New publications

This policy briefing presents NFER's research evidence about what works to encourage further engagement in, and take-up of, STEM subjects in Britain. Discussions about STEM education are not new and there are several consistent messages that emerge from the evidence on the most beneficial features of activities and interventions in schools that improve young people's engagement in STEM. Topics include: engage pupils at an early age and at key transition points; focus teaching on practical activities, set in real‑life contexts, and offer good-quality enrichment and enhancement activities; link teaching to careers in STEM; make clear links across and between the STEM subjects; and support STEM teachers. Summarised from the policy briefing, which is available online.

This report uses Longitudinal Surveys of Australian Youth (LSAY) data to look at the impact of schools on a student's tertiary entrance rank (TER) and the probability of them going to university (controlling for TER). It shows that the characteristics of schools do matter: although young people's individual characteristics are the main drivers of success, school attributes are also responsible for almost 20 per cent of the variation in TER scores. The three most important school attributes for TER include sector (Catholic and independent/government); gender mix (single sex/co-educational); and the extent to which a school is 'academic'. The socioeconomic status of schools didn't emerge as a significant influence on TER. For the probability of going to university, after controlling for TER, the most significant school characteristics include the proportion of non-English-speaking-background students; the sector; and the socioeconomic make-up of the student body. From publisher's description.

This literature review has identified the need to develop a wellbeing framework that not only accurately represents education, employment, health and wellbeing and the interplay between these and other factors, but that also recognises the strengths and resilience of Aboriginal and Torres Strait Islander people, as well as reflecting their worldviews, perspectives and values. Recommendations for the development of a wellbeing framework are proposed here, derived from information available in the literature. Rather than being definitive, these recommendations provide a starting point for consultation and adaption towards establishing a wellbeing framework and operational system for collecting and analysing long-term health and wellbeing data for Aboriginal and Torres Strait Islander people in remote Australia. Adapted from Executive summary. The full report is available online. (Cooperative Research Centre for Remote Economic Participation Working Paper CW013.)

Spelling is a complex cognitive process, not a simple act of memorisation. Guiding Thinking for Effective Spelling promotes the belief that spelling is a vital part of the communication process, and that when students begin to think about their spelling they become active participants in their own learning and increasingly independent communicators. The authors, experienced literacy educators, present spelling as an engaging inquiry process. They argue that it needs to be supported by a consistent approach across the whole school, and provide guidance on how to create such a supportive learning community. They suggest ways to assess student spelling needs and to adjust teaching practice in order to guide students' thinking about spelling. The book now includes a revised Scope and Sequence with links to the Australian Curriculum: English. Adapted from publisher's description, which includes links to a support website and to sample pages from the book.

The book aims to help teachers strengthen their leadership skills, optimise student learning and enhance the profession. It provides 16 case studies that cover a broad range of leadership experiences, and offers explicit guidance on using case writing and case analysis to enrich teachers' professional learning. A facilitator's guide is also included, with discussion questions for each case study. The people and events in these cases are real, and cover a variety of leadership dilemmas from diverse settings. Adapted from publisher's description.

The authors detail a step-by-step framework for identifying, collecting, analysing and using data as a basis for driving school improvement 'in the right direction'. Based on more than 40 years of research, this seven-dimensional model offers ways to apply data to assess student achievement, refine instruction, retain effective teachers and enhance the school's curriculum, community, climate and character. It includes assessment tools, process charts, graphic organisers, rubrics, tables, numerous examples and background research. Adapted from publisher's description.