Continuum Books, October 2005
The book describes ways in which teachers can both pre-empt, and respond effectively to incidents of destructive behaviour by students. Guidelines for establishing well-managed classrooms are explained, such as setting boundaries, being consistent and giving clear directions. The author then explores practical, step-by-step strategies for managing specific behaviour problems such as attention-seeking, restlessness, poor attitude, defiance, verbal and physical abuse. A checklist outlining the causes of challenging behaviours is included in the book’s appendix. (Adapted from review by A Soutter in Synergy August 2006 and publisher's description).
Subject HeadingsClassroom management
Trentham Books, 2004
The book examines the effect of Islamophobia, or fear of Islam, on schools and students in various nations. It provides background information and specific contributions from Australia, North America, the UK, Malaysia, Israel and Europe that explore how schools, teachers and students are dealing with racial stereotypes and hostility. A range of suggestions and views are offered to help teachers and school leaders address Islamophobia and related issues in the classroom. Different perspectives are offered on the value of faith-based schools. One contribution outlines the key themes for schools to consider in countering racism, and suggests necesary teaching qualities and beliefs for promoting racial harmony. (Adapted from review by Geri Smyth in Improving Schools March 2006 and publisher's description).
The book aims to explore some of the current theories, practices and conflicts around reading. Based on a series of 2003–2004 seminars, it includes contributions from US, UK and French researchers, educationalists, cognitive psychologists, assessment specialists and test developers. A wide range of perspectives on both the nature of reading and the role of assessment are covered. For example the book considers whether reading is primarily an act of recognising words or a way of communicating meaning, and whether reading assessment is conducted for students, education professionals or political bodies. Chapters include the competing paradigms of reading and assessment theory, historical insights as drivers of theory, current issues for theory and practice, and theory to practice initiatives in England, Wales, Scotland, France and the USA. (Adapted from publisher's description).
Key Learning AreasEnglish
United States of America (USA)
Twenty Thinking Tools is designed to support the development of collaborative inquiry-based teaching and learning through class discussion and small group work. It introduces teachers to the theory and practice of collaborative inquiry, and provides a guide to the tools that students will acquire as they learn to examine issues and explore ideas. Beginning with an Introductory Toolkit, Twenty Thinking Tools suggests means by which teachers can strengthen students' abilities to ask insightful questions, to look at problems and issues from various points of view, to explore disagreements reasonably, to make appropriate use of examples, to draw needful distinctions, and generally to develop their imaginative, conceptual and logical abilities in order to gain a deeper knowledge and understanding of all kinds of subject matter. (Adapted from publisher's description).
Subject HeadingsTeaching and learning
Thought and thinking
Australian Government Programmes for Schools Quadrennial Administrative Guidelines 2005 to 2008: 2006 Update
DEST, August 2006
This report sets out the objectives, administrative requirements and funding allocations for Australian Government programmes for schools for 2006. Priorities and objectives for schooling are outlined in the introduction. It also covers the roles of Australian Government and State and Territory governments in the provision of education. The body of the report discusses the grants allocated for government schools, non-government schools, Indigenous programmes, Australian Government targeted programmes such as special needs learning, career education and the country areas programme, and other programmes such as local community partnerships and grants-in-aid. (Adapted from report.)
Subject HeadingsEducation finance
Allen and Unwin, 2006
Short biographies on women who have made significant contributions to the fields of mathematics, astronomy, physics, chemistry and exploration over the last 350 years are outlined in this book. Marie Curie, Florence Nightingale and Rosalind Franklin are considered alongside other well- and lesser-known female scientists. The stories explore how the women used various means to work within non-traditional fields. For example some posed as men, while others conducted work through husbands, fathers and brothers. The text offers examples of how social values have shaped scientific developments that may be useful in the classroom. (Adapted from review by S Lockwood in Scan August 2006 and publisher's description).
Key Learning AreasScience