New publications

Many educators' use of ICT is held back by lack of skills and confidence and by work pressures, according to research described in this report. The study was commissioned by education.au and prepared by McGregor Tan Research. Most of the online survey respondents had worked in the education sector, with more than two thirds stating that they had worked in the sector for ten or more years. Two thirds of the respondents identified themselves as teachers, lecturers, trainers or tutors. Adapted from publisher's description. See also publisher's media release June 2008 and article in the Adelaide Advertiser 19 June 2008.

The report provides an historical overview of the academic literature surrounding media literacy in both traditional broadcast and digital media environments, and identifies educational and other organisations involved in promoting media literacy in Australia and overseas. It examines the purpose assigned to media literacy teaching, such as equipping learners to deal with the undue influence of mass media, and relating to the digital media environment. (From report and publisher's description)

Two critical factors in student achievement at rural schools in the USA are community involvement and a commitment to excellence. This report by a researcher at the University of Oklahoma K20 Center suggests that high-achieving rural schools employed teachers who were comfortable in the position of rural teacher, able to fill many roles and be creative with limited resources. Successful rural schools shared leadership and believed in the capacity of all students to succeed, regardless of their address. In the lower-achieving schools it was felt that being a rural school was a handicap, and that the lack of resources was a burden to school administration and the community. Adapted from commentary in Science Daily, 19 June 2008.

The author describes 'the controlled commotion of the classroom', revealing how painstakingly teachers plan their lessons, and how many different ways teachers' plans can go awry. Teachers are juggling many conflicting demands, and may inadvertently quash students' enthusiasm and miss valuable teachable moments. The book argues that pedagogical reform proposals that do not acknowledge all of the demands on teachers are bound to fail. Adapted from publisher's description.

In the first comprehensive statewide look at early care and education in California, RAND researchers surveyed a representative group of 2,000 parents with preschool-age children and more than 700 providers, and observed and evaluated about 250 child care and preschool centres. A range of findings are presented. Children in poor families or with less educated mothers are less likely to be in preschool. Mexican American, African American and low-income parents reported the most difficulty finding the care they wanted. The quality of preschools is mixed: most are engaging and emotionally supportive, but fall short on key features that prepare children for kindergarten. Adapted from publisher's description. See also commentary 18 June 2008 in the San Francisco Chronicle.

Teenage motherhood has generally been associated with negative and long-term socioeconomic consequences for women, but it does not necessarily condemn them to a life with low income. This study, published in Perspectives on Labour and Income, used the Survey of Labour and Income Dynamics to examine the personal and long-term socioeconomic characteristics of women aged 30 to 39 who gave birth as teenagers. Overall, teenage mothers had a lower probability than their adult counterparts of completing high school and post-secondary education. But education may help counter the negative impact that being a teen mother had on labour force participation and low-income status. Adapted from news release in The Daily, 23 May 2008.