References from Victorian Institute of Teaching Standards
Australian Government of Education, Science and Training. (2005). National framework for values education in Australian schools. [PDF]. Available from
http://www.curriculum.edu.au/verve/_resources/Framework_PDF_version_for_the_web.pdf
Avalos, B. (2011). Teacher professional development in ‘Teaching and Teaching Education’ over ten years. Teaching and Teacher Education, 27(1), p.10-20. Available from Elsevier
Bowes, J., Grace, R. & Hayes, A. (2009). Impacts on children, families and communities. In Bowes, J., Grace, R. (Eds.). Children, families and communities: contexts and consequences. p.9-21.
Melbourne: Oxford University Press
Carrington, S. & Saggers, B. (2008). Service-learning informing the development of an inclusive ethical framework for beginning teachers. Teaching and Teacher Education, 24(3), p.795-806.
Accessible from Elsevier
Department of Education and Early Childhood Development. (2009). Victorian early years learning and development framework. p.1-60. Melbourne:
Early Childhood Strategy Division of Department of Education and Early Childhood Development and Victorian Curriculum and Assessment Authority
Epstein, J. (2010). School/family/community partnerships: caring for the children we share: when schools form partnerships with families and the community, the children benefit. These
guidelines for building partnerships can make it happen. Phi Delta Kappan. p.81. Available from Academic OneFile
Fischer, K. & Rose, L. (2001). Webs of skill: how students learn. Educational Leadership, 59(3), p. 6-12. Available from EBSCOhost
Hughes, J. & Kwok, O. (2007). Influence of student-teacher and parent-teacher on lower achieving readers’ engagement and achievement in the primary grades. J Educ Pyschol, 99(1). p.39-
51. Available from http://www.ncbi.nlm.nih.gov/pmc/articles/PMC2140005/
James, M. & McCormick, R. (2009). Teachers learning how to learn. Teaching and Teacher Education, 25(7). p.973-982. Available from Elsevier
Kennedy, A. & Surman, L. (2006). The pedagogy of relationships. In Fleer, M., Edwards, S., Hammer, M., Kennedy, A., Rigdway, A., Robbins, J. & Surman, L (Eds.). Early childhood learning
community: sociocultural research in practice. p.44-56. New South Wales: Pearson Education Australia
Kleickmann, T., Richter, D., Kunter, M., Elsner, J., Besser, M., Krauss, S. & Baumert, J. (2013). Teachers’ content knowledge and pedagogical content knowledge: the role of structural
differences in teacher education. Journal of Teacher Education, 64(1), p.90-106. Available from Sage Journals Database
Lee, J.S. (2012). The effects of the teacher-student relationship and academic press on student engagement and academic performance. International Journal of Educational Research, 53.
p.330-340. Accessible from Elsevier
Liu, S. (2010). Factors related to pedagogical beliefs of teachers and technology integration. Computers and Education, 56. p.1012-1022. Available from Elsevier
Ministerial Council for Education, Early Childhood Development and Youth Affairs. (2011). National safe schools framework. p.2-8. Available from
http://foi.deewr.gov.au/system/files/doc/other/national_safe_schools_framework.pdf
New Zealand Education Review Office. (2008) How and why assessment is used: for parents. Available from http://www.ero.govt.nz
Northern Territory Department of Education and Children's Services. (2009). Assessing and reporting. Available from http://www.education.nt.gov.au
Pearce, D. & Verlaan, W. (2012). Using formal assessment to guide instruction. Literacy Research, Practice and Evaluation, 1. p.73-105. Available from Emerald Books Social Sciences
Santiago, P., Donaldson, G., Herman, J. & Shewbridge, C. (2011). OECD reviews of evaluation and assessment in education: Australia. [PDF]. p.47-72. Available from the OECD Library
Spilt, J., Koomen, H. & Thijs, J. (2011) Teacher wellbeing: the importance of teacher-student relationships. Educational Psychology Review, 23(4). p.457-477. Retrieved from Academic OneFile
Victorian Institute of Teaching. (2009). Standards for graduating teachers. p.1 [PDF]. Available from http://www.vit.vic.edu.au/SiteCollectionDocuments/PDF/Standards-for-Graduating-
Teachers-jan-09.pdf
Willms, J. D. (2000). Student engagement at school: a sense of belonging and participation – results from P.I.S.A. 2000. Available from OECD Library
http://www.curriculum.edu.au/verve/_resources/Framework_PDF_version_for_the_web.pdf
Avalos, B. (2011). Teacher professional development in ‘Teaching and Teaching Education’ over ten years. Teaching and Teacher Education, 27(1), p.10-20. Available from Elsevier
Bowes, J., Grace, R. & Hayes, A. (2009). Impacts on children, families and communities. In Bowes, J., Grace, R. (Eds.). Children, families and communities: contexts and consequences. p.9-21.
