Corwin Press, February 2004
Recognising the critical role that teaching has in shaping student performance, the authors outline how principals can use professional development to improve teaching at all levels. Based on their own research and experience as classroom teachers and education academics, the authors present a process for formulating, implementing and evaluating long-term professional development, based on student learning needs. Processes, context, content and scenario examples to help implement professional development are outlined. The fourth chapter details the organisational conditions necessary to support on-site professional development, such as a collaborative environment, shared leadership and incentives. This chapter also suggests ‘realistic strategies’ for finding time for collaborative learning, and discusses critical resources for teachers, such as research, practices from other schools, as well as access to subject and practice experts. Other chapters focus on building staff learning capacity; designing professional development and resources; evaluation of professional development; and implementing future change. The strategies and skills outlined are aligned with USA National Staff Development Council standards. Rubrics, worksheets, surveys, sample observation forms, professional development calendars and reflective questions are included, along with readings and websites for further research. (Adapted from review by Becky DuFour in The Journal of the National Staff Development Council, Winter 2006 and publisher’s description.)
Subject HeadingsSchool principals
The book outlines innovations in middle years numeracy practice through a series of case studies. Each study is written by a mathematics educator and practising teacher, working together to develop effective numeracy teaching strategies. The case studies cover a range of contexts, such as Australian and New Zealand environments and various models of curriculum organisation. The examples also draw on different mathematical knowledge bases, epistemologies and teaching techniques. The book maintains a focus on specific numeracy skills, such as problem-solving capacity and developing deep understanding. See also abstract co-authored by Robyn Zevenbergen in this edition of Curriculum Leadership. (Adapted from publisher’s description).
Key Learning AreasMathematics
Subject HeadingsMiddle schooling
Open University Press, June 2005
The book outlines how children’s literature can be connected with ICT skills and technologies to engage students and enrich literacy learning. It is based on research into how children communicate electronically and how narrative structures are altered to incorporate multimedia developments and electronically repackaged forms of children’s literature. Case studies describe students’ experiences across a range of multimedia, and relevant teaching approaches and resources proposed. The examples considered in the book include collaborative writing of online narratives, email discussion groups and other web resources, as well as texts published on CD-ROM and the Internet. The authors offer guidance for teachers who are inexperienced in ICT. A reference list and a CD-ROM are also included. (Adapted from review by H Cobban in Scan, Vol 25 No 2, May 2006, p 60 and publisher’s description.) See abstract Authors' talk: children forming intentions to write using ICTs featured in Curriculum Leadership Journal, Vol 4 No 16, 26 May 2006.
Key Learning AreasEnglish
The book suggests classroom assessment techniques that have been shown by research to increase student motivation and learning. The resource is a combination text and workbook designed for individuals and collaborative learning teams, with hands-on practice for the classroom suggested. The first part of the book, on principles of assessment for learning, discusses individual student needs, building learning teams, establishing clear targets and the differences between assessment for and of learning. The second part provides guidance on assessment methods such as selected response, extended written response, performance tasks and the use of personal communication for assessment. Advice on designing, planning and administering each type of assessment is provided. The third section covers the communication of assessment results, exploring communication techniques, conferences with and about students, report cards, portfolios and providing assistance with standardised tests. Practical examples of everyday classroom situations are used throughout the book, which is accompanied by a CD-ROM and DVD with video segments. (Adapted from publisher’s description.)
Advanced Learning Press, 2005
David Fulton Publishers, June 2005
An outline of dyslexia is presented, with the aim of showing how the needs of children with dyslexia can be meet within the mainstream classroom and curriculum. By explaining crucial aspects of dyslexia, the book aims to help teachers anticipate and identify student difficulties, and develop an inclusive learning program and teaching approach for all students. It suggests practical teaching, learning and assessment techniques and discusses appropriate use of resources, differentiation and learning styles. Further resources, contacts and references are also outlined. (Adapted from publisher’s description. Also available from DA Information.)