Project Description

Teaching: Making a Difference, 4th Edition

This market-leading, foundational education text is accessible for all students and designed to engage and inspire them, while staying realistic, practical and jargon-free.

Available as a full-colour printed textbook with an interactive eBook code, this title enables every student to master concepts and succeed in assessment. Lecturers are supported with an extensive, easy-to-use teaching and learning package.


Designed for Learning

Engaging Videos

Videos of experienced teachers like Dr Michael Nagel give students valuable ‘tales from the front’ to help bring knowledge from the theoretical to the practical.

Enhanced Content

Video insights from Dr. Jessa Rogers provide preservice teachers with Aboriginal perspectives and also concrete examples of what types of activities can be done in class to help better educate students on Indigenous culture.

Best of Both Worlds

Available as a print + interactive eBook, the features are designed to make study easy by removing the roadblocks that students typically face when using a print text.

Powerful Digital Capabilities

Available as a full colour printed textbook with an interactive eBook code, this title enables every student to master concepts and succeed in assessment. Lecturers aresupported with an extensive, easy-to-use teaching and learning package.

Wiley Interactive E-Text
Wiley Interactive E-Text
Click to play this short video

Video insights help students connect course content with real world examples.


Animations and interactives embedded at the point of learning bring course concepts to life.

Concept Check Questions
Concept Check Questions

End of chapter quizzes let students test their comprehension, with instant feedback providing guidance for further study.

Search, Highlight & Annotate
Search, Highlight & Annotate

Interactive textbook lets students search, highlight and take notes within the text for efficient study.

16 Teaching Topics

  • Chapter 1. Introducing teaching as a profession
  • Chapter 2. Historical insights into teaching
  • Chapter 3. Student learning
  • Chapter 4. Understanding and motivating students
  • Chapter 5. Learner diversity, pedagogy and educational equity
  • Chapter 6. The curriculum
  • Chapter 7. Planning for practice: connecting pedagogy, assessment and curriculum
  • Chapter 8. Pedagogy: the agency that connects teaching with learning
  • Chapter 9. Organising the learning environment
  • Chapter 10. Teaching with information and communication technologies
  • Chapter 11. Interactive student engagement and management
  • Chapter 12. Assessment and what matters: feedback, reporting and fairness
  • Chapter 13. Reflective practice
  • Chapter 14. Theorising about teaching practice
  • Chapter 15. Professional, ethical and legal issues for teachers
  • Chapter 16. The future of teaching: schooling, equity and social change

Team of Authors

After two decades of teaching and curriculum leadership in South Australia, Rick Churchill was appointed as a teacher educator in the Faculty of Education at the University of Tasmania, where he completed his Doctor of Philosophy in 1998. He has since worked in pre-service and postgraduate teacher education at three universities in Tasmania, Queensland and Victoria. Included among his roles in teacher education have been coordinator of professional experience at both the University of Tasmania and the University of Southern Queensland, coordinator of graduate entry programs at USQ and La Trobe University, coordinator of pre-service programs and Associate Dean (Academic) at USQ, and Associate Professor in Teacher Education and Associate Dean (Academic) at La Trobe University. He taught a variety of pre-service teacher education programs, particularly in the areas of classroom management, beginning teacher professionalism and transition into the profession. Rick retired from his position at La Trobe University and relocated to the East coast of Tasmania in 2014, but maintains an active involvement in doctoral supervision and in consultancy and volunteer activities.
Sally Godinho is an Honorary Fellow at Melbourne University’s Graduate School of Education. She has over 30 years’ experience in education, having taught in primary schools and lectured undergraduate and postgraduate students in curriculum and pedagogy. Sally completed her Doctor of Philosophy and Master of Education degrees at the University of Melbourne. Her research and publications have focused on teachers’ pedagogies, students’ classroom interactions, integrative approaches to curriculum design, and two-way learning environments.
Nicola F Johnson is an Associate Professor in the School of Education in the Faculty of Education and Arts at Federation University Australia. Nicola obtained her Doctor of Philosophy from Deakin University, and her undergraduate qualifications were earned at Bethlehem Tertiary Institute in New Zealand. Nicola’s research concerns internet over-use, the social phenomena of internet usage, technological expertise, and the use of information and communication technologies to enhance teaching and learning. Nicola is the author of The multiplicities of internet addiction: The misrecognition of leisure and learning (Ashgate, 2009) and Publishing from your PhD: Negotiating a crowded jungle (Gower, 2011), and co-editor of Critical perspectives on technology and education (Palgrave Macmillan, 2015). Her latest co-authored book is entitled Everyday schooling in the digital age: High school, high tech? (Routledge, 2018).


