Welcome to the Curriculum & Leadership Journal website.
To receive our fortnightly Email Alert,
please click on the blue menu item below.
Curriculum & Leadership Journal
An electronic journal for leaders in education
ISSN: 1448-0743
Follow us on twitter

New publications

Education for Social Citizenship: Perceptions of Teachers in the USA, Australia, England, Russia and China

WO Lee, JT Fouts

The book, separated into three sections, discusses current concepts and debates in citizenship education, research findings and the patterns, similarities and differences between countries considered. Findings are presented in terms of teachers' views of citizenship education and the role of teachers in citizenship education. Nearly 4,000 questionnaires and over 137 interviews were undertaken for this research, with results explored in relation to the history and politics of each participating country. Four topics were addressed in the research: the characteristics of good citizenship; influences on a person's citizenship; threats to a child's citizenship; and citizenship activities used in classrooms. (Adapted from review by Keith Morrison in Evaluation and Research in Education, vol. 19, No. 2, 2006.)

KLA

Subject Headings

Australia
United States of America (USA)
Russia
China
Great Britain
Civics education
Citizenship

Raising the Achievement of Bilingual Learners in Primary Schools: Evaluation of the Pilot/Programme

Kerensa White, Karen Lewis, Felicity Fletcher-Campbell
A range of reports discuss findings from a pilot program that aimed to raise the achievement of bilingual students in Britain. The pilot was undertaken with 21 primary schools between 2004 and 2006. Participating students showed greater achievement in English than non-participants, while there was no significant difference in Maths and Science achievement. The schools that were most successful had a strong leadership team, advice from effective consultants and local authority support. The program improved teacher confidence by introducing new teaching models, providing consultant feedback and through various other means. The report notes that pupils demonstrated higher self-expectations, increased focused and asked more questions. Although the program aligns well with other national strategies, weaknesses in the design are documented for the benefit of future interventions.Various interim and statistical reports can be downloaded from the website. (Adapted from publisher's conclusions and recommendations.)

 

KLA

Subject Headings

Primary education
English as an additional language

Geoflight

This innovative classroom resource helps develop skills in mapping and in photographic interpretation across all ages. It is available as CD-ROM or through a web-based licence. Photography and digital imagery are used to 'recreate' Sydney, Melbourne, Adelaide, Perth and Brisbane: students 'fly' around a city and view human, physical and topographical features at various heights and scales. Students may chart a route, explore and compare suburbs and overlay street names, road maps, natural features and landmarks. The reviewer describes how the resource can support inquiry and values learning, such as by having students assess the impact of a proposed building, or overlaying statistics to investigate disparity between suburbs. (Adapted from review by Bob Digby in Geographical Education, vol. 19, 2006. See website.)

Key Learning Areas

Studies of Society and Environment

Subject Headings

Geography

Statistics of Education: the Characteristics of High Attainers

Report 

The characteristics and subject choices of high achievers in England are explored in this report. Findings are based on those who achieved within the top 10 percent of national test results, gifted and talented students, and early GCSE entrants. Those living in deprived areas or with special education needs were less likely to be high achievers, while English as an Additional Language (EAL) students were more likely to be high achievers at certain stages. English, English literature, mathematics and science and modern foreign languages are favoured by high achievers, while other students favoured design and technology. Most of those achieving high standards in English were girls, while boys tended to demonstrate success in Maths. Students' attainment records are also outlined. (Adapted from report.) 

KLA

Subject Headings

Great Britain
Gifted and talented (GAT) children

Australian Stories: Young People, their Families and Post-School Plans

Michelle Anderson, Phillip McKenzie, Jennifer Bryce, Tracey Frigo
The Smith Family, May 2007
Based on research undertaken by ACER, this report outlines the progress of nine Learning for Life scholarship program participants who had made a 'positive start' to post-school transition. The report considers the barriers faced by students, the influence of family expectations and support and students’ decision-making processes. Findings are based on interviews and a review of research literature. Those who were most successful in transition had families who were closely involved in decision making, and were a ‘secure net’ allowing students to make their own decisions. Mentoring, teachers and friends offered critical support for participants, who were engaged, persistent and determined from their early secondary years. Barriers encountered by young people include limited provision of school guidance, a lack of familiarity with university environments and processes and increased self-imposed pressure among participants. (Adapted from report. See also article by the authors in Teacher, August 2007, pp. 61–3.)
KLA

Subject Headings

Transitions in schooling

Out of the Question: Guiding Students to a Deeper Understanding of What they See, Read, Hear, and Do

Sally Godinho, Jeni Wilson
Curriculum Corporation, August 2007

The content of Godinho and Wilson's How to Succeed with Questioning is presented in a new flipchart format. The chart aims to help teachers and students critically and effectively evaluate what they read, see, hear and do. Ways for teachers to ask questions that support independent learning and nuture student thinking are offered, along with traps to avoid and strategies for handling responses. The book begins with an exploration of the importance of using questions in learning and then considers how questions can promote deeper thinking, generate an emotional response and encourage creativity. Advice on how to build questioning skills over time and assess the questioning process is also provided. (Available from Curriculum Corporation.)

KLA

Subject Headings

Questioning