New publications

Research indicates that nearly one in three 11–16-year-olds in Britain has been a victim of cyberbullying, with one-quarter of those students experiencing persistent bullying over at least several months. Cyberspace has made possible new forms of social interaction and bullying. Particularly at risk are girls, and students with disabilities or from low-SES backgrounds. A program called CyberMentors, designed by Beatbullying, has been established to reduce incidents of cyberbullying. The program comprises an online peer-to-peer mentoring system where students can seek help and advice from other students. However, there is also a need for better reporting mechanisms on popular websites; improved safety nets for young people online; targeted anti-bullying work; and improved anti-bullying resources. The full report is available online.

This document outlines the first Australian Early Years Learning Framework for early childhood educators. It aims to extend the learning of children from birth through to kindergarten and to the early years of primary school. The framework draws on international evidence about the importance of early childhood learning to later achievement, and provides a foundation to ensure that children in all early childhood education and care settings experience quality teaching and learning. It emphasises play-based learning, and the importance of communication and language, and social and emotional development. It seeks to close achievement gaps evident among disadvantaged communities and groups. The document can be used to supplement current state and territory frameworks. The full report is available online.

A diverse group of scholars addresses critical questions about the decline in school-level enrolments in computing and information technology (CIT) subjects, as well as the under-representation of girls in CIT education. Drawing on data from three Australian states, the authors analyse current curriculum structures, pedagogical practices, school contexts and student and teacher beliefs in order to interrogate how CIT is socially constructed as a curriculum area, and how this construction is gendered. In addition to issues around gender, the book aims to provide a deeper understanding more generally of a discipline that holds a complex position in relation to other curriculum areas, cross-curricular initiatives, and an increasingly technological society. Adapted from publisher's description.

Many educational techniques, programs and methods are directly applicable across country borders, and with this in mind, this volume examines education in China. An array of topics are covered at both the pre-tertiary and tertiary levels, including the expansion of China into the global arena; school improvement in Taiwan; international perceptions of the status of the Chinese university diploma; English as a foreign language and English as a second language teaching in China; and Chinese students' perspectives around their education. Adapted from publisher's website.

This report reviews the education services offered for overseas students in Australia, and makes recommendations for improvement. A number of issues facing the sector are outlined, and recommendations are made to ensure overseas students are protected by legislation and afforded a high-quality education. These recommendations include more support for international students and improved information; stronger consumer protection mechanisms to ensure students are protected from unscrupulous operators; improved regulation of Australia's international education sector; and improved support for those who study and live in Australia including having somewhere to go when problems arise. The full report is available online.

This report examines the progress of sexualities equality and tolerance in Britain, as well as addressing ongoing challenges and issues. A section on homosexuality in education indicates that lesbian, gay, bisexual and transgender (LGBT) students and teachers continue to face high levels of bullying and harassment. Less than half of LGBT students felt they could be open about their sexuality, and 65 per cent had experienced some form of bullying. Half of respondent teachers indicated that the majority of incidents were never reported or formally dealt with. Safety programs need to be implemented in schools to ensure that LGBT staff and students are supported, and that bullying and harassment are challenged and addressed. LGBT issues should be addressed in the school curriculum, and in materials created by educational institutions. The full report is available online.