New publications

This report seeks to address recent debates over school zoning, performance-based pay for teachers and school operation grants in New Zealand. The report supports greater parental choice over children’s education. Key policy requirements for successful provision of school choice are outlined. According to the report, schools should be established, expanded and contracted according to local demand, and be funded accordingly. The report also calls for independent management of schools, and freedom to innovate pedagogy, teacher pay, budget allocation and school organisation. The author also considers how pricing can be used as a policy instrument. Comparisons are made with funding models and student outcomes in various states in the USA. (Adapted from media release.)

Science Learning: Kindergarten through Eighth Grade is a three-year research study exploring the quality of science learning for K–8 students in the USA. The study sought to establish what and how key scientific concepts are learnt, whether there are critical development stages for each concept, and effective teaching strategies and activities to build scientific knowledge. Researchers considered a range of data from neuroscience to classroom observation. Students were found to have rich implicit understandings of the natural world and sophisticated reasoning processes, and to engage most effectively in science learning through activities. Findings also show how science learning is largely shaped by organisation of student groups in the class, and by individual cultural, economic and linguistic backgrounds. The report recommends that education should build on implicit skills, providing the appropriate experiences necessary for students to master scientific concepts. The report calls for further research and the subsequent redesign of federal and state curriculums around key scientific concepts, which would be taught progressively over Grades K–8. The redesigned curriculums would outline which scientific models and processes students learn, in line with workplace practices. Researchers recommend professional development to build teachers’ subject knowledge, the setting of state-wide exemplar models for effective instruction, and resources for activities. (Adapted from executive summary.)

The guide outlines the role of libraries and librarians in developing critical information literacy skills for life and learning. It is designed to show teacher librarians and library advocates how they can demonstrate the value of information literacy skills and the role of school libraries and librarians, and create partnerships with government, education, business and other sectors. Ways to expand existing programs to incorporate information literacy skills across the curriculum are also outlined. In a section covering the communications plan, the guide outlines goals, key messages and how these are best conveyed to various target audiences across the community. Other sections outline key messages and talking points, explaining information literacy and making the case for the role of libraries and teacher librarians in today's society. Sample questions and answers on the issues are included along with a student learning matrix and listings of information literacy resources and organisations. Sample publicity materials include a news release, a public service announcement, a newspaper article and a speech. The Australian School Libraries Association (ASLA) has adapted an original Guide from the American Library Association (ALA). (Adapted from Introduction.)