New publications

Education at a Glance is the OECD’s annual round-up of data and analysis on education. It provides a rich, comparable and up-to-date array of indicators on education systems in the OECD’s 30 member countries and in a number of partner economies. The main areas covered are participation and achievement in education; public and private spending on education; the state of lifelong learning; and conditions for students and teachers. Chapter D looks at the school environment, including the amount of time students spend in the classroom, student-teacher ratios and class sizes, teacher salaries, how much time teachers spend teaching, and ways that schools monitor their performance. Adapted from publisher's description and summary. See also report in The Australian 19 September 2007.

A national longitudinal study, this report traces the mobility of 5000 Australian youths from Year 11 to age 23 living in non-metropolitan regions. Around 40% of those who moved to metropolitan areas undertook apprenticeships, traineeships or University or TAFE qualifications. Those with full-time employment in the non-metropolitan area remained there, while those who left for and then found full-time employment also tended to remain in the city. Those who remained and those who left experienced similar outcomes in terms of employment, income, work hours and life satisifaction. Home ownership was more likely amongst those who remained in the non-metropolitan area. (Adapted from media release.)

Written by academics from the University of Melbourne, this book explores the social aspects and consequences of language testing. The authors propose that while current approaches to ensure social fairness help address some of the social concerns with language testing, a broader perspective on the use of tests throughout society is necessary. The book explores assessment of language in school, oral proficiency interviews in social situations and in second language learning. Language assessment is also discussed in terms of ethics, social values and policies, bias and fairness, social identity and implications for research and training. (Adapted from publisher's description)

In light of recent debate over the teaching of history, this book explores the subject's changing status and role in the curriculum since the 1960s. The debate over 'what to teach and how to teach it' is analysed with reference to changes in educational philosophy and pedagogy over time. The author considers how the teaching of history has been influenced by moves toward a more inclusive, student-centred curriculum as well as fears over diminishing academic standards. The book explores how the debate has focused on the links between history, national identity and the curriculum. Examples of contention over syllabus and language are mentioned, such as the use of 'invasion' or 'settlement' terminology. Various reports from Australia and overseas are referenced throughout the book. (Adapted from review in The History Teacher, September 2007, p16-18 and publisher's description).

The authors of this report propose changes that should be made to the USA's No Child Left Behind (NCLB) Act, to ensure that equal and significant access to high quality education is available to all students. Six principles and recommendations are presented. Under the principle of building equity and capacity for learning, the report suggests that local initiatives should be supported and ambitious goals set for all students. Further principles include a comprehensive, local system for assessment; tailoring assessment systems to take student diversity into account; and using a range of evidence to assess students. Setting fair criteria to measure school performance and providing additional, targetted assistance to struggling schools and students are the final two principles outlined. References for further reading are listed throughout the report. (Adapted from executive summary. See also NEA commentary.)