New publicationsWriting Better StoriesProfessional authors discuss narrative writing in this book, to help teachers develop students’ story writing skills. Authors describe their workshop experiences with finalists from the former Nestle Write Around Australia competition. Examples of student entries are also included. Each contributor suggests a range of teaching strategies, and encourages an innovative approach to classroom teaching. Reworked stories are used to illustrate the points made. Tips on how to motivate students to write are included, along with handouts and exercises. (Adapted from review by H Evans in Scan, November 2006 and publisher's description.)
Key Learning AreasEnglishSubject HeadingsWritingLiteracy English language teaching Recruiting, Preparing and Retaining Teachers for Urban SchoolsVarious contributors consider the complexities of teaching disadvantaged students in inner city areas of the USA and how to prepare teachers to work successfully in disadvantaged schools. The book considers how general education studies can be reconceptualised, how to address understanding and abilities, how to implement multi-year induction programs, and how to integrate outstanding veteran teachers in teacher preparation and professional development. Lessons from a variety of educational settings are outlined to show how schools can attract, prepare and support well-qualified and caring teachers. For example the authors consider how teachers can use diverse classrooms as an asset, and how schools can work to ‘slow down the revolving door’ at high-poverty schools. (Adapted from Education Resources Information Centre description, ERIC ED491168.)
KLA Subject HeadingsTeaching and learningSocially disadvantaged Poverty United States of America (USA) Transforming Learning and TeachingThis book outlines the role of mentors, staff, students, parents and school administrators in transforming learning and teaching processes in five London primary schools. It examines major aspects of the transformation process, such as context and initial planning, development of pedagogy, and provision of staff support and professional development. The author considers how leadership was developed across all levels of the schools, from students to administration. Evaluation methods, qualitative student data, curriculum issues and examples of assessment for learning are discussed. The case studies show how schools developed innovative fundraising ideas and adapted strategies to their individual contexts, and illustrate how staff from different schools supported each other. (Adapted from review by Janet A Harvey in School Leadership & Management, April 2006.)
KLA Subject HeadingsPrimary educationPedagogy Teaching and learning Great Britain Nga Haeata Matauranga: Annual Report on Mäori Education, 2005
New Zealand Ministry of Education,
October 2006
This report presents research findings on Mäori students’ achievement and participation across all levels of education up to and including 2005. It also considers how various programs, designed to improve the success of all students, have impacted on the achievements of Mäori students. The key focus areas for Mäori education are considered, including engaging family and community; strengthening kaupapa Mäori (Mäori-medium) education; building learning foundations in preschool years; raising school achievement; and lifelong learning. Various initiatives and case studies are explained, showing how schools are collaborating with the parents, families and communities of Mäori students. Over 26,000 or 16 per cent of Mäori students were enrolled in kaupapa Mäori schools in 2005. Forty per cent of Year 11 Mäori candidates and two-thirds of non-Mäori candidates achieved NCEA qualifications in 2004, while the difference in NCEA attainment rates narrowed for Year 12 students. Literacy and numeracy results are analysed, along with statistics on suspension and truancy. Policies and programs designed to ensure effective teaching are detailed, including professional development frameworks, learning resources such as the dual language Online Learning Centre (TKI), budget iniatives such as grants for support teachers, and professional learning initiatives such as the LeadSpace website for principals and school leaders. Contextual information on Mäori population trends, the Mäori education strategy and statistics from all education sectors are included in the report. (Adapted from report.)
KLA Subject HeadingsNew ZealandMäori Education Perceptions of the Status of TeachersThe Teacher Status Project was established by the Ministry of Education and the New Zealand Teachers Council, and aims to strengthen teacher quality and encourage the public to view teaching as a valued profession. This research forms part of the third stage of the project. It outlines how young people, adults and business people in the general community view the status of teachers and teaching, and how their views have influenced their own and others' career decisions. The research also outlines how the public perception of teaching has affected the profession’s ability to attract and retain effective teachers. Focus groups and phone surveys were conducted with participants aged from 12 upwards. Teaching was not awarded the same high status as the legal, medical, sports and other professions that were seen to entail power, money and fame. Overall, the status of teaching was given 5.8 to 6.8 out of 10. Secondary teachers were given the highest status rating, and early childhood teachers the lowest. However, the lack of status associated with teaching did not necessarily deter focus group participants from becoming teachers; the participants often mentioned 'good' teachers they personally admired, and regarded teaching as a valued profession. Rather, many decided against teaching as a career due to the risks of accusation and physical harm, poor student behaviour, low pay, workload and the stress of teaching. Positive aspects of the career that were mentioned included holidays, job security and potential career options supported by an education degree. (Adapted from executive summary.) KLA Subject HeadingsTeaching and learningTeaching profession New Zealand When Sex Goes to School: Warring Views on Sex - and Sex Education - Since the Sixties
W. W. Norton,
2006
Written by a sociologist, this book explores how parents in the US view sex education. The author spent over twenty years interviewing parents on whether sex education should be taught, and if so, how. The book identifies ways in which parents’ own sexual attitudes and values affect their views on teaching about sex. The development of sex education from its beginnings in 1913 through to the present day is considered, with detailed examinations of the marriage-focused 1950s and the 1960s gender revolution.(Adapted from distributor's description.)
KLA Subject HeadingsSex education |