New publications

The second edition includes recent scientific findings into learning processes and age-related learning behaviours. It describes a range of instructional strategies based on these findings, such as seven key factors that are said to influence a successful learning process. Memory and recall are discussed in relation to the amount of time that should be spent on direct instruction across grade levels and the amount of practice time necessary for students to master new skills. One chapter describes the use of questions, personal stories and controversies in the classroom, while another considers the physical learning environment and how seating, room temperature, lighting and noise affect learning. Other chapters focus on topics such as movement and learning, emotions, motivation and engagement, and critical thinking skills. Schools that use brain-based teaching processes are considered. (Adapted from publisher’s description.)

A range of strategies are offered to help school leaders address teacher work-life balance and related issues of recruitment and retention. The book refers to research studies and government strategies used to address teacher workload in England and Wales. The authors suggest causes, effects and characteristics of excessive workloads. Established pilot programs and initiatives are then proposed as models for school-based action, along with a blueprint for involving staff in the process of reducing workload. Proforma surveys and audits to help schools create an action plan are included. The role of support staff is also discussed. (Adapted from review by Terry Burke in Teacher, April 2005. See also publisher’s description.)

Written mainly as a guide for beginning teachers in the primary school setting, this book from the USA is also a resource for teacher educators and established practitioners. The early sections explore children’s physical, intellectual and emotional development, including the development of self-image. The book then describes strategies for assessing a new class, along with ways to organise learning to meet curriculum requirements. Other chapters cover issues such as classroom management, evaluation and record keeping, working with parents, working with support staff, group work, effective teaching and learning processes and how to meet the needs of all students. Each chapter includes case studies and suggestions for investigation. (Adapted from publisher’s description, also available from DA Information.)