New publications

This report is the result of stage 7 of the longitudinal Life Chances Study, which considers how school engagement for 15 year olds is influenced by both family and school factors. The research compares the progress of 33 of the children from low-income families, with eight children from high-income families in Melbourne. Interviews with parents and participants and a survey were used in the research. Researchers found that students were more engaged where they felt they were academically able, could talk with teachers, had friends and participated in school activities such as sport. Factors that contributed to disengagement included struggles with school work, and feeling bullied or excluded. Some students from low-income families could not take part in school activities such as camps, which led to a decreased sense of belonging. Family factors that affected engagement included parental separation, family conflict, the negative and positives of parental employment and low family income. Students suggested several measures for school improvement, which included better class control by teachers, increased assistance for those with difficulties, help in planning future career and for teachers who listen. Recommendations for schools and policy makers are detailed. (Adapted from report.)

Prepared for the Dusseldorp Skills Forum (DSF), this survey-based report outlines the work attitudes, opinions and experiences of 800 18–24 year olds in Australia. Ninety-five percent of respondents were found to be satisfied overall, 88% were confident about their future career development and 86% felt confident about their future financial security. While most gave positive comments about their last school, the report also finds that individual engagement is ‘significantly affected’ by each student’s level of education achievement, the school they attended and their parent’s level of educational achievement. Students were more engaged where a parent had a post-secondary qualification, and where they had attended a non-government school in their final year of secondary education. (Adapted from press release.)

Researchers from the Raising Early Achievement in Literacy (REAL) Project in Sheffield report on research into strategies for supporting family literacy in early childhood. Accounts of at-home visits and descriptions of oral language development are linked to the key language roles offered by parents: opportunities, recognition, interaction and models of literacy. Activities for family literacy research, guidelines for conducting interviews and evaluating research are suggested, along professional development ideas for educators. The research is evaluated in the third part of the book, with personal accounts and comments from teachers, parents and children. (Adapted from review by Rose Drury in Literacy April 2007 and publisher's description.)

This paper explores reading and mathematics achievement between 1992 and 2005 across 12 states in the USA. The states considered are Arkansas, California, Illinois, Iowa, Kentucky, Massachusetts, Nebraska, New Jersey, North Carolina, Oklahoma, Texas and Washington. It finds that state-reported Grade 4 proficiency levels are ‘much higher’ than reported in the National Assessment of Educational Progress (NAEP). The research shows how reported proficiency has been influenced by changes to testing companies, changing definitions of ‘proficient’ performance and increased time spent on test preparation activities. The researchers question whether state-reported gains are reliable. Description adapted from report summary and article in Education Week (free registration required), 10 April 2007. See also earlier report from the authors in Curriculum Leadership 14 July 2006.)

This book explores current thinking on sexualities and schooling. It focuses on educational strategies used to support lesbian, gay and bisexual students and considers educators' influence on students' sexual identity. Debates relating to the 'closet' and calls to 'come out' in the classroom are covered, along with protection and care for students. (Adapted from the publisher's description.)