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Gilbert, Rob, et al. Teaching Humanities and Social Sciences, Cengage, 2019. ProQuest Ebook Central, https://ebookcentral.proquest.com/lib/unimelb/detail.action?docID=6335551.

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Cross-curriculum Priorities

Learning about the cross-curriculum priorities of Aboriginal and Torres Strait Islander histories and cultures, Asia and Australia's engagement with Asia, and Sustainability is embedded in the curriculum areas of the Victorian Curriculum F-10. These priorities provide national, regional and global dimensions and give students the knowledge and skills to engage with and better understand their world.

Learning about Aboriginal and Torres Strait Islander histories and cultures

The Victorian Curriculum F-10 includes opportunities for students to learn about Aboriginal and Torres Strait Islander histories and cultures. The knowledge and skills that students are expected to develop about Aboriginal and Torres Strait Islanders histories and cultures have a particular and enduring importance and assists students to understand the uniqueness of these cultures and the wisdom and knowledge embedded in them.

A summary of the curriculum content in the Victorian Curriculum F-10 directly related to Aboriginal and Torres Strait Islander histories and culture is available here:

Learning about Asia and Australia's engagement with Asia

Learning about Asia and Australia's engagement with Asia allows students to develop knowledge and understanding of Asian societies, cultures, beliefs and environments, and the connections between the peoples of Asia, Australia, and the rest of the world. Learning about Asia and Australia's engagement provides students with both a regional context for their learning, as well as building an understanding of the diversity of cultures and peoples living in Australia.

Many Asian nations are growing rapidly and are regionally and globally influential. Immigrants from all these countries have historically contributed to Australia's development and will continue to do so in the future. An understanding of Asia underpins the capacity of Australian students to be active and informed citizens, fosters social inclusion and cohesion, and is vital to the prosperity of Australia.

A summary of the curriculum content in the Victorian Curriculum F-10 directly related to Asia and Australia's engagement with Asia is available here:

Learning about Sustainability

Learning about Sustainability allows students to develop the knowledge, skills, values and world views necessary to contribute to more sustainable patterns of living. Learning about Sustainability has an increasing local, national and global resonance. Australia's future prosperity will be impacted by past, present and future decisions, particularly in relation to the environmental, social and economic challenges.

The concept of sustainability is fundamental for students to understand the ways environmental, social and economic systems interact to support and maintain human life. It allows them to critically examine the diversity of views and values that influence sustainable development. The curriculum also provides students with the opportunity to participate creatively and to see themselves as having the capacity to act in ways that will help to establish more sustainable ways of living.

A summary of the curriculum content in the Victorian Curriculum F-10 directly related to Sustainability is available here:

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Learning about the cross-curriculum priorities of Aboriginal and Torres Strait Islander histories and cultures, Asia and Australia's engagement with Asia, and Sustainability is embedded in the curriculum areas of the Victorian Curriculum F-10. These priorities provide national, regional and global dimensions and give students the knowledge and skills to engage with and better understand their world.

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By the end of Level 10, students predict changes in the characteristics of places over time and identify implications of change for the future. They identify, analyse, and explain significant spatial distributions and patterns and significant interconnections within and between places, and identify…

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Stigma and Discrimination During COVID-19 Pandemic

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The COVID-19 pandemic has been instrumental in creating a dramatic shift from people’s need to live in mutual association toward a desire to stigmatize distinctive others. Pandemic seems to be causing othering. Stated simply, stigmatization is a social process set to exclude those who are perceived…

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Find best practice approaches, evidence-based classroom resources, professional development opportunities and stories that celebrate the education profession.​

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Bruner, J. S. (1985). Vygotsky: A Historical and Conceptual Perspective. In J. Wertsh (Ed.), Culture, Communication, and Cognition: Vygotskian Perspectives. Cambridge: Cambridge University Press.

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and cognition vygotskian perspectives. cambridge cambridge university press.

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Bruner, J. S. (1985). Vygotsky A Historical and Conceptual Perspective. In J. Wertsh (Ed.), Culture, Communication, and Cognition Vygotskian Perspectives. Cambridge Cambridge University Press. - References - Scientific Research Publishing

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Bruner, J. S. (1985). Vygotsky A Historical and Conceptual Perspective. In J. Wertsh (Ed.), Culture, Communication, and Cognition Vygotskian Perspectives. Cambridge Cambridge University Press.

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Apprenticeship in thinking: Cognitive development in social context. - PsycNET

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In this book, I examine how individual thinking processes relate to the cultural context and the social interactions of children that provide guidance, support, direction, challenge, and impetus for development. <br> In presenting my concept of guided participation in cultural activity, I draw heavi…

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Authors and Affiliations

School of Education, Deakin University, Burwood, Victoria, 3125, Australia

Karen Guo

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Correspondence to Karen Guo.

