Education Commons^™

Camp Organisation : A Guide To Youth Education Officers And Teachers On Camp Organisation, Youth Education Branch Education Department Of Western Australia

Research outputs pre 2011

The value of outdoor experiences for school students, through the use of the outdoors as an educational laboratory has long been recognised as a means of integrating and extending curricula.

The rapid urbanisation of society is depriving children and youth of many learning opportunities which would extend their total educational experience.

As educators, therefore, we have the responsibility to develop in our students, awareness and concern for the proper use and enjoyment of our natural resources.

Outdoor education, as an integral part of the school curriculum satisfies the fundamental need to experience and understand the forces of nature in a …

The Work-Study Innovative Teaching Programme : Report Of An Innovative Teacher Education Project, John Hammond (Ed.)

Research outputs pre 2011

This report concerns the Work-Study Innovative Teaching Programme (hereafter referred to as WSITP), which was developed during 1975-1977 at Churchlands College, Western Australia. WSITP proposes a developmental approach to continuous long-term practice teaching and concurrent related lecture experiences as a means of assisting student teachers in their search for personal meanings about teaching and about themselves, and poses an alternative to the traditional teacher education model (such as the one at Churchlands) which tends to consist of compartmentalised college courses in prescribed areas of personal and professional development on the one hand, and distinctly separate periods of practice teaching on …

The Development Of English As A Second Language In Aboriginal And Migrant Children : A Pilot Study, A. L. Mcgregor

Research outputs pre 2011

No abstract provided.

Cohesion And Purpose : A Consideration Of The Structure Of Pre-Service Teacher Education, Douglas C. Courts

Research outputs pre 2011

Any consideration of the structure of pre-service teacher education must take account of the long-standing and still-continuing debate on the relative merits of consecutive and concurrent patterns of training. The co-existence of both approaches - the universities with degree courses followed by one-year professional training and the majority of colleges of advanced education with concurrent course structures - shows that not only are both systems viable but that neither can claim significant superiority. It is often argued that the concurrent pattern is more suited to the training of primary school teachers while the consecutive pattern, particularly in the university context, …