Amanda Keddie is a Professor of Education within REDI (Research for Educational Impact) at Deakin University. She obtained her Doctor of Philosophy from Deakin University. She was awarded a Bachelor of Education at the University of Tasmania and has worked as a primary school teacher. In her career, Amanda has predominantly held research positions — previous to her current position she held an ARC Future Fellowship at the University of Queensland, a Postdoctoral Fellowship at the University of Queensland, a Leverhulme Fellowship at Roehampton University (London) and a Research Fellowship at Griffith University. She is a leading researcher in the fields of gender, cultural diversity and social justice, and has published extensively in these areas. She is the author of Educating for diversity and social justice (2012), Leadership, ethics and schooling for social justice (2015 with Richard Niesche) and Supporting and educating young Muslim women (2017).
Will Letts is Associate Dean Academic in the Faculty of Arts and Education at Charles Sturt University in Bathurst, NSW. Will earned his Doctor of Philosophy in Curriculum and Instruction (Science Education) from the University of Delaware and his BA in Biology from Bates College in Maine, USA. His research interests include the cultural studies of science and science education, especially with respect to sex, gender, and sexuality; interrogating subjectivities in ECE/teacher education; and the enactment of pedagogical documentation in tertiary settings. You can reach Will at
Kaye Lowe is Adjunct Associate Professor at the University of Canberra and Director of Read4Success. Since completing a PhD at Indiana University, she has been an academic at the University of Kentucky (US), James Madison University (US), University of Western Sydney and Charles Darwin University. She was the Chief Investigator and Evaluator of Reading First in Kentucky. She has worked in many learning contexts including P–12, parent education, adult education, jails and juvenile justice. She works with education systems to bring about change in literacy instruction. She is author and creator of i-READ: Literacy Intervention for Middle and Secondary Schools and regularly conducts parent education courses throughout Australia. Her research interests include literacy and language learning, supporting Indigenous learners, parent education, technology and literacy learning, boys’ education, adult literacy education and inspiring reluctant writers. She has written four books and numerous articles on literacy learning, reading and writing. She has been the recipient of many grants, three of which were projects of national significance.
Jenny Mackay is an author and internationally recognised specialist in behaviour management and student–teacher interactions. Following extensive research analysis into classroom dynamics she has originated a methodology that conveys comprehensive, practical student management skills and guides teachers in their classroom practice. She travels widely, delivering seminars for her educational consultancy, and is based in Melbourne where, until recently she taught in the Department of Education at Deakin University.
Michèle McGill has been engaged with pre-service and postgraduate teacher education for over three decades in Tasmania and Queensland as well as in Alberta, Canada. Her primary focus has been working with beginning teachers (undergraduate and postgraduate) and with experienced teachers to uncover their personal pedagogies. As the world of the real and the virtual are rapidly merging and learners and their contexts are rapidly changing, the ways in which teachers understand and express their personal pedagogies are becoming critical. Her research interests are in working with teachers and the processes through which teachers determine their personal narratives and case studies to uncover their personal pedagogies and how they influence and guide their teaching practice. Michèle is the co-author with Associate Peter McIlveen of Unpacking the case: Designing for learning, 3rd edition (Pearson, 2015). Michèle has now retired from the University of Queensland with the role of Honorary Lecturer and is continuing her research into teachers’ personal pedagogy through publishing, conference presentations and working with a research group to focus on assisting teachers to uncover and acknowledge their own personal pedagogies.
Julianne Moss is Professor in Education, holds a personal chair in Pedagogy and Curriculum at Deakin University and is an Honorary Senior Fellow at the University of Melbourne. Currently she is Director of REDI (Research for Educational Impact), Deakin University’s strategic research centre in education. She is a past President of the Australian Association for Research in Education (AARE) and was Course Director of Deakin’s Master of Teaching from 2013–2015. Julianne obtained her Doctor of Philosophy from Deakin University and her postgraduate and undergraduate qualifications were earned at the University of Tasmania. She began her career as a teacher of visual arts in secondary schools in the Northern Territory. Following this she taught in secondary and primary schools in Tasmania and held leadership positions as a regional support officer in literacy and later as a principal in the Tasmanian government school system. Her research interests centre on curriculum reform, curriculum theory, teacher professional learning (particularly in the context of issues of understanding student diversity), educational exclusion and social inclusion. She has contributed over 100 academic and professional publications. Over the past ten years, Julianne has been researching and developing visual methods for researching education. Her recent book, edited with Barbara Pini, Visual research methods in education (2016, Palgrave Macmillan), explores these issues in depth.
