Understanding values education

Understanding values education

Tuesday, 26 Oct 2004

Teachers and students need to think more about the frameworks underpinning their values education, according to Emeritus Professor Brian Hill of Murdoch University who delivered a keynote address at Research Conference 2004 today. Referring to the values education packages adopted in schools, Professor Hill says busy teachers understandably welcome ready-made products, and many have been drawn to packages developed outside our school systems, and even outside Australia.

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Literacy, behaviour and auditory processing

Literacy, behaviour and auditory processing

Monday, 25 Oct 2004

Just one hour of professional development training for teachers in communicating with children with auditory processing difficulties can have 'significant positive effects' on their literacy achievement progress and attentive behaviours, according to Drs Kathy and Ken Rowe, and audiologist collaborator Jan Pollard. Speaking today in Adelaide at Research Conference 2004 Drs Kathy and Ken Rowe presented findings from an ongoing study into the prevalence of auditory processing difficulties among children and adolescents, and the positive impact on students' literacy progress and attentive behaviours when appropriate classroom management strategies for auditory processing difficulties are used.

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Student goals and interest important for university success

Student goals and interest important for university success

Monday, 25 Oct 2004

Developing interest is critical to long-term success in university studies, according to a visiting US psychologist. Professor Judith M. Harackiewicz delivered a keynote address at the ACER Research Conference, Supporting Student Wellbeing, in Adelaide today.

Professor Harackiewicz is researching why some students become involved and interested in their studies, and why they continue in a particular academic discipline.

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Yelling at students does not improve behaviour

Yelling at students does not improve behaviour

Monday, 25 Oct 2004

Teacher aggression and, to a lesser extent punishment are ineffective in fostering student responsibility, whereas hinting, discussion, recognition, and involvement may be helpful in this regard an educational conference in Adelaide was told today. Dr Ramon Lewis of La Trobe University examined the relationship between Australian students' responsibility in classrooms and their teachers' discipline strategies.

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