New publications

Written for those who see teaching as a way of improving the world, this book outlines how to teach students to respect cultural and racial differences. Strategies for helping students respect others' beliefs and opinions are also offered. The authors offer ways to encourage critical thinking among students, and make connections between their own lives, the books they read and what they see in the world around them. The book encourages teachers to help students live more meaningful lives, and suggests starting points for conversations about diversity and controversy in the classroom and larger community. Adapted from distributor's description.

The ACER Longitudinal Literacy and Numeracy Study (LLANS) began in 1999, and tracks the literacy and numeracy development of 1,000 primary school students from 100 schools across Australia. Student development across Years 1 to 3 is considered in this report, while Years 3 to 6 will be covered in an additional volume. Girls achieved slightly better than boys in literacy in the first three years, while boys progressed slightly faster than girls in numeracy. Significant variation in individual student’s literacy skills at school entry was shown to continue across the three years of schooling. While numeracy skills also varied on school entry, boys’ skills developed at a faster rate in the following years. The research is based on teacher interviews with each student, and assessments across the three years. The report details the assessment questions used in the research, and student responses at each level. Adapted from executive summary.

This research is based on the analysis of mathematics lessons from government schools in Japan, China, the USA, Australia, the Czech Republic, Germany, South Korea, the Philippines, Singapore, South Africa, Sweden and Israel. Contributors consider and compare the ‘common events’ in mathematics classes, highlighting effective strategies for various contexts. The research considers the ways in which lessons were introduced and concluded, tasks were presented and learning was monitored and assisted. Classes in Australia are shaped largely by students’ questions. This approach is considered culturally inappropriate in certain Asian countries, where effective teachers must ‘come up with clever ways to invoke student contributions’. In some countries, teachers took on a ‘police’ role to keep students on task, while others asked students to explain examples of good to the class. The findings are based on videotaped lessons, which were then viewed and discussed by researchers, students and teachers. Adapted from publisher's description and article in The Age Education, 23 October 2006.

This series of reports forms the basis of the second volume of the Brown Center’s findings on education in the USA. Like volume one, the second volume is divided into three parts, which will be added to by regular reports. Part one reviews recent data on student learning and achievement. Current reports in part one consider students’ progress in mathematics and reading, as shown in National Assessment of Educational Progress (NAEP) tests and long-term trend data. Part two considers student wellbeing and happiness within education. In relation to mathematics lessons, the report draws on international findings that lessons which are relevant, enjoyable and increase student self-confidence are linked to lower academic outcomes. Findings show that countries such as Sweden, England, Japan, Taiwan, South Korea and the Netherlands, where students least enjoyed maths, all scored well above the average, while the 10 ‘happiest’ nations performed below average. On this issue, see article in USA Today, 17 October 2006 and article in The Washington Post, 18 October 2006. Part three covers state-based responses to the USA's No Child Left Behind Act. Initial reports explore why more students demonstrate proficiency in state-based tests than the NAEP test. Some analysts claim that states are artificially inflating results, while others raise questions about whether the NAEP is a good benchmark and what influence the NCLB Act has had on the discrepancies. See also report briefing by Pietro Nivola. Adapted from publisher's description and newspaper reports mentioned above.

Written for teachers at all levels, the book focuses on leadership skills that strengthen school community, shared vision and values. A range of leadership strategies to help teachers improve student achievement, manage professional development and collaborate with other staff are outlined. The author then provides more detailed advice on goal setting, strategic planning, team building, conflict resolution, reflective inquiry and practice and networking. Recent research on effective teacher leaders, case studies and reflective worksheets are included. Adapted from publisher’s description.