New publications

Interviews with Australian leaders, Tim Costello, Christine Nixon, Michael Kirby, Linda Burney, Peter Doherty, Jim Soorley, Fiona Wood, Ian Kiernan, Sarina Russo and Maggi Sietsma are presented in this book. The authors analyse each interview in terms of five key leadership practices -modelling, inspiring a shared vision, challenging the process, enabling others to act and encouraging the heart. The final chapter discusses the ongoing learning and moral responsibility, accountability and social justice considerations involved in being a leader. (Adapted from review by Steve Holden in Teacher and publisher's description.)

Trends and developments in assessment are considered, including e-assessment and assessment for learning. The book begins by discussing assessment historically and in relation to individuals, institutions and society. It also explores the impact of globalisation and changing employment needs on assessment in the international context, the use of assessment as a policy tool with league tables and targets, and teacher and institutional self-evaluation. Accessible and engaging, the book concludes with an outline of assessment for the future.(Adapted from publisher's description.)

Available free of charge, this series of leaflets provides information and advice on assessment in primary school. Topics include putting policy into practice, assessment for learning, self and peer assessment, interpreting data from different sources, moderating assessment, and using assessment information with different audiences. Information for parents, a glossary of assessment terms and details of further websites and resources are also available. Each leaflet can be downloaded online. (Adapted from publisher's description.)

Part of a longitudinal study of 10,000 children born throughout the USA in 2001, this report explores the progress of participants at four years of age. It covers language, literacy, mathematics and fine motor skills development, along with their non-parental education and care experiences. Sixty-five percent of the participants were found to be proficient in colour, number and shape recognition, while around 30 percent recognised sample alphabet letters. The researchers reported higher literacy scores amongst girls, who were more likely to recognise letters, sounds and simple words. Children from lower socio-econonmic backgrounds were less proficient across all areas, while those from single-parent families had poorer literacy skills than those from two-parent families. (Adapted from report description and article in The Australian, 1 November 2007.)

A range of strategies and activities are offered designed to help students develop deep thinking and reflection. The authors offer ways to encourage students to make connections between prior and new learning and thinking, ask questions, set goals and assess their understanding and progress in the classroom. They describe key characteristics of reflection and metacognitive thinking, and suggest how to organise the classroom environment for effective learning and plan and teach appropriate experiences. The book also offers advice on how to assess individual students within the whole-class context. (Available from publisher.)

Available in e-format and hard copy, the book suggests formative assessment techniques to improve student learning. It aims to overcome student reluctance to share misunderstandings, and allow teachers to identify gaps in existing knowledge and areas for development, and plan further instruction. Assessment methods examined include speaking and listening, writing, projects and performances, tests and response procedures that increase participation and engagement. Classroom examples show how to use the techniques across various subjects and levels. (Adapted from publisher's description.)