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Curriculum & Leadership Journal
An electronic journal for leaders in education
ISSN: 1448-0743
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New publications

Towards a Global Community: Educating for Tomorrow's World

William J Campbell, Nicholas Baikaloff, Colin Power
Springer, January 2006
Education in the Asia-Pacific Region: Issues, Concerns and Prospects, Volume 7
Using findings from a global study by World Education Fellowship (WEF) UNESCO, the book analyses academic viewpoints from 36 countries. Contributors share their thoughts on what is needed to develop a peaceful, sustainable future. The book then discusses the design of education programs that encourage students to become responsible members of the global community. Curriculum and pedagogical implications of the study are considered, including education to meet developmental needs, education for sustainable development, inclusive wellbeing, values education, conflict resolution and peace and educating world citizens. (Adapted from distributor’s description. Available from DA Information.)

Key Learning Areas

Studies of Society and Environment

Subject Headings

Curriculum planning
Teaching and learning
Sustainable development
International education
Civics education
Values education

2005 Survey Report on the Wellbeing of the Professions: Policing, Nursing and Teaching

Edith Cowan University 
With separate sections dealing with each profession, the report outlines the views of 3,500 public and private school teachers in Western Australia. It covers teachers’ views on issues such as employer recognition, collaboration within the profession, work pressure, professional status and work-life balance. It found that almost 80 per cent of teachers intend to remain in the profession. Factors encouraging them to remain include their sense of fulfilment in helping the community; professional collaboration; and the existence of strong leaders at their school. However, respondents tended to hold cynical views of central education authorities. Over 80 per cent of long-serving staff reported constant stress and ineffective change management at a Departmental level. Only half of the respondents were satisfied with their current remuneration and recognition in relation to their personal contributions and the importance of their work. While police and nurses reported an increasing ability to focus on core work over time, teachers reported the opposite. The research is based on surveys that asked respondents to agree or disagree to a range of statements, research literature and focus groups. (Adapted from review in School Matters, 10 February 2006, p11 and report summary.)

Subject Headings

Western Australia (WA)
Teaching profession
Teachers' employment

Able, Gifted and Talented

Sarah Munday, Janet Bates
Continuum Books, August 2005

Written for practising and trainee teachers, the book outlines classroom-based strategies for identifying and designing challenging learning tasks for gifted students. Example activities and games are also provided. Advice on how to develop a whole-school approach and involve parents is offered, along with a draft school policy and example parent questionnaire. The book concludes with a resource guide, with recommended websites, books and contacts for further investigation. (Adapted from publisher's description. Also available from DA Information.)


Subject Headings

Individualised instruction
Gifted and talented (GAT) children

Using Technology in Teaching

William Clyde, Andrew Delohery
Yale Press, March 2005
The book and CD-ROM are designed to offer a clear, concise resource for teachers of all levels. Each chapter uses anecdotal situations to show how ICT can be used efficiently and effectively. The authors explain how ICT can be used to meet instructional goals, such as improving student writing and promoting collaborative learning. ICT-based improvements for everyday teaching practices, such as distributing materials and selecting quality technology resources, are also suggested. Other chapters focus on: communicating with students; clarifying links between objectives, the real world, activities and resources; using assessment and feedback; promoting collaborative learning; and developing student research skills. (Adapted from publisher's description).

Key Learning Areas


Subject Headings

Technology teaching
Information services
Information and Communications Technology (ICT)

Building an Electronic Resource Collection: A Practical Guide

Stuart D Lee, Frances Boyle
Facet Publishing, May 2004
Written for information and library professionals, the book outlines a step-by-step process for building and managing an electronic resource collection. It discusses abstracting, indexing and bibliographic services, reading/resource list software and emerging areas such as virtual learning environments. The book then suggests a process for effective resource selection, evaluation and purchasing. Best practice examples and pitfalls involved in building an electronic resource guide are identified. This updated edition has an expanded bibliography that includes bulletin boards, email lists, articles, reports and a glossary.  The book uses international case studies and models that can be applied to other locations. (Adapted from publisher’s description. See also review by Pam Remington-Lane in Synergy Vol 3, No 2.)

Subject Headings

Library resources
Information services
Information management
Information and Communications Technology (ICT)

Classroom Strategies for Helping At-Risk Students

David R Snow
The author draws on research findings from 118 studies of students at risk of failure to outline six intervention strategies. The strategies outlined include the use of small, heterogenous and homogenous groupings; peer tutoring including peer-assisted learning strategies and reciprocal peer tutoring; and computer-assisted instruction including the teacher’s role as a facilitator. The specific teaching strategies outlined include: using both constructivist and behaviourist strategies in whole class teaching; combining learning activities using cognitive and meta-cognitive instruction techniques; and employing diagnostic and prescriptive interactions in tutoring. Classroom implications to guide practitioners are outlined with each intervention strategy. (Adapted from the publisher’s description.)

Subject Headings

Computer-based training
Teaching and learning
Learning problems