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

Careers Coordinators in Schools

Tami McCrone, Helen Marshall, Frances Reed, Karen White, et al.
DCSF, October 2009

Drawing on case studies and surveys, this report examines the results of research conducted into the qualifications, skills and roles of careers coordinators in Britain. Results indicated that careers coordinators needed to be more knowledgeable about and dedicated to careers counselling in order to provide informed and unbiased careers guidance. Young people valued careers coordinators with in-depth knowledge of current qualifications, pathways and options available to students. While need for a new qualification was identified, experienced careers coordinators were less likely to seek such a qualification than new careers coordinators. The full report is available online.

KLA

Subject Headings

Transitions in schooling
Careers
Career education
Great Britain

Evaluating and Rewarding the Quality of Teachers: International Practices

OECD, November 2009

This report examines the ways that teacher performance is evaluated in 20 countries, and how rewards and incentives are provided. It includes a guide for the creation and implementation of these reward systems. The report examines topics such as the aspects of teacher performance that should be rewarded, and how performance should be measured, as well as who should be rewarded. It also looks at the success of the different reward mechanisms used in different countries. These systems include bonuses according to individual teachers' performance; reward systems for individual and groups of teachers; and rewards for high-performing schools. Adapted from publisher's description.

KLA

Subject Headings

Teaching profession
Education policy
Education management
Education research

Improving Adolescent Literacy: Content Area Strategies at Work

Douglas Fisher, Nancy Frey

This book provides strategies to improve middle and secondary students' comprehension of content area texts, with examples of how they may be applied across the curriculum. This updated edition includes a new focus on English learners, and new features on struggling readers. The New Media Notes section identifies opportunities to use different technologies to enhance teaching. The text also contains a chapter on assessment, and reflective notes are embedded throughout. Other chapter titles include Ensuring All Students Read, Write and Think; Word for Word: Vocabulary Development Across the Curriculum; Why Ask? Questioning Strategies in the Classroom; and Powerful Pen: Writing to Learn with Adolescents. Adapted from publisher's description.

Key Learning Areas

English

Subject Headings

Reading
Secondary education
Middle schooling
Literacy

Pulling Together: How to Integrate Inquiry, Assessment and Instruction in Today's English Classroom

Leyton Schnellert, Mehjabeen Datoo, Krista Ediger, Joanne Panas
Stenhouse, December 2009

Including diagrams, graphic organisers, classroom examples, assessment tools, and lists of core understandings, this text aims to address the current 'big ideas' in teaching. These big ideas include formative assessment, backward design, inquiry learning, strategic teaching, and metacognition. The authors examine how collaborative processes are reflected in all aspects of literacy learning, from unit planning and lesson sequences, through to the inquiry process and the release of responsibility in the classroom, to linking formative and summative assessment for responsive planning. Chapter titles include Working Together to Build Practices; Integrating Planning, Assessment and Instruction; and Responsive Teaching and Assessment. Adapted from publisher's description.

KLA

Subject Headings

Teaching and learning
Assessment
Classroom activities
Professional development

Action Learning in Schools: Reframing Teachers' Professional Learning and Development

Peter Aubusson, Robyn Ewing, Garry F. Hoban
Routledge Education, 17 June 2009

The requirements of 21st-century teaching have created a need for more sophisticated frameworks to support teachers' professional learning. Action learning is one such framework that has become popular in school and university settings. However, it is often misunderstood. This book seeks to clarify the meaning of action learning, illustrating how it requires the interaction of professional learning, communities, leadership and change. The book draws on more than 100 action learning case studies to provides advice on how to initiate and sustain action learning; explains the interaction between action learning, teacher development, professional learning, community building, leadership and change; and illustrates how action learning can be closely linked to classroom practice. Adapted from publisher's description.

KLA

Subject Headings

Professional development
School culture
Teaching and learning

The Write Beginning: Instruction That Starts with the End in Mind and Guides Students to Become More Effective Writers

Lisa Donohue
Stenhouse,  2009

This book offers a simple approach to developing an assessment-based writing process with students using backward design processes. It argues that when young writers use success as a guide, they are able to develop a clear understanding of their targets and set realistic goals for themselves. It shows teachers how to introduce students to new forms of writing by using successful writing samples and includes teacher prompts, graphic organisers, sample rubrics, checklists and student samples to facilitate classroom implementation. Chapter titles include: Using Model Texts and Modeled Writing; Co-Constructing Success Criteria; Revising, Reworking or Retrying; and Assessment and Reflection. Adapted from publisher's description.

Key Learning Areas

English

Subject Headings

Professional development
Classroom activities
Writing