Dr Michael C Nagel is an Associate Professor within the School of Education at the University of the Sunshine Coast where he researches and teaches in the areas of human development and learning. A prolific author, he has written many journal articles and thirteen books related to child development with a particular interest in the developing paediatric brain, behaviour and learning. Along with being a contributor to a number of textbooks used in undergraduate and postgraduate education courses throughout Australia, Dr Nagel has also been nominated as ‘Australian Lecturer of the Year’ each year since 2010. Dr Nagel is a member of the prestigious International Neuropsychological Society, the Queensland Director of the Australian Council on Children and the Media, and is a feature writer for the Jigsaw and Child series of magazines, which collectively offers parenting and educational advice to more than one million Australian readers. When he is not busy professionally, he spends his time learning the important lessons of adolescence and life from his own children, Madeline and Harrison.
Kylie Shaw is the Deputy Head of Research in the School of Education at the University of Newcastle where she lectures in a range of undergraduate and postgraduate courses. Kylie obtained her Doctor of Philosophy from the University of Newcastle in the area of student experience in higher education. She has been a teacher for twenty years and has taught in primary and middle school contexts. She has been the Academic Coordinator of Middle Years and Coordinator of Learning Support K–12 in the independent school system. Her research interests include innovative approaches to teaching and learning and her expertise has been sought in this area through consultancies with Microsoft and Pearson International. She is currently Chief Investigator on an Australian Research Centre (ARC) Discovery Project examining the learning profiles and wellbeing of doctoral learners and on a NSW Department of Education research project exploring the impact of physical activity interventions on literacy learning in primary schools.
Dr Jessa Rogers is Project Director — Indigenous Education and Research Strategy in the Office of the Pro Vice-Chancellor (Academic Innovation) (PVCAI) at the University of New England (UNE). The PVCAI portfolio is responsible for teaching and learning quality and academic innovation. Jessa’s role in this portfolio is to oversee the reform of the university’s curriculum in order to embed Indigenous perspectives across the university’s course offerings, enrich current Indigenous research practices, and increase support of Indigenous researchers and higher degree research (HDR) students at UNE. Prior to joining UNE, Dr Rogers was a Fellow at Harvard University in the Department of Anthropology. She is on the Federal Expert Group for the English Language Learning for Indigenous Children (ELLIC) program and recently completed her 3-year term on the National NAIDOC Committee. Jessa’s PhD at the Australian National University looked at the use of Indigenous research methods and methodologies with young Indigenous women to understand their experiences of education away from home. Jessa previously opened Australia’s first boarding school for Aboriginal young mothers and babies and was the youngest Aboriginal principal in Australia. Jessa is a Wiradjuri woman with cultural connections to Cootamundra and surrounding areas of NSW, and whānau connections (through marriage) to Ngāti Kauwhata, Ngāti Raukawa in Aotearoa New Zealand. Her current research looks at Kanaka ‘Ōiwi youth experiences attending Indigenous boarding schools in Hawai‘i using Indigenous visual research methods. Dr Rogers was brought onto this edition of Teaching: Making a difference to include a greater inclusion of Aboriginal and Torres Strait Islander perspectives.

Customise your Learning Path

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Based on your course goals, you can customise a Wiley resource within your Learning Management System and build a seamless learning design around it. From your LMS, create links to a Wiley textbook’s page, paragraph or even a sentence; keep only what’s relevant, hide sections your students don’t need to see, and create customised reading assignments to allow a truly unique learning experience. Students have fast and easy access to quality, relevant content at the point of learning – with everything they need in one place.

Pricing that Everyone Can Afford

Students can purchase their Teaching: Making a Difference, 4th Edition (Churchill et al.) textbook from Wiley Direct. Wiley Direct is an initiative of the Wiley Affordability Program. As part of our ongoing commitment to higher education, the Wiley Affordability Program is dedicated to providing students with premium Wiley learning resources at an affordable price.

We believe that every student has a right to access quality resources, no matter what their budget is. Now, we are even better equipped than before to do what we do best; help teachers teach and students learn.



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