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The book reviews recent moves to improve teacher quality in the USA, many of which mirror current trends in Australia. The authors share concerns about the current quality of teaching preparation courses and the suitability of entrants. In part one, a rubric format is used to outline critical knowledge for teaching. Three key knowledge areas are considered: students’ social knowledge and development; curriculum content and outcomes; and teaching practices. The second part of the book discusses how teachers acquire knowledge and put theory into practice. The third section argues for the teacher education curriculum to include extended clinical practice; professional learning communities; case methods; increased reflection; and performance-based assessments of classroom practice. The policy recommendations outlined in part four argue for the introduction of course accreditation measures; licensing standards; and recruitment, induction and retention strategies for new teachers. The book is based on a longer report sponsored by the United States National Academy of Education: Preparing Teachers for a Changing World: What Teachers should Learn and be Able to do. (Adapted from a review by Stephen Dinham, Australian Journal of Education, vol. 50 no. 1, 2006. See also publisher’s description.)

A sequel to the author’s earlier work, Genre Analysis, the book considers the function of text genres within speech and research. Written for academics in research, linguistics and education, the book initially explores the role of English and motives within the various genres of today’s research world. The author deconstructs the technology of the lecture format to show how Microsoft PowerPoint reverses the traditional presentation format by positioning text in a central role, with the lecturer acting as an aid. Genres of limited audiences are also covered, such as applications, acceptances and rejections. Separate chapters deal with a range of contemporary spoken and recent research genres, including the PhD dissertation, the dissertation defence, research discussions and journal articles. The volume closes with evaluations of contrastive rhetoric, applied corpus linguistics, and critical approaches to English for Academic Purposes (EAP) and English for Research Purposes (ERP). (Adapted from a review by Wayne Trotman, Modern English Teacher, vol. 14 no 4, 2005 and publisher’s description.)

The author argues for language classrooms to focus on intercultural communication competence (ICC) to help students become ‘transcultural’ language users who are confident in using the new language across a range of contexts. While the book refers to English language teaching, suggestions can be applied to second language teaching more generally. Practical teaching suggestions are included in each chapter. The first chapters present a framework for including ICC, and discuss ICC’s underpinning theories. The differences between transactional and conversational language are discussed in the third chapter. Chapter four considers written genres and their relationship to the intended purpose and discipline, while chapter six discusses the interview as a speech genre. Chapter five discusses how ethnographic methods can be used in language classes to develop awareness of cultural associations, appropriate etiquette and cultural differences. Subsequent chapters discuss the teaching of visual literacy, media and cultural studies, followed by examples and discussion of formative and summative assessment practices. (Adapted from a review by Roger Barnard, Modern English Teacher, vol. 14 no. 4, 2005. Available from DA Information.)

The author is an established education professional, who outlines her personal reflections from 50 years of practice across classroom teaching and academic roles. Arguing that university courses fail to adequately prepare teachers, she shows how self-evaluation and reflection were critical to her own professional growth. The author completed a survey of teachers, and used it to develop a behaviour profile for competent teaching. She then uses this profile to reflect on her own practice, and discuss her challenges, mistakes and successes. Aspects covered in the book include learning to respect students, allowing student choices, engaging students in self-discovery, relinquishing control, diagnosing individual learning needs and developing appropriate teaching strategies. (Adapted from the publisher’s description and a review by Alana Ingram in The Educational Forum, vol. 70, Fall 2005.)

The book outlines discussion from the 2003 Educational Testing Service Invitational Conference, which focused on the impact of current measurement and accountability reforms. The book brings together the views of academics and practitioners from education, psychology, economics, statistics and public policy. Beginning with a historical overview of measurement and research use, it then examines various technical and methodological issues in accountability systems. Various writers contribute on issues such as using scientific evidence in educational policy and practice; closing the achievement gap; teacher quality; econometric perspectives; implications for English language learners; and aligning curriculum, standards and assessment. The book makes reference to accountability measures in the USA, but is written for anyone interested in school reform and educational accountability. (Adapted from distributor’s description.)