New publications

Written for middle years teachers, the book presents a framework for differentiated learning, and details the steps to take before, during, and after each lesson to deepen connections for students. Teaching strategies are offered at each stage, with advice on how to reach and communicate with students as individuals. Annotated models of effective instruction are included, showing how to use tiering and flexible groupings, and make adjustments based on formative assessment. Interdisciplinary examples are used to show teachers how to extend processes to any subject. (Adapted from distributor's description.)

Written by an academic from the University of South Australia, this book explains literacy development and outlines strategies for supporting early years learners. It begins by stressing how literacy learning must be connected to the student’s world, and must link to existing oral language skills and home and family practices. The key elements of reading development discussed in the book include the contexts of storytelling, reading aloud to children and children’s literature; the technical skills of phonological development, phonemic awareness and word level work and the process of reading comprehension. The key stages of writing development are also outlined, followed by explanations and ways to support spelling, text type knowledge and multi-literacies. Strategies for modelled, shared, guided and supporting independent practices are suggested for each topic covered, along with games and activities for the classroom. Advice on assessment and working with Indigenous and ESL students is also provided. (Adapted from review by Janet Fellowes in Practically Primary October 2007 and publisher's description.)

 

An agenda for developing and sustaining collaborative professional cultures is put forward in this book. Using evidence from the USA, it shows how school-based teacher learning communities can improve student outcomes, and explores the processes, resources, and system strategies that underpin effective school-based teacher learning communities. The authors also consider the long-term support needs of teacher learner communities, and the roles and responsibilities of both school and systems administrators. (Adapted from publisher's description.)

Written by well-known Australian children's author, Libby Gleeson, this book contains strategies and activities designed to help students write narratives. According to the book, narrative writing allows students to bring their own experiences and feelings to classroom learning, and provides an engaging context for developing writing processes and skills. Each chapter focuses on one element of narrative texts, and suggests relevant activities and strategies. The elements covered include the creative classroom, getting started, creating characters, dialogue, description, point of view, voice (style) and structure. (Adapted from publisher's description.)

Education support for traveller children in the UK is the focus of this book, which is written by academics from both Australia and the UK. The authors present qualitative interviews outlining the professional and personal identities of 26 heads of service and teachers. The practitioners represent a range of English Traveller Education Support Service (TESS) locations, including metropolitan London and rural, regional and industrial areas across the UK. Chapters cover TESS sites, working with government and local authorities and innovative educational practices, while the implications for both practice and professional development explored. (See distributor's description.)