Island Press, 2004
This book argues that many of today’s environmental issues are the result of ‘inadequate and misguided’ education, and calls for the curriculum to be reorganised in line with environmental values. The author is an environmental educator. The book begins by highlighting problems in education from an ecological perspective. This is followed by proposed strategies for re-organising education, with reference to topics ranging from the disciplinary structure of knowledge to the architecture of educational buildings, the curriculum and the idea of ecological intelligence. Adapted from publisher's description.
Key Learning AreasScience
Studies of Society and Environment
Greenwood Publishing Group, October 2004
Written for secondary students, this five-volume set offers a detailed presentation of the current state of the environment, and suggests measures and actions to help create a sustainable future. Volume one focuses on the earth's systems and ecology, within which the authors examine various land and water biomes and their climates. Volume two discusses land, water and energy resources. The third volume covers the history of humans in both agricultural and industrial societies, and considers issues such as food supply, energy requirements, economics, communication, transportation and technology. Volume four examines some of the results of human activities on the environment, such as air and water pollution, soil erosion and deforestation, disruption to wildlife, disease and toxic waste. Finally, volume five discusses how the environment, the economy and social concerns must be considered in order to achieve a sustainable future. The volumes include a range of student activities, images and timelines. Adapted from the publisher's description.
Key Learning AreasStudies of Society and Environment
Subject HeadingsSecondary education
Organisation for Economic Co-operation and Development, February 2006
This report reviews computer use and ICT skills of 15-year-old students from various countries and socio-economic groups. Findings are based on the OECD's PISA 2003 assessment of educational performance. According to the report, school students who are well-established, regular computer users tend to perform better in key school subjects. Results showed students who have been using computers for five years or more performed above average in mathematics, while those with little experience tended to score below average. While 75 per cent of students reported using computers at home serval times a week, only 44 per cent were found to use computers regularly at school. According to the report, at-home computer use was not restricted to games, but included internet research, word processing and other activities. The report finds that computer access is varied between nations, with Australia ranked third in student-to-computer ratios. Female students were noted to be less confident in high level ICT tasks such as programming and creating multimedia presentations. The report recommends: appropriate teacher training in ICT; computer usage integrated within the curriculum and timetables; and a focus on effective computer usage in schools. The report highlights that only certain kinds of computer activities will generate positive student outcomes, and suggests that schools should focus on the quality of computer usage rather than quantity. See the publisher's website for further information and to order the publication. Adapted from OECD media release and 'Students best with IT skills' in The Canberra Times, 26 January 2006.
Key Learning AreasTechnology
Information and Communications Technology (ICT)
This Australian College of Educators (ACE) yearbook offers a collection of essays from educators on how to develop an inclusive approach toward students with disabilities. Authors focus on the importance of identifying and addressing the particular needs of each student, rather than viewing certain students as 'problem' children. Essays include: a mother’s reflection on inclusive education; sustaining inclusive practices in primary school communities; inclusion of students with autism in high schools; reframing arts education; students with disabilities in tertiary education; ethics and the law and a personal experience. (Adapted from review by Steve Holden in Teacher, November 2005 and publisher's description).
Allyn and Bacon, 2005
Written mainly for pre-service teachers, this book links a summary of curriculum design principles and practical instruction. The discussion around issues in curriculum testing and standards is presented in context of the United States, but is of relevance to Australia and New Zealand. Chapters two and three analyse curriculum theory and philosophy, while the fourth chapter discusses curriculum objectives. Chapters five and six cover the macro-curriculum across general and specialist education, and classroom instruction and pedagogy respectively. Following chapters discuss curriculum evaluation and implementation. Throughout the book, tables link concepts and content with various subject areas. Discussion questions and suggested activities are included within each chapter, with a glossary of terms included. (Adapted from publisher's description and review by Colin Marsh in Curriculum Perspectives Vol25 No3).
Subject HeadingsCurriculum planning
Finch Publishing, 2006
Written by an Australian research fellow, this book offers a guide for parents, teachers, educational advisors and health professionals on Attention Deficit Hyperactivity Disorder (ADHD). The rise in ADHD diagnosis and drug treatments over recent years is discussed, to discover how an obscure medical diagnosis has become a well-known popular phenomenon. It seeks to offer a compassionate and holistic approach to understanding ADHD and its effects on young people, schools and societies. Advice and practical ideas are outlined. (See description in Curriculum Corporation catalogue).