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Curriculum & Leadership Journal
An electronic journal for leaders in education
ISSN: 1448-0743
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New publications

Strategic Teacher: Selecting the Right Research-Based Strategy for Every Lesson

Harvey F. Silver, Richard W.  Strong, Matthew J.  Perini
ASCD,  2009

Strategic Teacher comprises '20 of the most reliable and flexible strategies', which teachers and researchers have created, revised, tweaked, and recast over the last 50 years, and organised them into four distinct styles of instruction: a Mastery style that emphasises the development of student memory; an Understanding style that seeks to expand students' capacities to reason and explain; a Self-Expressive style that stimulates and nourishes students' imaginations and creativity; and an Interpersonal style that helps students find meaning in the relationships they forge as partners and team members, united in the act of learning. Adapted from Introduction. See also table of contents and related details from the publisher.


Subject Headings

Teaching and learning

Counting the Cost: Parental Experiences of Education Expenses

Sharon Bond, Michael Horn

This report documents the educational costs which 58 low-income families in Victoria experienced in sending their children to primary or secondary school during 2007. Findings indicate that some children from poor families miss out on the basics needed for a standard school education because they can’t afford camps, sporting events, home computers and even school lunches. See also article in the Herald Sun 30 July 2009 and original media release June 2008 from the Brotherhood of St Laurence.



Subject Headings

Socially disadvantaged

Motivated Student: Unlocking the Enthusiasm for Learning

Bob Sullo
ASCD, July 2009

This text seeks to provide new perspectives regarding the sources of student motivation and how motivation can be promoted. The author argues that currently prevalent reward–punishment paradigms diminish teachers' ability to understand and encourage students' motivation; teachers and schools should instead conceive of motivation as internally based, and structure curriculums and classrooms accordingly. Topics include eliminating fear and coercion from the classroom; building positive relationships with students; teaching students to conduct self-evaluations; and creating realistic expectations and relevant lesson plans. Adapted from publisher's description.


Subject Headings

Teaching and learning
Teacher-student relationships
Professional development

English at the Crossroads: An Evaluation of English in Primary and Secondary Schools, 2005/08

This report draws on observations of English classrooms from 122 primary and 120 secondary schools in Britain. English provision was good or outstanding in half of the schools in both sectors, but was better in primary than secondary schools. Gaps between boys' and girls' achievement remain, as well as those related to socioeconomic status. Schools where principals valued English and provided support and leadership to subject coordinators performed best. Where vision was unclear and approaches undirected, achievement was lower. Lower achieving students needed more opportunities to catch up; they also felt that English was not relevant to their lives outside the classroom, and that classes did not take into account their use of developing technologies. Lesson planning needs to be clear but not too directed; teaching of writing standards needs improvement; dynamic and productive curriculums encourage improved learning outcomes. The full report is available online.

Key Learning Areas


Subject Headings

English language teaching
Educational evaluation
Education policy
Great Britain

Evaluation of Evidence-Based Practices in Online Learning: A Meta-Analysis and Review of Online Learning Studies

Barbara Means, Yukie Toyama, Robert Murphy, et al.

Over one million K–12 students in the USA are taking an online or blended learning class over the 2007–2008 academic year. The results of 99 research studies into online or blended learning are reviewed in this report. On average, students enrolled in online classes performed better than their peers in traditional classrooms; students in blended classrooms performed better than those in online-only classroom contexts. Greater achievement was facilitated by more time spent on task, opportunities for learners to control their interactions with media; opportunities for learner reflection, and individualised rather than group guidance. The full report is available online.


Subject Headings

Classroom activities
Information and Communications Technology (ICT)
Education research

Culture for All: Integrating Cultural Opportunities into Extended Services and Services for Young People

Arts Council England, Museums, Libraries and Archives Council, Training and Development Agency for Schools

Schools can work together with other cultural and educational providers to develop close relationships and opportunities for personal development. These opportunities are designed to bridge social and racial divides and improve students' personal and educational outcomes. The text includes British case studies of cultural partnerships, ideas for integrating and developing partnerships, and ways of evaluating the impact of these collaborative partnerships. The full report is available online.


Subject Headings

Social life and customs
School and community
Great Britain
Socially disadvantaged