Maximising Learning Outcomes in Diverse Classrooms

Teachers in special and regular teacher education are becoming more aware of the complex and varied challenges that emerging teachers face as they enter the diverse modern classroom. This book focuses on student diversity in the classroom and how teachers can work with this diversity to maximise the educational outcomes of their students. Examples of diversity in Australian classrooms include students who are gifted and talented, students whose first language is not English, students who are members of a minority cultural group and students who experience learning difficulties. That students in Australian classrooms display heterogeneous characteristics is a given – even students in selective schools will demonstrate diverse interests and needs.

Features

• A list of intended learner outcomes at the start of Chapters 2 to 8.


• An overview and a summary at the beginning and end of each of the ensuing chapters.


• Several 'think about this' boxes in each chapter that encourage reflection.


• Case studies that give examples of how teachers apply the indicators of effective instruction to their classrooms.


• Examples of ways in which many of the indicators may be applied to the curriculum documents.


• A list of key concepts.


• A number of learning activities.


• A list of follow up resources.


• An appendix that lists the indicators of effective instruction.

About the Author

Ian Dempsey

Ian Dempsey is a teacher and researcher based at the Centre for Special Education and Disability Studies, The University of Newcastle. Ian has worked as a high school teacher, a teacher of children and adolescents with autism, a coordinator of a respite care service for people with a disability, and as an academic. He has published widely in special education and disability studies.

Michael Arthur-Kelly

Michael Arthur-Kelly is Professor in the School of Education at the University of Newcastle. He has experience as a classroom teacher in both regular and special schools, as a consultant, and as a teacher educator. Currently he enjoys a balance of teaching and professional contributions to his field and projects centred on the translation of research to leading practice. Specific areas he has worked in include instructional design, professional development for teachers in behaviour and communication support, and the identification of curricular and instructional approaches to maximise engagement in students with multiple and complex additional needs.