New publications

Academics and school-based practitioners offer contributions on the philosophy, principles and issues associated with middle years schooling in Australia. Chapters in the first section of the book provide a background. They cover research and educational reform in the middle years of schooling, along with issues surrounding student learning, brain development and resilience. They are linked to chapters in the second section, which outline curriculum practices, integrating and negotiating the curriculum, numeracy, literacies and multiliteracies. Pedagogical practices to promote effective collaborative learning, higher order thinking, behaviour management and student-teacher relationships are recommended in the third section of the book. (Adapted from publisher's description.)

Produced in collaboration with the University of Western Sydney, this publication presents a range of personal definitions of a 'child friendly' community. Repeated messages about the need for listening, respect, trust, safety and friendship are shown through written and pictorial contributions from children, university students, academics, professionals and government officials. The publishers encourage community responsibility and collaboration to foster child well-being and reduce instances of abuse. See publisher's press release and related press release from the University of New South Wales.

Released by the ICE-EM and the Australian Mathematical Sciences Institute (AMSI), the report details and compares Year 12 mathematics content and assessment practices across Australian States and Territories. Major differences in syllabus content are noted, with some States facing a 'challenge to raise the standards'. The authors note that tertiary institutions tend to tailor courses around their own State's Year 12 curriculum, causing difficulties for students who relocate. However, a national Year 12 certificate is not favoured, on the basis that it would cater to the ‘lowest common denominator’. The authors see Victoria's Certificate of Education, which involves tertiary level study in Year 12, and New South Wales' four-unit syllabus as more ambitious, with high achievers in other areas 'clearly disadvantaged'. Differences between internal and external assessment methods, the style of exam questions and provision for calculators and formula sheets are shown to influence student outcomes. (Adapted from review in Teacher December 2005 and report summary).

This book is written by a developer of educational software out of concern that technology resources in schools have not provided the anticipated development of student ICT skills. The author outlines his subsequent visits to elementary, middle and high school classrooms of various socio-economic status and locations across the USA. Computer use, non-use and misuse are documented in relation to the constraints of program complexity, time, staff, space and training. Schools are grouped into four categories and discussed in separate chapters. They are: schools with strong leadership and focused ICT outcomes; schools with strong leadership but lacking outcomes; schools with inconsistent commitment to ICT and schools with major technology, finance or social issues. A final chapter provides conclusions and recommendations. (Adapted from publisher's description.)