New publications

The quality of academic standards across US states is reviewed in this report. Reviewers considered each state's standards in the curriculum areas of world history, US history, English/language arts, mathematics and science. Despite 37 states having updated their standards since the introduction of the No Child Left Behind (NCLB) Act, the average grade given by reviewers is the same as in 2000. Standards in California, Indiana and Massachusetts were found to be exemplary, which is attributed to strong leadership, bi-partisanship, and a willingness to 'fight the curricular battles' to develop strong standards. The report makes links between strong standards and students achievement gains. For example, almost all ten states that improved students' reading proficiency in the National Assessment of Educational Progress (NEAP) had at least 'average' English/language arts standards, and three of the five states that showed improved science outcomes for students also had some of the best science standards in the country. The publication includes separate standards reports for each state. (Adapted from executive summary.)

A review of the literature on how class size affects teaching practices and pupils’ attainment, attitudes and behaviour is presented, as an update of a review conducted in 2001. The current review cites a range of correlational studies, meta-analyses, experimental and multi-method studies from the UK and the USA, with some additional international sources also considered. Many researchers believe that a significant reduction in class size improves student learning outcomes, particularly in the early years, while others believe there are more cost-effective ways of achieving the same outcomes. Evidence from the US tends to make strong links between reduced class size and increased pupil attainment, however the lasting benefits of reducing class sizes are questioned by other reports. (Adapted from report.)

Contesting the view that education research is ‘far inferior’ to research in other fields, the authors consider the extent to which research is taken up by school principals. Surveys and interviews of 81 principals from Missouri and 39 principals from South Australia and the ACT are considered. The authors find that US principals relied mainly on US research sources, while Australian principals were more likely to use both Australian and US publications. Favoured periodicals were The Australian Journal of Education, mentioned by 28 per cent of Australian participants, and Educational Leadership, which was mentioned by 46 per cent of those in the US. Phi Delta Kappan ranked second in the US and fifth in Australia. A review in the Australian Journal of Education notes that the book is based on 1991–1992 data, but suggests that its interpretation of how principals use research may be useful. (Adapted from review by Max Angus in Australian Journal of Education, vol 50, no 2, 2006. See also publisher's description.)

Written for trainee and beginning teachers in Britain, this book aims to provide an overview of the key aspects of secondary teaching. The author guides readers through the central thinking, preparation and evaluation processes necessary for successful lesson delivery, using accessible language and practical examples throughout. Chapters are arranged chronologically, to help teachers plan, teach and evaluate each lesson. The book also aims to cover largely neglected issues, such as teaching students aged over 16, and lesson timing. Chapters include attitudes and approach to pupils; expectations for students; student needs; the UK National Curriculum and subject knowledge; classrooms and behaviour; student resources; formative and summative assessment; literacy; and managing learning. (Adapted from distributor’s description.)

This new quarterly newsletter aims to keep readers up to date and involved in current educational news and draw inspiration from others. The publisher, Education Partnerships, was established in 2004 to build strategic alliances between schools and the corporate sector. In partnership with organisations such as Sydney Water, the Australian Olympic Committee, the Commonwealth Bank Foundation, UNICEF Australia and the Melbourne 2006 Commonwealth Games, Education Partnerships has developed community-based and national education programs. The first edition of the newsletter includes an article on how to develop school–industry partnerships, and suggests separate strategies for corporate and educational organisations. Case studies of existing initiatives are outlined, one of which is from a teacher's perspective. An education calendar is included. (Adapted from Educationally Speaking, Edition 1.)