Routledge, September 2010
An international group of scholars offer new ways to look at the key ideas and practices associated with promoting scientific literacy in schools and higher education. The goal is to open up the debate on scientific literacy, particularly around the tension between theoretical and practical issues related to teaching and learning science. The book takes a pragmatic and inclusive perspective on curriculum reform and learning, and presents a future vision for science education research and practice by articulating a more expansive notion of scientific literacy. Adapted from publisher's description.
Key Learning AreasScience
Subject HeadingsScience literacy
Wiley, February 2012
A resource for K–12 teachers and administrators, the book covers issues including infrastructure, administration, and resource needs; selection of hardware and operating systems; memory and speed requirements; software, including freeware and open-source tools; cloud computing; the use of technology for teaching; and 'managing the business of teaching'. It also covers communicating using technology; curriculum management systems; course management systems; the school website; and teacher-created class pages. There are further sections on upgrading technology; getting started; problem-based learning and information literacy; teaching 21st-century skills; managing disruptive technologies in the classroom; secure and ethical use of technology; social networking scenarios; and the librarian as technology partner. Adapted from publisher's description and table of contents.
Subject HeadingsTeaching and learning
Information and Communications Technology (ICT)
OECD, March 2012
In 2006, PISA researchers asked 15-year-old students what they expect to be doing in early adulthood, around the age of 30. In almost all OECD countries, girls are more ambitious than boys: on average, girls were 11 percentage points more likely than boys to expect to work in high-status careers such as legislators, senior officials, managers and professionals. Not only do boys and girls have different aspirations, in general, they also expect to have careers in very different fields. In 25 OECD countries 'a lawyer' is one of the 10 careers girls most often cited when asked what they expect to be working as when they're 30; in only 10 countries was it one of the 10 careers boys most often cited. Similarly, in 20 countries the category 'authors, journalists and other writers' was among the ten careers girls most often expected to pursue, while this career was among the top 10 that boys cited in only four countries. The results may have little to do with respondents' proficiency in a given subject. In recent years, girls in many countries have caught up with or surpassed boys in science proficiency. Better performance in science or mathematics among girls, however, does not necessarily mean that girls want to pursue all types of science-related careers. In fact, careers in the 'engineering and computing' category still attract relatively few girls. Adapted from report. The full report is available online.
The book covers 'a wide range of literature that can excite, inspire, amuse and delight children from their very first year at school'. Selections are followed by practical suggestions showing how they contribute to the growth of literacy competencies. From publisher's description.
Key Learning AreasEnglish
Subject HeadingsPrimary education
English language teaching
First-Year Principals in Urban School Districts: How Actions and Working Conditions Relate to Outcomes
Rand Corporation, 2012
Principals new to their schools face a variety of challenges that can influence their likelihood of improving their schools' performance and their likelihood of remaining the principal. This US report presents findings from an analysis of schools led by principals who were in their first year at their schools. The study is based on data collected to support the RAND Corporation's seven-year formative and summative evaluation of New Leaders. New Leaders is an organisation that is dedicated to promoting student achievement by developing outstanding school leaders to serve in urban schools. Adapted from Preface. The full report is available online.
Subject HeadingsSchool principals
United States of America (USA)
Routledge, August 2010
The book reconceptualises social studies teaching and learning, to prepare students for 'new times': new forms of labor, new and emerging technologies, the new media, and an increasingly diverse, multicultural global society. The authors provide concrete examples of teachers and students wrestling with core challenges as they conduct inquiry-based investigations. They also lay out a range of suggestions for social studies and literacy teachers, curriculum developers, teacher educators, and researchers interested in enacting and researching social studies as new literacies for living in the global society in the 21st century. Adapted from publisher's description.
Key Learning AreasStudies of Society and Environment
Subject HeadingsMiddle schooling
Teaching and learning
Information and Communications Technology (ICT)