la restauration des structures religieuses et politiques de l’Israël d’autrefois et l’espérance utopique d’un monde dramatiquement transformé. Malgré qu’il soit difficile d’envisager un développement linéaire, unanime et cohérent sur la base du contenu et de la chronologie des textes messianiques, cette recherche démontre une tendance générale qui jalonne l’évolution historique des idées messianiques de Qumrân. C’est la combinaison de plusieurs dynamiques, soit la critique des prêtres-rois asmonéens, la préoccupation de la pureté rituelle et de l’observance de la Loi, et une perspective apocalyptique entrevoyant une transformation catastrophique conduisant à un renouvellement du monde, qui a généré la ferveur messianique propre à la communauté qumrano-essénienne.

Student teachers’ perceptions of reading and the teaching of reading: the implications for teacher education

This article reports on research which identified perceptions of reading and the teaching of reading held by trainee teachers and the impact on my provision as a teacher educator. It found that students’ past and present experiences of learning to read and being a reader influenced their perceptions of what reading is and of what it means to teach reading. As a teacher educator, I am not able to give students long experience of seeing children becoming readers, but I am able to give them richer experiences of reading in personally and culturally relevant contexts. This has implications for the nature of subject knowledge required by a student teacher of reading and the curriculum and practice of teacher education.

Changing pedagogic codes in a class of landscape architects learning 'ecologically sustainable development'

Professional discourse in education has been the focus of research conducted mostly with teachers and professional practitioners but the work of students in the built environment has largely been ignored. This article presents an analysis of students’ visual discourse in the final professional year of a landscape architecture course in Brisbane, Australia. The study has a multi-method design and includes drawings, interviews and documentary materials, but focuses on the drawings in this paper. Using the theory of Bernstein, the analysis considers student representations as interrelations between professional identity and discretionary space for legitimate knowledge formation in landscape planning. It shows a shift in how students persuade the teacher of their expanding views of this field. The discussion of this shift centres on the professional knowledge that students choose rather than need to learn. It points to the differences within a class that a teacher must address in curriculum design in a contemporary professional course.