New literacy demands in the middle years: learning from design experiments

中年新素养要求：从设计实验中学习

• 批准号: LP0990692
• 负责人: Prof Barbara Comber
• 金额: $ 15.31万
• 依托单位: Queensland University of Technology
• 依托单位国家: 澳大利亚
• 项目类别: Linkage Projects
• 财政年份: 2009
• 资助国家: 澳大利亚
• 起止时间: 2009-07-01 至 2013-12-31
• 项目状态: 已结题
• 来源: https://dataportal.arc.gov.au/RGS/Web/Grants/LP0990692
• 关键词: New; literacy; demands; middle; years

National benefit and impact accrues most particularly in terms of (i) capacity building across the teaching profession, including increased preparedness of teachers to effectively teach curriculum literacies and adopt pedagogically sound practices with digital technologies; and (ii) the sound use of evidence to inform decision-making and curriculum design in Australian schools, including to inform professional development programs for classroom teachers, drive understanding of the complex nature of contemporary teachers' work; to sustain and retain innovative, change-ready teachers; and engage directly with the key predictions of the OECD's Futures of School scenarios in local, national and international arenas.

国家利益和影响的累积主要体现在：（i）整个教学行业的能力建设，包括教师更好地准备有效地教授课程知识，并采用数字技术的教学方法;以及（ii）合理使用证据，为澳大利亚学校的决策和课程设计提供信息，包括为课堂教师的专业发展计划提供信息，推动对当代教师工作复杂性的理解;维持和留住创新的、随时准备改变的教师;并直接参与经合组织在地方、国家和国际舞台上对学校未来情景的关键预测。