New publications

The Principal Autonomy Research Project investigated current national practices in principal autonomy and school management and synthesised evidence from national and international research. It documents school leaders’ views about principal autonomy in relation to improved student outcomes and staffing budget. The report indicates a general acceptance by school leaders that a degree of autonomy is necessary if schools are to respond to the expectations of their communities and student needs. Adapted from DEEWR description. Full text is available online. See media statement 27 October 2009 from Australian Minister for Education Julia Gillard. See also commentary in The Australian also 27 October 2009.

Focusing on instruction and the role of that assessment plays in the instruction process, this book aims to help teachers continue to teach effectively in a context of increased acountability and performance pressures. The author provides a framework for guiding teachers through curriculum determination, instructional design, instructional monitoring, and instructional evaluation. Adapted from preface and publisher's description.

Research data indicates that there are significant levels of underachievement among gifted and talented pupils in the UK. This report outlines how teachers and school leaders can promote engagement and achievement among these students. Schools should ensure that particular groups have not been overlooked in identifying gifted and talented students, and that appropriate measures have been used to identify students' potential and progress. Schools should develop a shared ethos and culture that supports and provides for gifted pupils, and programs to support individual students should be devised; they should ensure they have methods for identifying underachievement and undertaking appropriate interventions. Schools should also foster home and community links. The report also includes details of a three-wave intervention method. The full report is available online.

Drawing on data from action research, this report examines the ways schools can support parents in their children's 'at home' learning. A number of key themes emerged. Schools found it beneficial to draw on the expertise of their extended services and the wider community; however, schools often relied on individuals to work outside their normal hours to establish the schemes. Successful schemes involved professionals who understood that 'at home' learning involved both adults and children as learners, and were knowledgeable about adult and child learning outcomes. The theme of 'transitions' was important, with successful schemes highlighting the importance of parental engagement in their children's learning as early as possible. Parents viewed their role in their children's learning as highly individualised, and appreciated activities that validated their prior knowledge and skills, engaged them, and were consistent with their beliefs. The full report is available online.

This report draws on qualitative research conducted in the UK into public perceptions around errors in exam results and in the assessment process. Two groups of 36, including teachers, students, assessors and members of the general public, were interviewed. The respondents identified both inevitable and preventable errors, but considered the latter always unacceptable. They were especially concerned with errors that affected the examination grade, especially at the C/D grade level. Examiner-related errors, such as misinterpretation or incorrect adding up of marks, were considered more serious than student-related errors; however errors in the examining method, such as mistakes on the exam paper, were considered especially unforgiveable, particularly by teachers. Participants wanted more transparency in the assessment and marking process, as well as more information about the appeals process, and valued consistency and continuity in assessment practices. The full report is available online.

Drawing on longitudinal data from a population-based study, this report examines the impact of mothers' adult learning on their children's attainment in maths and English at the age of 14. Taking into account background factors and previous educational achievement, no association was found between mothers' learning and their children's achievement. The results suggest that it is mothers' initial education levels rather than later, adult education levels, that affect children's learning outcomes. The full report is available online.