New publications

Researching History Education combines a selection of Linda Levstik’s and Keith Barton’s previous work on teaching and learning history with their reflections on the process of research. These studies address students’ ideas about time, evidence, significance and agency, as well as classroom contexts of history education and broader social influences on students’ and teachers' thinking. These pieces – widely cited in history and social studies education and typically required reading for students in the area – were chosen to illustrate major themes in the authors’ own work and trends in recent research on history education. In a series of new chapters written especially for this volume, the authors introduce and reflect on their empirical studies and address three issues suggested in the title of the volume: theory, method and context. From publisher's description.

This A–Z guide to education, educational psychology, cognition, instruction and curriculum development is designed for both teachers and parents. The book focuses on Prep–12 education and contains nearly 100 entries from leading researchers on areas including at-risk behaviour, creativity, critical thinking, gender differences, moral development and writing. Cross-references and recommended readings conclude each entry. Cognitive neuroscience and its practical use in education provides much of the research for this book; however, the entries are written at a level appropriate for a general reader. Adapted from publisher's description.

This text summarises key educational research and includes both reflective exercises and school-based practical tasks. The new edition has been revised and updated and is accompanied by free online resources. Chapters are included on learning styles, planning for learning, teaching ICT, and English as an additional language. The book is targeted to trainee secondary teachers through the teaching requirements for initial teacher training and Britain's Professional Standards for Qualified Teacher Status. Adapted from publisher's description.

Times of transition can be viewed as times of crisis. They also can come to be seen as fortuitous junctures where the impossibility of preserving old patterns gives rise to a leap into new, productive configurations. The teaching and learning situations presented in this book assume that such a leap is possible. For this to occur, the school curriculum needs to be inquiry-based and engage students emotionally and imaginatively as well as intellectually. Contents include chapters on narrative inquiry and cultural autobiography. Adapted from publisher's description. Also available via DA Direct.

Today's students are growing up in a highly visualised world. Television, video games and DVDs offer powerful visual images to attract the attention of children and young adults. However, technology in the classroom is often slow to catch up.Cameras in the Classroom argues that there is a great need for visual learning and estimates that one million teachers will be using video production over the next few years. The book is designed to offer practical advice for educators on applying visual learning in schools, replacing word-based teaching techniques with visual competencies, and incorporating videomaking into traditional subjects with limited resources. It includes chapters on writing with cameras, bonding with cameras, and videomaking and curricula. Adapted from publisher's description.

As well as explaining what learning disabilities are and how they should be diagnosed, this title explores the many different types of learning disabilities that affect children and adults today. It also presents strategies and resources that can show parents and teachers how to help children succeed. The book aims to be informative and easy to read, and is designed for any parent or teacher who has a child with a learning disability. Adapted from publisher's description; also available via DA Direct.