ARACY, WA, 2009
The paper reviews research related to childhood poverty and the implications for children's capacity to learn, to inform a new agenda for reform. It reports that one in seven Australian children, and half of all Indigenous children, grow up in poverty, which can compromise children's ability to learn. Differences in language and behavioural development between children growing up in poverty and other children can be seen from around two years of age. Disadvantage can affect children's learning opportunities in several ways: the quality of the home environment; the quality of parent–child interactions; the quality of care and learning outside the home environment; and the mental and physical state of the child's parents. High quality, intensive, and easily accessible preventative programs that offer services both at and outside the home environment can make a significant difference to children's development. The full report is available online.
Subject HeadingsTransitions in schooling
How Young People are Faring '09: The National Report on the Learning and Work Situation of Young Australians
Foundation for Young Australians, October 2009
This eleventh edition of How Young People are Faring examines downward trends in terms of young people engaged in employment or study, and also looks at young people's wellbeing. Approximately 70 per cent of young people aged 15–19 were studying and 14 per cent were working full-time. Unemployment rates have risen sharply, and transition to the labour market is becoming more difficult. About 60 per cent of young people obtained a post-school qualification by the age of 24, with SES background influencing the type of qualification obtained. Social and economic wellbeing was associated with success in work and study. The full report is available online.
Transitions in schooling
OECD Publishing, 2009
The effects of high-stakes testing on innovative teaching and assessment are examined in this report. While high-stakes testing has benefits, it can encourage teachers to 'teach to the test', and discourage risk-taking and innovation among teachers and students. These problems can be exacerbated when test results are used to judge and rank teacher and school performance. This study proposes three ways to redress the balance between the need for assessment and innovation. Firstly, a wide range of performance measurements need to be developed for both students and schools, assessing cognitive skills as well as content. Secondly, the alignment of standards and assessment needs to be reviewed. Thirdly, the impact of high-stakes assessments on teaching and learning needs to be evaluated further. The full report is available online.
Subject HeadingsEducational evaluation
Teaching and learning
Aimed at teachers, practitioners, researchers and administrators, this text is designed to help incorporate formative assessment practices into the classroom. Topics include reasons for and ways of using formative assessment; frameworks for formative assessment; instructional adjustments and students' learning tactic adjustments; schoolwide implementation for formative assessment; and limitations of formative assessment. Adapted from preface.
Subject HeadingsTeaching and learning
This book provides an outline of how and why protocols can be used to enhance learning in professional learning communities. Protocols can take the form of structures, guidelines, approaches and processes, and can help educators build trust and a collaborative learning culture. Topics include what protocols are and why they should be used; how to use protocols; protocols for examining student work, for examining professional practice, and for addressing problems and issues; and protocols for effective discussions. A list of online resources is also provided. Adapted from the text's introduction.
Subject HeadingsTeacher training
ASCD, 19 November 2009
This book aims to help teachers create the right conditions for group learning so that students build on each others' knowledge for improved understanding. It provides information on designing challenging and engaging group tasks; guiding group work and promoting positive interaction and interdependence; monitoring and assessing student learning; ensuring group and individual accountability; and fostering skills such as listening, providing feedback and considering different points of view. Adapted from publisher's description.
Subject HeadingsTeaching and learning
Group work in education