New publicationsDyslexia (2nd Edn)
Continuum International,
February 2007
Written for teachers, trainees and teaching assistants, this book outlines effective classroom strategies for supporting students with dyslexia. The book begins with an explanation of dyslexia, followed by advice on how to identify the condition, plan the curriculum, differentiate instruction and provide information to parents. Students' social and emotional needs are also covered. The second edition includes updated information on learning and study skills, specific learning difficulties and the role of parents. (Adapted from the publisher's description).
KLA Subject HeadingsTeaching professionDyslexia Reading difficulties Special education Reading for Information in Elementary School: Content Literacy Strategies to Build Comprehension
Prentice Hall,
2007
Written for elementary school teachers in the USA, this book suggests strategies for teaching students how to read information texts to develop content knowledge. Research-based strategies for supporting students before, during and after reading are presented. Case studies from classroom lessons are included throughout the book. Key topics include classroom and school structures that support reading for information, activities to engage students, vocabulary development for content areas, shared reading, graphic organisers, note-making and assessment. (Adapted from the publisher's description).
Key Learning AreasEnglishSubject HeadingsEarly childhood educationLiteracy Reading Primary education Learning Mentors in Schools: Policy and Practice
Trentham Books,
2005
Written for academics, teachers and teacher assistants, this book includes primary and secondary school case studies that describe the work of learning mentors. Learning mentors, a group of learning support assistants, were introduced in Britain as part of the drive to improve educational standards and promote inclusion for students in major cities. The first part of the book considers how learning mentors improve access to learning. Mentors report feeling a tension between their role helping learners and their role as 'instruments to achieve institutional goals'. Six models of mentoring for learning are outlined in the second part of the book, while building relationships with children, families and support agencies is covered in the third part of the book. An appendix connects the work of learning mentors with outcomes from Britain’s Every Child Matters agenda. (Adapted from review by Christopher Rhodes in School Leadership and Management, April 2006. The reviewer suggests the report could have further investigated the work of learning mentors across different school cultures, and discussed how schools could best manage and sustain the work of mentors.)
KLA Subject HeadingsGreat BritainMentors Designing Spaces for Effective Learning: a Guide to 21st Century Learning Space Design
JISC infoNet,
2006
Available free of charge, this guide examines the impact of learning technologies on various physical spaces, using examples from newly built and refurbished buildings in Britain. The guide is supported by illustrations of recent constructions and refurbishments from higher education institutions across the UK. It includes prototype floorplans for a general teaching space, a chemistry laboratory and a learning centre. (Adapted from publisher's description.) KLA Subject HeadingsGreat BritainSchool buildings A Guide to Effective Practice for Mentoring Young PeopleDeveloped under A Fairer Victoria, a State Government strategic framework for addressing disadvantage in the community, this guide aims to support youth mentors. It outlines how organisations can design a mentoring program, develop operations, review and improve programs, and recognise diversity. An overview of mentoring in Victoria is provided, along with principles for effective practice, a code of ethics and additional resources. Practical check lists for coordinator recruitment and selection, budgets, recruitment of mentors and mentorees, screening and training, supervision and matching mentor–mentorees are provided. The guide is based on evidence from Australia and overseas, and on discussions with mentors around Victoria. Its publication follows the 2005 release of Leading the Way: The Victorian Government's Strategic Framework on Mentoring Young People 2005–2008. (Adapted from the guide.) KLA Subject HeadingsVictoriaMentors Vocational Education and Training and Young People: Last but not Least
National Centre for Vocational Education Research (NCVER),
20 April 2007
This paper considers how young people in Australia participate in VET, what they study and the outcomes achieved. According to the report, the most popular areas of study for students who completed Year 10 or above are management and commerce, society and culture, and engineering and related technology, although students without Year 12 showed a preference for courses in food, hospitality and personal services. Almost 50 percent of students leaving before Year 10 are undertaking general education programs. The proportion of Year 11 and 12 students attending VET in schools programs has increased from just over 15 percent in 1996 to almost 50 percent in 2003, with information technology, engineering and related technology courses popular amongst males, and hospitality/personal services and management/commerce courses popular choices for females. Despite the high level of participation, the proportion of students leaving VET with a qualification is relatively low, particularly in terms of middle level or advanced qualifications. However, the authors point out that many students undertake part-time VET study and complete courses over two years, while others study single units that do not lead to a qualification. (Adapted from report.)
KLA Subject HeadingsEducational planningEducational evaluation VET (Vocational Education and Training) |