Monash University, January 2012
The Australian Principal Health and Wellbeing Survey was conducted between August and October 2011. All principal professional organisations took part, and data was obtained from every sector, jurisdiction and region across the country. The results show the diversity of settings in which Australia's school principals work, and the variety of their experiences. Respondents put in very long hours at work, both during term time and during holiday periods. The number of hours worked appears to have no relation to salary. The details of respondents' workload, occupational health, safety and wellbeing vary widely. Many principals seem to be thriving in the job while others may be 'just surviving'. Adapted from the interim report, which is available online.
Subject HeadingsSchool principals
Children's early development is an important precursor to outcomes in later childhood, adolescence and adulthood. This report examines the multiple facets of children's lives that influence their wellbeing, including family characteristics and their experiences of the broader social environment. Using data from children aged 0–9 years, the report investigates children's experiences over time. The longitudinal nature of the study provides insight into the experience of prolonged disadvantage and the critical points of transition in children's lives. Sections of the report examine how experiences and developmental outcomes vary for different demographic groups of children, including children from different socio-economic backgrounds and different family structures. Adapted from publisher's description. See also commentary in The Conversation 5 March 2012 regarding gender differences.
Classroom Management aims to help Australian teachers develop an individual classroom management plan that suits their professional philosophy and teaching style. The third edition has been fully revised and introduces the Lyford model, a new framework that illustrates the many elements of successful classroom management. Using the Lyford model as a scaffold, the authors compare and contrast the main theories and models that currently inform practice in classrooms. They explore key practices for creating positive learning environments that engage students and reduce the chance of disruptions, and discuss a range of intervention strategies to consider when faced with challenging student behaviours. Adapted from publisher's description.
Subject HeadingsClassroom management
Teaching and learning
Columbia University Press, 22 September 2011
The authors challenge 'a new, troubling trend' in the theorising of gender: the notion that the learning styles, brain development, cognitive and spatial abilities and natural inclinations of girls and boys are so divergent that they require different styles of parenting and education. The authors argue that such claims rest on 'pseudoscience'. While recognising that in our culture girls and boys encounter different stimuli and experiences, Rivers and Barnett call for adults to bring out children's individual talents, desires and characters. Adapted from publisher's description.
Subject HeadingsBoys' education
Getting It Right: a Comprehensive Guide to Developing and Sustaining Teacher Evaluation and Support Systems
NBPTS, 16 February 2012
Getting It Right is a resource for US states and school districts that are currently developing or reviewing their teacher evaluation and support systems. It provides recommendations, a framework for the establishment of substantive teacher evaluation systems that foster teaching excellence and student learning. It is organised in four stages: developing the system; implementing and managing it; conducting evaluations; and supporting teachers. Adapted from executive summary.
Subject HeadingsTeacher evaluation
United States of America (USA)
Brookings Institution, February 2012
Despite all the money and effort devoted to developing the USA's Common Core State Standards, this study foresees that their introduction will have little or no impact on student learning. That conclusion is based on an analysis of US states' past experience with standards, and on an examination of several years of scores on the National Assessment of Educational Progress (NAEP). Data on the effects of those standards casts doubt as to their impact on educational achievement. Adapted from Introduction. The full report is available online.
Subject HeadingsEducational evaluation
United States of America (USA)