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The paper explores the relationship between the regulatory requirements to be registered to teach and the provisions to meet these requirements in the initial teacher education programs in Australia. This is part of a broader study of the regulatory requirements for music and art teachers in primary and secondary schools in Australia, and only the music component will be reported in the paper. The statutory regulatory authorities (often referred to as teaching institutes) in each educational jurisdiction mandate the professional and academic requirements for registration to teach. These authorities outline the amount of study required to be registered to teach in primary and secondary schools across Australia. The actual requirements differ between the various States and Territories. To teach in primary schools a graduate is required to demonstrate an ability to cover the eight key learning areas (including the Arts) and specifically in literacy and numeracy. For teaching in secondary schools a graduate must evidence of successful study in two designated teaching areas (often across two learning areas). Across Australia, over the last decade there have been moves from undergraduate degrees in Education (with specialist/major studies) to undergraduate degrees followed by two-year Master of Teaching degrees. The registration authorities recognise both initial teacher education pathways into the profession. The universities have been regularly criticised for their reduced provision (and delivery) of specific discipline content in the initial teacher education programs, and continue to respond that they are delivering what is required by the registration requirements of the regulators. This ongoing response has resulted in significantly reduced time for areas such as Music, which is included in the broader Arts key learning area, with an expectation that a student will be exposed to a range of the disciplines in the Arts and not focus on one discipline. This continues to have a significant impact on teaching and learning in Music as well as the ability, confidence and preparation of future music educators. [ABSTRACT FROM AUTHOR]

This paper explores the heuristics that relate to the improved reading outcomes of EAL/D (English as an Additional Language or Dialect) high school students for the critical engagement with texts. A case will be made for teacher-led action research as a powerful professional development tool. In addition to subscribing to mandatory codes of NSW Education Standards Authority (NESA) syllabus guidelines and learning outcomes, this longitudinal study reflects aspects of Bakhtin's (translated 1982) concept of 'dialogism' which is integral for learning and teaching processes. Utilising linguistic social theories of learning, this longitudinal case study explores the interrelated aspects of student peer and teacher relationships, learning styles, reading performance indicators and reading strategies over three years. Relevant for all teachers in mixed ability and multicultural classrooms, this study encourages us to become more intentional about expanding our understanding of the reading process and how this can lead to opportunities and ideas about classroom practices. [ABSTRACT FROM AUTHOR]

In Australia, as in many countries across the world, our educational landscape is being shaped by an ever-increasing focus on the "globalized educational policy discourse" (Lingard, 2010) of standardised, 'high-stakes' testing, and the subsequent quantitative measuring and ranking of children, classes, schools, districts, states, and countries. Through this paper, we explore our research conducted with children, teachers and parents within a culturally, linguistically, and socioeconomically diverse public school community. The paper draws on the voices of teachers, parents, and children who were co-researchers in Clare's case study research at the school (using emergent, arts-informed methods (Clark & Moss, 2001; Cole & Knowles, 2008; Somerville, 2008)), and Sophie's teaching and teacher-research experiences (using pedagogical documentation (Rinaldi, 2006)). We explore the children's perspectives on how they were developing individual and collective subjectivities, how they conceived of difference and connection, and the ways they worked with difference to create a community of belonging in this highly diverse context. We also analyse the ways in which the teachers and school community sought to actively challenge hegemonic constructions of the "successful" student subject through discourses of trust, difference and connectedness. Shaped by a theoretical framework informed by the philosophies of Deleuze and Guattari (Deleuze & Guattari, 1987), this paper highlights the ways this school community may disrupt "normalised" conceptualisations of pedagogical practices and contribute to the research literature that offers hope in opening up lines of flight to re-imagine possible subjectivities for teachers and students. [ABSTRACT FROM AUTHOR]

Comprehension is generally considered to be an essential skill required in all learning areas. The Australian Curriculum argues that much of the explicit teaching of literacy occurs in the English learning area, and is strengthened, made specific and extended in other learning areas as students engage in a range of learning activities with significant literacy demands (ACARA, 2012, p. 9). This has important ramifications for all teachers because they are charged with the responsibility of ensuring their students acquire the literacy skills necessary for success in the discipline areas. Despite this, comprehension means different things to different people. This paper reports on an action research project investigating teacher and student understandings of comprehension in the middle school years Specifically it asks the question: What counts as comprehension in teacher practice? After considering teacher and student perceptions of what comprehension is in different subject areas in Years 5, 7 and 9, strategic professional development seminars have been developed and implemented. These seminars are aimed at introducing teachers to current ideas about comprehension and providing them with practical, achievable strategies to use in the classroom. [ABSTRACT FROM AUTHOR]

In early years' (primary grade) classrooms in Australia repeated patterns are commonly explored as an early introductory activity to mathematics. Most young students have an extensive knowledge of and exhibit success in copying, continuing, creating and transferring patterns into other media. By contrast, research indicates one of the most difficult concepts with which students grapple in their later years of elementary school is the notion of ratio. This paper reports on a design (teaching) experiment conducted over a fourlesson period in two classrooms comprising 51 students whose average age was 9 years and 6 months. The focus of these lessons was using students' knowledge of repeating patterns, an understanding that traditionally remains in the precinct of early years, to scaffold the introduction of ratio. The theoretical frameworks that underpinned the classroom interactions and learning were the socio-constructivist theory of learning, inquiry-based discourse and the simultaneous use of multi-representations to build new knowledge. The results show that after a short intervention period, repeating patterns can act as effective bridges for introducing the ratio concept. They also show that particular representations and teacher actions assisted students to identify ratio, recognize equivalence between particular ratios, and begin to represent these ideas in abstract notation systems. [ABSTRACT FROM AUTHOR]