The authors report five case studies of successful school principalship in Tasmania. In the first chapter they examine a number of recent overviews of models developed from research on successful school leadership. They then outline the methodology and findings from case studies derived from the Tasmanian Successful School Principals Project (SSPP). From this literature and rich case study database, the paper presents a preliminary model for examining successful school principalship. The second chapter makes recommendations for the use of the five case studies in professional learning for school leaders. Long case studies form chapters three to seven and short case studies of the same five schools can be found in the Appendix. A problem-based learning approach is discussed. Adapted from the introduction to chapter one. The full report is available online.
Subject HeadingsSchool principals
Eye on Education, 2011
The author provides advice on the use of wikis for members of a school community. Topics include 'the dos and don'ts of wikis', wikis in relation to other social networking tools, wikis for leadership and administration, wikis in the classroom, and wikis for home-to-school communications. Adapted from publisher's description.
School and community
Pembroke Publishers, 2011
Teachers are offered ways to encourage students to consider the reader's thinking as they write, and ways to link their reading instruction with their writing instruction. The book presents a guided series of lessons focusing on five thinking strategies: Connect, Question, Visualise, Infer, and Transform. A range of writing techniques are outlined and reinforced throughout. Adapted from distributor's description.
Teaching and learning
Public Health Information Development Unit, January 2010
This atlas is a joint project between The Smith Family, PHIDU, and the University of Adelaide, supported by the South Australian Department of Education and Children's Services (DECS). It focuses on learning and development, and the avoidable differences in these outcomes across communities in South Australia. Findings indicate that despite the generally favourable outcomes for South Australians, relative to Australians overall, there are substantial differences within the population. These differences are no more marked than in the data presented by remoteness, with the poorer educational achievements and overall level of socio-economic disadvantage driving substantially higher rates in the most remote areas of the State, where many Aboriginal peoples live. The charts describing variations by socio-economic status across Adelaide and country South Australia paint a similar picture of inequality for the whole population, both Aboriginal and non-Aboriginal. Adapted from the report.
Subject HeadingsSouth Australia
This paper analyses the degree of intergenerational education mobility among immigrant and native-born youth in Australia. The authors find that young Australians from non-English-speaking background (NESB) immigrant families have an educational advantage over their English-speaking background (ESB) immigrant and Australian-born peers. In contrast to their Australian-born peers, immigrant youths' academic achievement is dependent on which parent, ie the mother or the father, is highly-educated. ESB youth are more likely to complete secondary school if their mothers have also completed 12th grade – an effect which is substantially higher than that among Australian-born families. However, there is no relationship between mothers' education and young people's propensity to complete secondary school in NESB families. Having a father who completed secondary school, on the other hand, has similar effects across all family types on completion rates, although the effect for ESB youth is insignificant. On balance, intergenerational mobility in families with two highly-educated parents appears to be much the same for Australian-born and ESB families and is somewhat greater for NESB families. The full paper is available online. It is published as Melbourne Institute Working Paper Series Working Paper No. 9/10.
Language and languages
The 2009 First Year Experience survey is the fourth national study undertaken by the Centre for the Study of Higher Education at five-yearly intervals since 1994. This report therefore presents findings on the changing attitudes and experiences of first-year students in Australian universities across a period of 15 years. The school-leavers in the sample, report an easier academic transition to university, reflecting, it seems, the efforts of both schools and universities. The 2009 students are more likely to believe the final year of school prepared them well for university, and their university subjects are building on their schooling. They are also more satisfied with the advice they received on subject choices. Adapted from executive summary of the report. The full report is available online.
Subject HeadingsTransitions in schooling