New publications

Current theories and methods for teaching reading to primary school students are outlined in this book. Teaching examples are used as best practice models, while the book also includes hands-on activities, children’s literature lists, lesson plans and assessment suggestions. Topics include: organising instruction; assessing achievement; developing word identification, vocabulary and comprehension; developing writing skills; discovering the world through literature; technology and the media in reading; ESL learners; supporting individual needs; and historical perspectives on the teaching of reading. The fourth edition includes new chapters on effective vocabulary learning, technological applications and using student inquiry across multiple genres. (Adapted from publisher's description. Available from distributor.)

Written by an author who is both a neurologist and a classroom teacher, this book considers contemporary research on the brain, and how it can be used to improve student learning. Chapter one suggests teaching strategies and activities for enhancing students’ learning, memories and test-taking abilities. The chapter explains how brain cells and memory pathways are built, and shows how teachers can support brain development and learning through various approaches, such as engaging the senses, providing experiential learning, using graphic organisers and ensuring that light and heat are conducive for learning. Methods for helping students consolidate memory are also outlined. Chapters three and four consider ways to engage and retain student attention, and how stress and emotion affect learning. The final chapter looks at assessment processes that allow students to build knowledge. (Adapted from publisher's description.)

The report analyses the impact of acquiring post-school Vocational and Technical Education (VTE) qualifications on young people’s labour market outcomes by their mid-twenties. The study finds that VTE qualifications significantly improved the employment outcomes of Year 12 completers, early school leavers and those who experienced lengthy periods of unemployment. Longer term unemployed school leavers who had completed additional qualifications were found to be 10–13 per cent more likely to have full-time employment by age 22 years. An apprenticeship or traineeship is highlighted as the most beneficial VTE qualification. The multivariate statistical analyses used Longitudinal Surveys of Australian Youth (LSAY) data. (Adapted from publisher's abstract.)

Written for school leaders, teachers and community members, this book outlines a whole-school approach to developing an inclusive school. Readers are shown how diversity can be valued and included, regardless of school sector or context. Examples of inclusivity in practice, and suggestions for implementing inclusive policy and practices are outlined, and examples provided. The book also considers the role and learning of teachers, students, community members, support services and parents. (Adapted from publisher’s description.)

Based on more than 12 years of research and various trials in Australian schools, this book shows how bullying can be resolved through a whole-school, shared responsibility approach. Case studies are used to demonstrate how bullying can be resolved constructively. The book suggests that incidents of bullying are best resolved by asking perpetrators to share the responsibility of finding a solution, rather than through punishment. The author suggests ways that offensive behaviour patterns and negative attitudes can be overcome, and how educators can help develop empathy and self-discipline in perpetrators. The needs of all students are considered, and ways for assessing damage and supporting victims suggested. (Adapted from publisher's description.) 

The Northern Territory Strategic Numeracy Research and Development Project (2003–2004) investigated the impact of authentic assessment tasks in improving numeracy outcomes for middle years Indigenous students in remote locations. The project involved the design, trial and testing of tasks aligned with Year 3–5 and Year 5–7 Numeracy Benchmarks. Researchers assessed students from selected schools in 2003 and again a year later, noting a small improvement in numeracy outcomes. The report identifies a selection of calibrated rich assessment tasks that can be used to monitor student progress, provided adequate teacher training and administration support is available. Other partially authentic probe tasks were found to give a good indication of students’ learning needs, suggesting that they may help teachers identify start points for teaching. Researchers note that participating teachers’ professional knowledge grew through the use of the probe tasks, and helped them feel more able to influence students’ numeracy outcomes. The report highlights the importance of a whole-school approach and shared professional and community knowledge in improving numeracy outcomes for Indigenous students in remote communities. (Adapted from executive summary.)