For over two decades there has been growing interest in middle schooling in Australia evidenced by increasing attention to the needs of young adolescents as a distinctive developmental phase of learning related specifically to students in the 10-15 years age group. The middle years of schooling have become an important area of research, policy making and transformation. The many proponents of the middle years learner advocate the reconceptualization of the teacher by recognizing the centrality of the teacher in this transformation of the middle years of schooling. Middle school teachers are seen as agents of social change with particular emphasis on social justice that represents equality of outcomes and equity of opportunities for all students. The middle years is a new field in the education landscape of Australia presenting new challenges for teachers that require new ways of working with young adolescents, to help young people make something of their future. This is the focus of this book.
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