New publications

This encyclopaedia outlines recent theories, research, terms, ideas and histories on educational leadership and school administration, as covered by teacher training institutions and practised in schools in Great Britain. Over 600 contributions are provided from more than 200 professors, graduate students, practitioners and association officials. Entries are intended to provide a comprehensive overview of research and views from both academic and practical education fields. Encompassing two volumes, the book covers topics such as teaching and learning, curriculum, psychology and motivation, budgeting and finance, law, statistics, research, personnel management, planning and supervision. Biographies of individuals who have been influential in shaping contemporary education are also outlined. (Adapted from publisher's description.)

Designed to offer practical guidance for classroom teachers, this book outlines more than 200 step-by-step strategies for overcoming common classroom issues. The book outlines how to develop a classroom presence, how to communicate verbally and using body language and how to create challenge in the classroom, among other strategies. Strategies for managing pupil learning cover issues such as how to sequence learning activities and ways to cater for gifted children, while strategies for evaluation and assessment include how to assess group work and make decisions about the value of assessment data. Guidance on working with parents includes ways to encourage parent participation in class and preparing for parent–teacher interviews. Career management strategies cover issues such as managing stress, providing peer support and coping with difficult principals. The book also outlines strategies for managing pupil behaviour, legal issues and resources. Each strategy is described on a double-page spread. Additional research or views to contest or substantiate core assertions of each strategy are also mentioned. (Adapted from publisher's description.)

The study explores factors influencing the career choices of financially disadvantaged Year 11 and Year 12 teenagers participating in The Smith Family’s Learning for Life program. The research sought to identify students' changing perceptions of work; to what extent students' post-school plans imply an improvement in their economic status; and what factors shape students' plans for attending university. The research suggests that students’ interests and abilities play a more important role in students' career choices than the potential income of a particular career. Families were seen to be supportive of students’ own decisions, with little evidence of parents pushing their children in 'inappropriate directions'. In the 2005 survey, 25 per cent of respondents were found to be planning a level of education too low to allow them to move beyond entry level positions in their preferred job. Furthermore, some students who had successfully matched career goals and plans in 2004 then indicated that they wished to move into career paths for which they were not academically prepared: only 40 per cent of students successfully matched aspirations and educational plans in both 2004 and 2005. The report is prepared by The Smith Family in conjunction with ACER. (Adapted from report.)

Relevant for all disciplines, this guide is designed for postgraduate students and novice and experienced academic writers. The book outlines a step-by-step process for writing a paper for an academic journal, offering practical examples, strategies and tips. The first two chapters explore common motivations for writing and how to assess prospective journals. The writing process is outlined in the following three chapters, with consideration given to choosing a topic, and drafting and revising work, while chapters 7 and 8 suggest ways to adjust schedules to allow time for writing. The final chapter covers contact with reviewers and publishers, such as the rejection and resubmission of articles, page proofing and how to market writing. Exercises to help writers become more efficient and considered in their writing approach are also suggested. The author uses her knowledge of higher education policies and institutional structures to show how university, faculty and department heads can support writers. To do so, she suggests appropriate writing tactics and models. (Adapted from review by Lisa Ganobcsik-Williams in Research Papers in Education, no 3, September 2006.)

The book presents a review of literature on teacher leadership. The first part of the book considers the nature of teacher leadership, the skills and attributes of teacher leaders, strategies for their development and potential benefits for schools. Part two focuses on the conditions and dynamics that support teacher leadership, and explores barriers created by role ambiguity, school structure and culture. The principal's role in supporting teachers as they undertake leadership roles is also considered. A framework for professional growth is included. Adapted from review by Margaret Ferguson in Leading and Managing, no 1, Autumn/Winter 2006. The review finds that while the title of the book 'would indicate an exciting new breakthrough in making the all important connection between teacher leadership and student outcomes,' it fails to cite any new findings or hypothesis that might fulfil this indication. (See also publisher's description.)

Primarily drawing from a 2003 Australian Bureau of Statistics survey and interviews with parents, the bulletin offers an update on disability among Australian children aged up to 14 years. The bulletin presents data on the number of children with disabilities, the types of disabilities they have, children’s school experiences and the needs of carers. According to the 2003 data, over 8 per cent of children had a disability. About half of these children had a severe or core activity limitation, defined as being unable to communicate in spoken language, remain mobile or undertake essential self-care tasks without occasional or constant assistance. Almost all 5–14 year olds with a disability attended school, with 89 per cent in 'ordinary' schools, in either 'ordinary' or 'special' classes, and 9 per cent in 'special' schools. Around 63 per cent of those children experienced difficulties, with the most common being in regards to learning, social or communication issues. The report also shows that students most likely to experience difficulty in school were those with intellectual/learning or psychiatric problems. Of the around 110,000 children who were not provided with any special support in school, just under half experienced difficulties at school. (Adapted from report summary.)