Melbourne: Oxford University Press
Carrington, S. & Saggers, B. (2008). Service-learning informing the development of an inclusive ethical framework for beginning teachers. Teaching and Teacher Education, 24(3), p.795-806.
Accessible from Elsevier
Department of Education and Early Childhood Development. (2009). Victorian early years learning and development framework. p.1-60. Melbourne:
Early Childhood Strategy Division of Department of Education and Early Childhood Development and Victorian Curriculum and Assessment Authority
Epstein, J. (2010). School/family/community partnerships: caring for the children we share: when schools form partnerships with families and the community, the children benefit. These
guidelines for building partnerships can make it happen. Phi Delta Kappan. p.81. Available from Academic OneFile
Fischer, K. & Rose, L. (2001). Webs of skill: how students learn. Educational Leadership, 59(3), p. 6-12. Available from EBSCOhost
Hughes, J. & Kwok, O. (2007). Influence of student-teacher and parent-teacher on lower achieving readers’ engagement and achievement in the primary grades. J Educ Pyschol, 99(1). p.39-
51. Available from http://www.ncbi.nlm.nih.gov/pmc/articles/PMC2140005/
James, M. & McCormick, R. (2009). Teachers learning how to learn. Teaching and Teacher Education, 25(7). p.973-982. Available from Elsevier
Kennedy, A. & Surman, L. (2006). The pedagogy of relationships. In Fleer, M., Edwards, S., Hammer, M., Kennedy, A., Rigdway, A., Robbins, J. & Surman, L (Eds.). Early childhood learning
community: sociocultural research in practice. p.44-56. New South Wales: Pearson Education Australia
Kleickmann, T., Richter, D., Kunter, M., Elsner, J., Besser, M., Krauss, S. & Baumert, J. (2013). Teachers’ content knowledge and pedagogical content knowledge: the role of structural
differences in teacher education. Journal of Teacher Education, 64(1), p.90-106. Available from Sage Journals Database
Lee, J.S. (2012). The effects of the teacher-student relationship and academic press on student engagement and academic performance. International Journal of Educational Research, 53.
p.330-340. Accessible from Elsevier
Liu, S. (2010). Factors related to pedagogical beliefs of teachers and technology integration. Computers and Education, 56. p.1012-1022. Available from Elsevier
Ministerial Council for Education, Early Childhood Development and Youth Affairs. (2011). National safe schools framework. p.2-8. Available from
http://foi.deewr.gov.au/system/files/doc/other/national_safe_schools_framework.pdf
New Zealand Education Review Office. (2008) How and why assessment is used: for parents. Available from http://www.ero.govt.nz
Northern Territory Department of Education and Children's Services. (2009). Assessing and reporting. Available from http://www.education.nt.gov.au
Pearce, D. & Verlaan, W. (2012). Using formal assessment to guide instruction. Literacy Research, Practice and Evaluation, 1. p.73-105. Available from Emerald Books Social Sciences
Santiago, P., Donaldson, G., Herman, J. & Shewbridge, C. (2011). OECD reviews of evaluation and assessment in education: Australia. [PDF]. p.47-72. Available from the OECD Library
Spilt, J., Koomen, H. & Thijs, J. (2011) Teacher wellbeing: the importance of teacher-student relationships. Educational Psychology Review, 23(4). p.457-477. Retrieved from Academic OneFile
Victorian Institute of Teaching. (2009). Standards for graduating teachers. p.1 [PDF]. Available from http://www.vit.vic.edu.au/SiteCollectionDocuments/PDF/Standards-for-Graduating-
Teachers-jan-09.pdf
Willms, J. D. (2000). Student engagement at school: a sense of belonging and participation – results from P.I.S.A. 2000. Available from OECD Library