New publications

The Middle Years Reform Program (MYRP) was conducted in all Victorian public secondary and P–12 schools over 2001–2003. The program was designed to provide these schools with financial support to employ additional classroom teaching capacity to develop and implement initiatives in the areas of literacy, attendance and the ‘thinking curriculum’ in Years 7–9. In our judgement the MYRP had a positive effect in schools. The MYRP has been associated with positive outcomes for middle years students and teachers. It has also been associated with an increase in the level of awareness and of activity within schools in dealing with the particular problems of the middle years. Literacy levels and engagement seemed to have improved. Teachers have learnt new skills and appear to be more effective. (Adapted from Executive Summary)

The report is the result of a two-year review of Australia’s visual education that examined existing programs and good practice across the education system. It sets out a framework for the future of visual education and makes a number of recommendations. Visuacy should be recognised as a core skill area and a distinct part of the curriculum. Pre-service training and ongoing professional learning are needed for generalist primary teachers and for visual education specialists in secondary schools. Partnerships should be fostered between schools and appropriate external organisations. An agenda for visual education research should be developed. The report was jointly released by the Australia Council for the Arts and the Department of Education, Employment and Workplace Relations in cooperation with the Department of Environment, Water, Heritage and the Arts. Adapted from an Australia Council media release 14 August 2008. See also an article 15 August and a further article 16 August 2008 in The Australian, and a background report in Curriculum Leadership 9 June 2006.

Results-Driven Teaching explores a results-driven approach to teaching, designed to lead every student to true learning. This standard is far above the written job description and requirements for a satisfactory performance evaluation, but the results-driven teacher's standard comes from ethics, conscience and a personal dedication to results. The book includes a chapter on teacher preparation and one devoted to case studies and examples. Adapted from publisher's description; also available via DA Direct.

Situated in a framework of new literacy studies, youth cultural studies, and theories of extracurricular learning, this ethnographic study explores the creative subcultural practices of three teenage boys. Leif Gustavson reveals how teenagers from different racial and class backgrounds become involved with, refine, practise and learn from distinctive creative forms: zine writing, graffiti, and turntablism. Youth Learning On Their Own Terms argues that developing a respect for and an understanding of the youth-initiated creative practices that occur outside schools can offer educators the opportunity to directly influence their teaching in schools by making classroom spaces personally meaningful and rigorous for both students and teachers. Adapted from publisher's description.

This text is based on collaborative work between researchers and school practitioners to help bridge the gap between specific education standards and deep understanding of important ideas. The authors draw from current research to advise teachers, curriculum developers and school leaders on how to implement and promote learner-centered, quality teaching strategies that encourage students’ understanding. The book addresses topics such as fostering metacognition, real-world applications of learning, and instilling a culture of deep understanding among students. Adapted from publisher's description.

Practising the art of teacher leadership requires self-reflection, creativity and discipline. This reader brings together prominent voices in the field, encouraging teacher leaders to examine the tensions in their practice. It is edited by recognised leadership experts Richard H Ackerman, author of The Wounded Leader, and Sarah V Mackenzie. The reader features stories and lessons from teacher leaders that explore current issues, underlying feelings and fresh perspectives. Adapted from publisher's description.