New publications

This book approaches the problem of the digital divide from a historical, political and global perspective. It offers a country-by-country analysis. The authors argue that despite the importance attached to the digital divide, many programs to overcome it have failed because they have offered only piecemeal solutions. These 'simply involved putting wires and boxes into classrooms, or providing recycled computers to disadvantaged schools... without properly trained teachers, adequate Internet access, or good content/courseware, these isolated approaches were neither effective nor sustainable.' The work is intended for use as both a policy guide and a reference book, and is said to include 'one of the largest reference sources on digital divide'. (Adapted from publisher's description and sample readings)

Primary school media specialists and teachers routinely use children's picture books in their lessons to add depth and vitality to the curriculum. Yet, US educators are finding it increasingly difficult to insert this activity into the school day due to increased pressures to improve test scores, to implement a standards-driven curriculum and to stay abreast of new technologies to deliver instruction. This book endeavours to help educators continue to incorporate literature into the school day in spite of these obstacles. CyberLit focuses on those who use trade books to supplement and enhance health, science, creative writing, history, geography, reading, math, language arts, character education, multicultural studies, holidays, citizenship and the fine arts. This directory provides biographical information about authors and illustrators, and explores methods used to obtain ideas for stories; how illustrations are created; how to extend the books into the curriculum; and where to find time-saving lesson plans and book-related activities for classroom projects and units. The book features a variety of web references, providing examples of authors, publishers, and scholars who understand and acknowledge the roles of teachers and librarians. (Adapted from publisher's description)

This PhD thesis examines the impact of standards-based and curriculum reforms on the provision of school curriculum materials in educational systems in the United Kingdom, the United States of America and Australia. Topics include the impact of national curriculum collaboration in Australia on the materials’ marketplace; policies in the USA controlling the adoption and use of curriculum materials; and the impact of national curriculum reforms in the United Kingdom on the materials’ marketplace. Copies of the report are available from the author, email: michaelgwatt@bigpond.com.

The tenth annual Report examines the performance of government services in the areas of education, justice, emergency management, health, community services and housing. The chapter on school education focuses on performance information – equity, effectiveness and efficiency – for government-funded school education in Australia. Reporting relates to government funding only, not to the full cost to the community of providing school education. Descriptive information and performance indicators are generally reported for government primary and secondary schools; non-government primary and secondary schools; and school education as a whole (government and non-government primary and secondary schools). The chapter profile on school education describes a framework of performance indicators, looks at results from key performance indicators, and suggests future directions in performance reporting.

This collection of essays arises from a project on language awareness, conducted in the United States, which was commissioned by the National Council of Teachers of English and the Conference on College Composition and Communication.  The contributors, all supporters of language diversity in education, address the major issues inherent in linguistically diverse classrooms, such as language and racism, language and nationalism and the challenges in teaching writing, while respecting and celebrating students' own languages. Offering historical and pedagogical perspectives on language awareness and language diversity, the essays reveal the nationalism implicit in the concept of a 'standard English'. They advocate alternative training and teaching practices for instructors at all levels, and promote respect for the diversity of dialects, languages and literatures.