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The book argues for educational policy to place greater emphasis on arts in learning, to help overcome some of the main challenges currently facing the sector. The authors aim to show how schools can integrate arts across the curriculum to address each student's individual needs and abilities more successfully. The book also discusses the links between art and increased student engagement, strengthened cognitive processes, greater staff professional development and improved school culture. Case studies from disadvantaged schools in the USA, and under-developed countries, are used to show how the arts can improve student wellbeing and educational results despite limited resources. The book has been produced by the Colombo College Centre for Arts Policy’s Learning and the Arts project, which has been established to explore the connections between arts education and work, individual efficacy, civic participation and academic content. The book is written for educators, policymakers, parents, and those interested in educational reform. (Adapted from publisher's description.)

The book explores the role of art in social life, and argues for the inclusion of visual culture within art education. Beginning with a theoretical overview, the book explores the importance of the visual art objects, meanings, and purposes that are present in students’ everyday environments. The author discusses the influence of the Enlightenment, before moving on to explain the construction and reading of meaning in visual art. Learning programs that focus on decontextualised elements and principles of art are challenged. Pedagogy for teaching visual culture is discussed, with reference to various curriculum theories. The author suggests that teachers explore students’ own self-chosen visual art experiences, such as the type of films and websites visited. The final chapter discusses assessment. (Adapted from review by F Graeme Chalmers in Studies in Art Education Vol 47 No1, Fall 2005. See also the publisher’s description.)

Written by professional development designers, this book outlines strategies to help teachers design and implement their own professional development. Each chapter describes one of 21 learning strategies, and explains its associated rationale and practical application. For each strategy, a step-by-step implementation and development process and further resources are also outlined. The strategies include action research, data analysis, study groups, peer coaching, curriculum design and tuning protocols. The book includes a CD-ROM with more than 150 PDF handouts that can be converted into transparencies, imported into PowerPoint™ presentations, or copied as required. (Adapted from publisher's description.)

Each chapter of this text book is aligned to Level 5 VELS, and each activity is linked to its relevant learning domain. The book is divided into four parts. The first part focuses on civics and citizenship, and explores aspects such as bullying, rights and responsibilities, and community law and support services. History is covered in the second section of the book, where 'mystery solving' activities and newspaper spreads are suggested. The concept of civilisation is explored in chapters on Ancient Egypt, Greece, Rome and Ancient China. The third section of the book covers geography, with chapters on geospatial skills, the Pacific-Asia region, deserts and endangered species. The activities outlined are based on recent events, such as the tsunami crisis. Economics is explored in the final section of the book, from a global, local and individual perspective and using familiar examples such as the Bourke Street Mall and the Quiksilver company. A 'Money for life' chapter covers how to operate a bank account, budgeting and the concept of financial interest. Each chapter contains a summary of key terms, and ends with a double page 'check and challenge' for revision. An accompanying CD-ROM contains the entire text and additional interactive activities, while a teacher support kit with VELS curriculum grids, worksheets and suggested answers to activities is also available. (Adapted from review by Kathryn Sparrow in Agora, Vol 41  No2, 2006.)