New publications

Existing research on out-of-school contributions to student achievement is examined in this report, which seeks to inform and influence related education policy in the USA. The report introduces an evidence-based 'complementary learning' framework, comprised of out-of-school, summer, and family-mediated learning. These programs facilitate the learning of diverse social and academic skills, and offer opportunities for inclusion for disadvantaged students. Policy recommendations include promoting, implementing and integrating out-of-school opportunities; promoting innovation and accountability within these programs; and exploring public–private partnerships to improve the efficacy of out-of-school programs. View report online.

Despite targeted strategies and funding, more than one-fifth of British students are beginning secondary school with substandard mathematics skills. Low maths skills are strongly correlated with social deprivation. The quality of assessment and the lack of real-life application of mathematics in teaching have been identified as problems, as well as teachers' inadequate subject knowledge and lack of ongoing mathematics professional development. The report makes a number of recommendations. Programs are needed to improve early childhood mathematics attainment. Recovery programs should be monitored to ensure their efficacy and adequate levels of specialist staff. Disadvantaged schools achieving at or above recommended levels should mentor low-achieving schools. Mathematics should be made more engaging to assist disadvantaged or female students; teacher training programs should be reviewed and prioritised. View report online.

The American federal government's role in technology in education over the past 50 years is analysed in this document, which looks at the effectiveness of five programs with a view to informing future policy. The programs, which included Sesame Street, the Star Schools distance learning initative, and a telecommunications infrastructure initative, were largely successful, with those with both federal design and implementation most successful. Federal involvement ensured that rural and disadvantaged students had access to these technologies. However, the learning gains produced by these programs were supplementary, and in certain subject areas. Further funding should be provided for research, design, and implementation, and to ensure access by disadvantaged users. View report online.

Data relating to New Zealand primary and secondary science students' engagement and achievement raise key issues for policy and practice in science education. At primary level, New Zealand students perform at a lower level than other English-speaking countries; however, at secondary level, they perform on a comparable level with the USA, Australia and Scotland. There are variations at individual level and school level, with the latter often relating to socioeconomic status. Primary students' attitudes toward science are more positive than secondary students'; science and maths are the least preferred subjects at secondary level. Student self-efficacy and achievement are closely linked. View report online.

Drawing on empirical research and media texts, this report examines the impact of homework on Canadian students' achievement across K–12 levels. The results indicated that homework that focuses on effort rather than time spent can increase achievement through student engagement; homework should therefore be judiciously assigned. Older and lower achieving students appeared to have the most to gain from homework.View report online.

The ways in which learners develop particular relationships with mathematics in the context of formal learning are explored in this text, which comprises contributions from a number of mathematics education scholars. The text explores learners' reasons for rejecting mathematics and perceptions of mathematics as exclusive and elite, and looks at the influence of mathematics on learners' development of identity, as well as prevailing discourses in mathematics education. Topics include the avoidance of 'numberese', ability grouping in mathematics, collaborative inquiry-based approaches to mathematics, and the influence of pedagogy on learners' mathematics-related identities. Adapted from publisher's description.