New publications

The report of an eight-year study outlines findings related to the development of secondary students’ decision-making processes, values and sense of self. The study tracked male and female students from four different schools, from the start of secondary education until the first year beyond school. The authors explore how the different backgrounds of each student lead to different experiences at the same school, and how each student’s individual and family beliefs interacted with school values. The book reflects on participants’ gender concepts, and may inspire further debate on current issues such as public and private education, educational inequality and the role of schools in developing citizenship and values. (Adapted from publisher's description.)

Classroom-based examples are used to show how teachers can use talking, drawing and writing to develop students’ written literacy. The book focuses on developing a broader view of writing in the classroom, and suggests the use of sketching to develop observation skills and strategies for encouraging students to write about what they know. The suggested early years lessons may be adapted for older grades. They cover oral storytelling, drawing, writing words, assessment, introducing booklets, and helping writers progress. Each lesson is outlined in terms of students’ existing skills, suggested learning, materials, language to use in class, subsequent lesson ideas, and suggestions of children’s literature where relevant. (Adapted from distributor's description. See also publisher's description.)

This book, written by an academic from the Queensland University of Technology, explores how teachers can develop and maintain positive classroom behaviour to enhance learning. The book aims to offer a simple model to help existing and pre-service teachers develop their own classroom behaviour plan. Each chapter starts with a classroom scenario on a specific issue, and outlines drawing on related behaviour models and theories. Topics covered include managing the beginning of the year, developing efficient and appropriate routines, designing the physical environment for participation, student involvement and accountability, praise, teacher–student communication, maintaining on-task behaviour, the pitfalls of punishment and dealing with difficult situations. Behaviour models covered include Canter’s Assertive Discipline, Gordon’s Teacher Effectiveness Training, Bill Rogers’ Decisive Discipline and Dreikurs’ The Perils of Praise. (Adapted from distributor's description.)

Research commissioned by the AISV is presented in this report. The research found that the 'total level of public funding for each government school student is considerably greater than total public funding for non-government school students'. It has found that 'each student at an independent school costs the taxpayer about half the average amount of each student at a government school'. It has also found that the 'total level of public funding for each government school student is considerably greater than total public funding for non-government school students'. (Adapted from AISV media release 20 August 2007. See also article in The Australian and report in The Age, both 20 August 2007.)

This report, based on a survey over 2,600 primary principals from around Australia, reviews the provision of support and welfare services for school leaders across Government, Independent and Catholic schools. Not wanting to show weakness to other staff by using system and school-based counselling services, the principals reported paying for independent counsellors. Many were unaware of the support available to them, with the report calling for increased promotion of existing resources. The principals showed a preference for sabbatical-based study leave, rather than the current provision of extra annual or long-service leave. Catholic schools are found to be the most effective in supporting principals, in terms of paid sabbaticals, counselling access, and paid study and health check leave, followed by Government and then Independent school systems. (Adapted from press release, 14 August 2007.)