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Guo, K. Australia's Engagement with Asia in the National Curriculum. Front Educ China 16, 60-78 (2021). https://doi.org/10.1007/s11516-021-0003-6
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Keywords

Asian culture

Australian curriculum

global education

international approach

policy analysis

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Australia's Engagement with Asia in the National Curriculum - Frontiers of Education in China

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The 2014 national curriculum of Australia is a significant initiative that the Australian government has taken in proposing a curriculum that stresses Australia's engagement with Asia. In practice, this means that Asian cultures, beliefs, environments and the connections between Australia and Asia are embedded in the learning processes of Australian schools.

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Thought and Knowledge applies theory and research from the learning sciences to teach students the critical thinking skills that they need to succeed in today's world. The text identifies, defines, discusses, and deconstructs contemporary challenges to critical thinking, from fake news, alternative facts, and deep fakes, to misinformation, disinformation, post-truth, and more. It guides students through the explosion of content on the internet and social media and enables them to become careful and critical evaluators as well as consumers.

The text is grounded in psychological science, especially the cognitive sciences, and brought to life through humorous and engaging language and numerous practical and real-world examples and anecdotes. This edition has been streamlined with thoughtful consideration over what content to keep, what to cut, and how much new and current research to add. Critical thinking skills are presented in every chapter, empowering students to learn more efficiently, research more productively, and present logical, critical, and informed arguments. The skills are reviewed at the end of the chapter, and a complete list of skills with definitions and examples are included in the appendix. The text is supported by a companion website that features a robust set of instructor and student resources: www.routledge.com/cw/halpern.

Thought and Knowledge can be used as a core text in critical thinking courses offered in departments of psychology, philosophy, English, or across the humanities and social sciences, or as a supplement in any course where critical thinking is emphasized.

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Thought and Knowledge | An Introduction to Critical Thinking | Diane F

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Thought and Knowledge applies theory and research from the learning sciences to teach students the critical thinking skills that they need to succeed in today's world. The text identifies, defines, discusses, and deconstructs contemporary challenges to critical thinking, from fake news, alternative facts, and deep fakes, to misinformation, disinformation, post-truth, and more.

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Critical Thinking: The Nature of Critical and Creative Thought

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Explore millions of resources from scholarly journals, books, newspapers, videos and more, on the ProQuest Platform.

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Seeking Meaning: A Process Approach to Library and Information Services (review)

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Examination of the approach showed the collaboration between the four teaching staff to be effective through the support of the school administration, an inquiry learning expert, and parents, on the other hand, the main limitation was the extra workload for the teachers.

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[PDF] Inquiry Learning Through Librarian-Teacher Partnerships | Semantic Scholar

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Challenge yourself and teachers to build learning environments that focus on realistic issues and themes and build a strong case for the role of the library media specialist in implementing curriculum changes. Begin a school-wide movement toward collaborative instruction and ultimate student success!

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The great Russian psychologist L. S. Vygotsky has long been recognized as a pioneer in developmental psychology. But somewhat ironically, his theory of development has never been well understood in the West. Mind in Society should correct much of this misunderstanding. Carefully edited by a group of outstanding Vygotsky scholars, the book presents a unique selection of Vygotsky's important essays, most of which have previously been unavailable in English.

The Vygotsky who emerges from these pages can no longer be glibly included among the neobehaviorists. In these essays he outlines a dialectical-materialist theory of cognitive development that anticipates much recent work in American social science. The mind, Vygotsky argues, cannot be understood in isolation from the surrounding society. Man is the only animal who uses tools to alter his own inner world as well as the world around him. From the handkerchief knotted as a simple mnemonic device to the complexities of symbolic language, society provides the individual with technology that can be used to shape the private processes of mind. In Mind in Society Vygotsky applies this theoretical framework to the development of perception, attention, memory, language, and play, and he examines its implications for education. The result is a remarkably interesting book that is bound to renew Vygotsky's relevance to modern psychological thought.

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mind in society: development of higher psychological processes

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Mind in Society - L. S. Vygotsky, Michael Cole, Vera John-Steiner, Sylvia Scribner, Ellen Souberman

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Vygotsky has long been recognized as a pioneer in developmental psychology. But his theory of development has never been well understood in the West. Mind in Society corrects much of this misunderstanding. Carefully edited by a group of outstanding Vygotsky scholars, the book presents a unique selection of Vygotsky's important essays.