New publications

A set of three publications in this series explain ways to address and use the school-level, student-level and teacher-level factors that have the most impact on student achievement. School-level Factors suggests problem-solving approaches, checklists and assessments to identify issues such as whether teachers are focusing on core curriculum and whether assessments are challenging and enhance learning. The author outlines how to define problems, create improvement goals and implement a series of research-based strategies. Student-level Factors considers how home environment, existing knowledge, parents’ ways of communicating with children and individual motivation affect achievement. Tools and activities outline ways for school leaders to work with teacher teams and other school groups in developing student motivation and providing parental support. Another edition outlines factors related to teaching. Problem-solving guides, observational checklists and other tools help school leaders analyse the effectiveness of teaching approaches across all levels. Teacher-level Factors that identify learning objectives, monitor student progress, balance group and individual work and extend student understanding are suggested. Analytical tools to help teachers determine the effectiveness of rules, procedures, disciplinary measures and other aspects of classroom management are included. (Adapted from publisher's description. Also available from ACEL.)

Addressing the disillusion that many Australian school leaders are said to feel, this book challenges educational policymakers, leaders and teachers to rethink and reinvigorate educational leadership. In Part A, 'Re-imagining the self-managing school', the author looks at schools that became self-managing in the 1990s, and shows how their initial visions have often been surpassed by their best- practice efforts. The new concepts of 'synergy' and 'sagacity' are described and illustrated. In Part B, 'The new enterprise logic of schools', the book explores the student focus employed by self-managing schools, and discusses actual examples of school transformation in practice. Part C, 'Exhilarating leadership', highlights the positive side of school leadership roles. (Adapted from publisher's description. See abstract of the author's conference paper, featured in this edition of Curriculum Leadership Journal.)

This British report examines factors that promote successful learning outcomes for pupils with learning difficulties and disabilities in the UK. It is based on a survey of 74 mainstream, resourced mainstream, special schools and pupil referral units and 17 local authorities across the country. Mainstream and special schools were found to be equally effective in their provision for pupils with difficulties, and 'resourced mainstream schools' were found to be more effective than either. The survey found that the involvement of a specialist teacher, well-designed assessments, work that was sufficiently challenging, and the committed efforts of school leaders were the key factors in achieving successful learning outcomes for pupils. According to the survey, pupils with behavioural, emotional and social difficulties were less likely to receive timely and effective support. The report calls for greater efforts to improve outcomes for the lowest quartile of pupils. Recommendations for key stakeholder groups are offered, while internal/external challenges of different educational settings and the impact of the Special Education Needs (SEN) framework are also discussed. (Adapted from executive summary.)