Young people’s learning is at the heart of Aboriginal and Torres Strait Islander education. Teachers and educators can create successful learning experiences for Aboriginal and Torres Strait Islander students by responding to our diverse cultural, linguistic and knowledge backgrounds. All students benefit from learning about Aboriginal and Torres Strait Islander perspectives, and good teaching practices work for all students. This chapter explores Country and Peoples, and the impact of the past on the present, as well as looking at practical strategies to identify appropriate inclusions for teaching practice to demonstrate capability against the Australian Professional Standards for Teachers 1.4 and 2.4 (discussed later in the chapter).

Learning to Teach in a New Era is a foundational text with scope for use throughout an entire initial teacher education (ITE) degree program. The book equips preservice teachers with introductory understanding and skills in the areas of professional knowledge, professional practice and professional engagement. Aligned with the Australian Professional Standards for Teachers (APST) and the Australian Curriculum, it contributes to the preparation of those in early childhood, primary and secondary preservice education to meet the Graduate Standards.

This chapter provides an overview of different theoretical random variable models that can be used to model random phenomena encountered in applications. The chapter discusses the types of behavior that different models capture and provides some preliminary discussion on how to determine model parameters from data.

This chapter introduces the theory of abstract Case. Case theory provides an account of what causes A-movement and predicts that many infinitival subject positions cannot be filled with overt arguments, although several types of infinitives have to be distinguished. This leads to a discussion of control phenomena and the movement theory of control.

This chapter begins by introducing the concept of corporate governance, and the regulatory role of directors’ duties. An appreciation of corporate governance methodologies gives context to the ‘hard law’ of directors’ duties. The chapter then considers who falls within the definition of director, the role of the director within the company, and how that role attracts legal and non-legal regulation. It also identifies who, beyond directors, can also be subject to directors’ duties. The chapter revisits the history of directors’ duties within Australian corporate law, building on the historical context provided by Chapter 1, and exploring the interrelationship between the duties applicable at common law, in equity, and according to statute. It concludes with the consequences of breach of the civil penalty provisions and options for exoneration and relief under the Corporations Act.

This chapter focuses on dance and learning in the early years, presenting a theoretical framework that reflects the changing Australian cultural context for dance. Building upon an earlier model for dance education, culturally responsive pedagogy is an inclusive approach to dance learning from birth to age eight. Key influences are introduced with attention given to aesthetic experiences, early dance relationships, ‘dance-play’, young children’s engagement with technology and the explosion of dance on screen. Consideration is given to established truths about dance and the emerging presence of Indigenous dance within dance education. Examples of dance artists in education settings, along with visual and transcribed examples, are provided, demonstrating how early years educators may support young children’s agency as critically responsive co-creative participants in dance.

The importance of effective communication between the adults in the lives of children and young people has gained prominence in theory, policy and practice, and throughout the different contexts in which students participate. In educational contexts throughout the world, it has been well established that the best outcomes occur for children and youth when the adults in their lives come together to support them. Communication is at the core of interaction and provides the building blocks for positive relationships to emerge and develop. Such relationships enhance learning and support students, their families and teachers to recognise and reach their full potential. The field of communication offers some sound insight into effective communication between adults, including different models that aid in developing a better understanding about the complex nature of communication in education-based settings.

Teachers work across a diverse range of learning environments in an array of different contexts, sectors and settings. Therefore, teachers need to organise and manage particular learning environments according to a number of factors, including the age range, learning needs and number of students they are teaching, the nature of the learning context, and the aims and purpose of the teaching and learning being undertaken. The first section of this chapter explores this theme, and provides insight into how classroom management practices are historically, socially and culturally contextualised. In the second section, we introduce some of the theoretical principles and practical issues associated with establishing and maintaining positive, supportive, safe and inclusive learning environments that encourage all students to participate fully in educational opportunities. Theories are of little use in classroom management if they exist only at the level of abstract thought, so we explore ways in which theory can be enacted in practice across learning contexts.

This chapter discusses techniques that help us estimate parameters and summarizing statistics for random variables from data. The chapter discusses techniques such as the method of moments, least-squares, and maximum likelihood. The chapter also touches on concepts of Monte Carlo simulation, which is a technique that can be used to approximate the summarizing statistics of random variables from random samples or from data. The chapter also highlights how one can characterize the quality of such approximations using the central limit theorem and the law of large numbers.

Directors’ duties can be classified into two themes: duties in relation to care and skill, and duties in relation to loyalty and good faith. This chapter is the first of two chapters addressing the duties of loyalty and good faith. These duties fall into two categories: those concerned with the way in which directors exercise the powers and discretions vested in them, and those concerned with the standard of conduct expected from directors. This chapter will focus on the first category, which includes the duty to act bona fide in the best interests of the company and for proper purposes, its counterpart in s 181 of the Corporations Act, and the limitations on directors not to fetter the future exercise of their discretions.

This chapter starts with a discussion of the general law in relation to the duty to act bona fide in the best interests of the company and for proper purposes. The discussion examines how the law developed historically and how it exists today. It then considers s 181 of the Corporations Act, before moving to consider alternative approaches to this area of law, which demonstrate a development of the stakeholder approach to corporate theory.