Organizational Learning in Schools: Improving Learning, Teaching and Leading in School Systems
SAGE Publications, 2006
This book about organisational learning in K–12 settings discusses related people, practices and policies in the area, and provides suggestions for change from within today’s school systems. Six interrelated conditions support organisational learning: prioritising learning, fostering inquiry, facilitating the dissemination of knowledge, practising democratic principles, attending to human relationships, and providing for members’ self-fulfillment. An ongoing case study helps practitioners understand how their thinking and behaviours influence learning, work environments, collegial interactions, decision making and innovation. A series of essential questions, activities for getting started and reflective journal prompts allow practitioners to apply content and ideas to their own settings. Adapted from publisher's description.
Subject HeadingsSchool leadership
How to Reach 'Hard to Reach' Children: Improving Access, Participation and Outcomes
John Wiley & Sons, September 2007
How to Reach ‘Hard to Reach’ Children addresses core underlying difficulties – affecting children and young people in the community and in schools – relating to underachievement, disengagement and school avoidance. It explores the consequences of school exclusion and practices that can enhance the inclusion of pupils with social, emotional and behavioural needs. Refugees and asylum seekers are covered as well as those with challenging behaviour and autism. The book highlights the views of children, young people and their families. The emphasis throughout the book is on multidisciplinary teamwork, collaboration and the validation of children’s views. Adapted from publisher's description.
Subject HeadingsSocially disadvantaged
LASS: Literacy across the School Subjects
University of Melbourne, 2007
Literacy Across the School Subjects (LASS) is a video-based DVD designed to develop teachers' understandings of the role of language and literacy in learning. It focuses on literacy in the middle years of schooling (Years 5–9), a time that is often identified as a difficult transitional one for students. Designed by language and literacy specialists, LASS is the second multimedia resource in a series developed by staff in the Faculty of Education at the University of Melbourne. The first was entitled Building Understandings in Literacy and Teaching (BUILT) and has been used in Australia, the UK, Indonesia, Denmark and the UAE. The DVD includes video clips, interviews with teachers and students, and a range of interactive features. Adapted from Education Faculty description.
Key Learning AreasEnglish
Subject HeadingsEnglish language teaching
Standards in English Primary Education: The International Evidence
University of Cambridge, 2007
This review was commissioned for the Primary Review, an independent inquiry into the condition and future of primary education in England. Based on international surveys, this review compares the outcomes achieved by primary students in Britain with children from other countries. The review begins by exploring strength and limitations of survey methodology, context and data, and discusses criticisms and problems. Survey findings in mathematics, reading and science are explored. The report notes that the evidence is sparse, and that conclusions should be read with caution. Primary students in the UK are found to be average in mathematics performance, below several northern European and Pacific-rim countries but above Australia, New Zealand and the USA. British students improved their performance in science between 1995 and 2003, and achieve high standards for English in comparison with other students. Evidence from the review also suggests there is a bigger gap between high- and low-performing students in the UK than in other countries.(Adapted from NFER summary.)
Key Learning AreasEnglish
Subject HeadingsPrimary education
Integrating Environmental Print across the Curriculum, PreK–3
SAGE Publications, 2007
One way of using what children already know to jump-start the literacy process is through environmental print, the print that surrounds children in their natural environments, from billboards to lunch boxes. This book of environmental print (EP) activities brings in research from the National Reading Panel to support the use of EP across the curriculum in early childhood classrooms. The research and activities in the book give teachers an understanding of how to use EP to promote literacy learning and a jumping-off point for effectively using EP right away. Both foundational and recent research in EP are covered as well as activities for teaching language arts, maths, health, science, social studies, art, music and dramatic play. Adapted from publisher's description.
Key Learning AreasEnglish
Subject HeadingsCurriculum planning
Drama 3–5: A Practical Guide to Teaching Drama to Children in the Foundation Stage
As drama becomes a very popular way of encouraging creative learning in the early years, this book shows early years practitioners how to teach drama and stagework to children from 3 to 5 years. Including suggestions, actitivies and sample session plans that are set alongside intended ‘learning objectives’ of the Foundation Stage, the book prepares practitioners to lead and develop dramatic work with confidence and enthusiasm, while ensuring they understand the theory and the value behind each activity. Adapted from publisher's description.
Key Learning AreasThe Arts
Early childhood education