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Curriculum & Leadership Journal
An electronic journal for leaders in education
ISSN: 1448-0743
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New publications

Educating English Language Learners: a Synthesis of the Research

F Genesee, K Lindholm-Leary, W M  Saunders, Donna Christian
A range of empirical research undertaken in the USA over the last 20 years is reviewed. The editors focus on the progress of English Language Learners (ELLs) in English mainstream classes and other settings. Competing views on language proficiency are explored in line with recent policy debates in the USA and internationally. Oral language development is covered in the first chapter, with attention given to the definitions and constructs arising in different research. The second chapter explores crosslinguistic and crossmodal issues in ELL development and highlights evidence of positive crosslingual relations in vocabulary, strategies and phonological processing. The final chapters analyse the academic achievement of ELLs and the impact of three different instruction processes: direct instruction of explicit strategies, learning while interacting with other learners and process-based instruction where students construct authentic meanings and texts. (Adapted from review by Jim Cummins in Language & Education Vol 21, No 1 2007.)

Key Learning Areas

English

Subject Headings

Writing
Reading
Literacy
English as an additional language
English language teaching

Knowledge to Support the Teaching of Reading

Catherine E Snow, Susan Burns, Peg E Griffin
Jossey-Bass,  2007

The book aims to highlight the core knowledge that teachers need to support language and literacy acquisition amongst students. The first chapter proposes alternatives for existing teacher training and builds links between research and practice. The second chapter covers key concepts of literacy education in areas such as comprehension, word identification, phonology and metacognition, with examples at key developmental points. Strategies for addressing individual needs and dealing with student difficulties are presented in the third and fourth chapters. Reading asssessments are covered in the fifth chapter, with consideration of how to incorporate these into preservice programs, classrooms and professional development, while a model of professional growth for reading educators is outlined in the final chapter. (Adapted from review in the Harvard Educational Review, Spring 2007 See also publisher's description.)

Key Learning Areas

English

Subject Headings

Writing
Literacy
Reading
English language teaching

Improve the Learning Outcomes of Students with Disabilities in the Early, Middle and Post Compulsory Years of Schooling

The University of Canberra
DEST, September 2007
Funded by the Australian Government DEST, this research report and teacher resource booklet is written by a consortium from the University of Canberra. The report focuses on the activities, interactions and materials that make classroom practice inclusive and generate improved outcomes for all students. It discusses professional development to help teachers implement inclusive practices, and examines innovative ways for schools to support literacy and numeracy development. The research in based on a critical review of related Australian and international research literature; investigations into inclusive classroom practices for students with disabilities in terms of pedagogy, assessment, interventions, resources and the role of school organisation and leadership; and an investigation into issues in school transitions. The teacher resource book suggests strategies for planning for individual students, setting up an inclusive classroom, differentiating content, helping students develop friendships and networks, planning and collaboration, working with assistants and developing a school-wide culture. (Adapted from report.)
KLA

Subject Headings

Senior secondary education
Secondary education
Primary education
Disabled

Little Books of Big Ideas

Kath Murdoch, Jeni Wilson, Di Chambers, et al.
This series of practical teacher resource books suggest strategies for helping students develop key skills and competencies. Each title shows how to succeed in a specific aspect of teaching and learning, such as questioning, contracts, developing resilience, communication, conflict resolution, thinking, assessment, co-operative strategies, learning communities and learning centres. Newly released titles include problem-based learning and education for sustainability. Written by leading thinkers in teaching and learning, the books consider the importance of the topic, the role of the teacher, classroom organisation, teaching strategies and structures, tips, frequently asked questions, assessment and record keeping. Activity templates for students are also included. (Adapted from publisher's website)
KLA

Subject Headings

Curriculum planning
Classroom management

Thinking Beyond Numbers: Learning Numeracy for the Future Workplace

Jan Hagston, Beth Marr
NCVER, September 2007

Based on interviews with Australian stakeholders and workers in manufacturing and aged care, this report examines the use, learning and transfer of numeracy skills within the workplace. The authors explore the concept of numeracy, and argue that numeracy skills in the workplace will become increasingly important with the growing take-up of technology. Many respondents are found to lack confidence in their abilities, often because of negative experiences studying secondary school Mathematics. Despite this, the respondents tend to 'tacitly and competently' use numeracy in the workplace. The report calls for organisations and systems to tailor numeracy training for workplace contexts. It suggests that training should be pitched at an appropriate and attainable level, have practical application and be delivered by experts in numeracy and the local industry. (Adapted from publisher's description.) 

Key Learning Areas

Mathematics

Subject Headings

Mathematics teaching
Numeracy

The Changing Nature of the School-to-Work Transition Process in OECD Countries: Discussion Paper 2582

Glenda Quintini, John P Martin, Sébastien Martin
School-to-work transitions in different OECD countries are compared in terms of major policies and current trends. The extent to which the situation of youth in the labour market has changed over the past decade is also considered. The report concludes that the youth labour market in many OECD countries is characteristed by frequent transition between employment, unemployment and inactivity. It finds that many countries are working to improve youth employment by combating school failure, establishing apprenticeship systems, job-search assistance and job creation policies. (Adapted from report.)
KLA

Subject Headings

Transitions in schooling
Adolescents
Economic trends
Educational planning
Educational evaluation
Vocational guidance
Vocational education and training
Careers