New publications

Based on a national survey conducted in June 2006, this report explores the employment status of over 175,000 children aged 5–14 years. Approximately 7 per cent of children had worked during the previous 12 months in jobs such as leaflet delivery or cleaning or gardening for other households. Over half had worked for an employer, a third worked for the family business or farm and 16 per cent had worked for themselves. Half of the participants worked for spending money while a quarter saved their earnings. Approximately 80 per cent of children worked during the school term: 45 per cent for 1–2 hours per week, 29 per cent for 3 to 5 hours and 26 per cent for six hours or more a week. (Adapted from media release.)

This report explores the achievement of National Qualifications Framework (NQF) candidates at Māori immersion and bilingual schools over 2003–05 based on data from the NZQA. Comparisons with the general population are suggested, although the author notes that the fewer students at bilingual or immersion schools tend to skew data. Candidates at Māori immersion and bilingual schools are achieving at least as well Māori candidates in English medium schools, with most gaining NCEA qualifications. Year 11 candidates are found to have strong literacy skills, while the number of Year 13 students achieving University Entrance qualifications increased in 2005. Most students in Years 11–13 achieved credits in Te Reo Māori, English and Maths, but less than 40 per cent gained science credits. (Adapted from report.)

Based on their own experience in struggling to meet US state standards, the authors aim to show how to prepare students for tests without sacrificing authentic learning. Written in a concise format, this book includes lesson plans, practice passages and sample questions and language for teachers. Examples from classroom practice illustrate ways to help students understand the test genre and connect test-related skills to more general reading strategies. Separate chapters describe strategies for decoding, identifying author intent, inferring, identifying key concepts and teaching through poetry. (Adapted from distributor's description.)

The under-representation and achievement gaps of minority students in science education and science careers in Britain are examined in this book. The authors explore and identify the strengths and weaknesses of current research and literature, and suggest priorities and a research agenda for developing equity in science education. The book covers the impact of conceptual frameworks in science, educational policies, the curriculum, instruction, assessment, school and home connections, school organisation and teacher education. (Adapted from the publisher's description.)