New publications

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.)

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.)

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.)

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.)