New publications

Based on his own research in small, medium-sized and large primary schools, the author examines the different leadership approaches required in each context. Learning-centred leadership, school structures and systems, and leadership development emerge as common themes, and are used as a framework for discussion. The book shows how shared and distributed leadership is important in larger schools, or as school size increases. The author outlines the necessary leadership qualities and tasks for each context, and provides examples. To be effective and maintain cohesion, leaders of large schools are prompted to involve staff in the planning of teaching and learning, and to establish organisational structures and communication processes. (Adapted from review by Chrisopher Rhodes in Leadership and Management July 2006 and from publisher's description.)

According to the authors, the health, well-being and development of children in Australia is generally either stagnant or deteriorating, despite economic prosperity and technical advancement. The book explores how economic growth and increasing wealth may have exacerbated inequalities between the advantaged and disadvantaged, and considers both the issues involved and possible resolutions. Written for parents, educators and academics, the book suggests social change designed to help children reach their full potential. (Adapted from publisher's description.)

The book seeks to address ‘inconsistencies and misconceptions’ in the recent debate over English teaching and learning in Australia. National and international teachers and academics provide contributions that explore the current state of English and literacy teaching, English teachers and the English curriculum. An account of the research underpinning English and literacy teaching in Australia is also outlined. The book contests ‘depictions of schools and English teachers as ‘‘failing’’ the needs of today’s students' and argues the importance of English to education, schooling and democracy. Contributions explore the role of English in the current school curriculum; how quality teaching and learning can be fostered in today’s English classroom; how to provide an inclusive curriculum for all students; whether the ‘classics’ continue to have a place in English learning; what literacies are needed by today’s students; promoting professional development; and the nature and validity of educational research. (Adapted from publisher's media release.)

Using an instructional approach, the book outlines teaching practices and lesson ideas designed to strengthen mathematical reasoning and problem-solving abilities. The core concepts covered are applicable across all grade levels, with a focus on scaffolding teaching and learning experiences. The book uses classroom anecdotes and sample problems to involve students in mathematical discussion, analysis and reflection. Instructional guidance covers specific aspects of teaching, such as the right amount of time to spend on practising a new procedure, matching task difficulty to student ability, how student errors can reveal common mathematical misconceptions, and how to use formative assessment methods. (Adapted from publisher's description.)

Encompassing the findings and recommendations of nine separate industry skills reports, this publication outlines the factors that are predicted to drive future skills' needs and shortages. Recommendations on how industry, government, training providers and individuals can respond to the predicted shortages are also outlined. The first section provides a general analysis of the changing participation rates, market pressures, technological change and regulatory compliance, and the resulting impact on industry in Australia. The second section outlines the Skills Ecosystems project, to show how changes such as  industry restructuring, intensified economic competition and new forms of business and industry organisation can impact business success. The final section discusses the research program A Well-Skilled Future. This program describes trends in the labour market, and how the Vocational and Technical Education system can contribute to improving skill levels and the match between supply and demand. (Adapted from publisher's description.)

This publication provides a snapshot of Australia's publicly-funded vocational education and training (VET) sector for 2005. It includes information about students and participation, courses and qualifications, module/unit of competency enrolments, and hours of delivery for each State and Territory. Findings show that 1.64 million students are enrolled in publicly-funded VET, a 2.9% increase from 2004. The report also finds that 40% of VET students were aged 24 or under; student numbers increased in all States except for Victoria; and that the number of female students increased by 3.8% from 2004. Data was collected from TAFE and other government providers, multi-sector higher education institutions, and registered community and private providers. (Adapted from report.)