New publications

The Grattan Institute report analyses the work undertaken in the OECD's Teaching and Learning International Survey (TALIS) of which Dr Jensen was co-author, drawing on a survey of individual teachers' views that benchmarks Australia with other countries. The report argues the need for a more effective evaluative framework for teachers. It shows that teacher management in Australian schools, both public and private, is dysfunctional. The full text is available online. See also report on ABC Radio National's Life Matters 24 May, article in The Sydney Morning Herald 24 May, and article in The Australian 25 May 2010.

The audit examined whether the quality of teaching in Victorian government schools has improved as a consequence of the Department of Education and Early Childhood Development's approach to managing teacher performance. The audit found that DEECD is addressing the limitations of its approach to managing teacher performance. This includes trialling new ways to understand and measure teacher capabilities, and trialling performance pay. This action is positive but currently there is insufficient evidence to assess and reliably demonstrate whether the quality of teaching has improved. An encouraging indication is that both DEECD's own, and our survey of principals and teachers, show that the majority believe the quality of teaching is improving. However, survey responses are perceptions which are not substantiated by verifiable data. DEECD needs to compile better data that shows how well teachers are performing against its skills and knowledge expectations set for teachers, and changes in their performance over time. DEECD also needs to better integrate its new initiatives with its existing approaches to managing teacher performance. Adapted from report. See also article in The Age 27 May 2010.

This report examines the factors influencing the decisions of regionally based young people in Australia regarding entry to tertiary education. While tertiary participation of regional young people increased between 1996 and 2001, levels of participation of their metropolitan counterparts increased by a much larger degree. While proximity to a tertiary institution was one factor in whether students undertook tertiary study, a major contributing factor was their socioeconomic background, particularly in terms of parents' education and occupation. The full report is available online.

The impact of 'chains of schools' in Britain is examined in this report. It considers how linkages between schools can help turn around and sustain improvement in schools that are traditionally seen as challenging. The report notes that primary schools have not benefited from chains to the same extent as secondary schools. The report recommends developing ways to help primary schools to cluster together. Those schools within chains have benefited from applying clear teaching and learning models and improved leadership frameworks where an executive head claims responsibility for two or more schools. Chains also provide a basis for improved professional development. Adapted from the report's introduction. The full report is available online.

This text, from a prominent US education expert, is a plea to 'preserve and renew public education'. The author critiques a range of ideas for restructuring schools, including privatisation, standardised testing, accountability and charter schools. Suggestions for improving the USA's schools are made. These include encouraging autonomy of decision making among educators, devising a national curriculum that sets out what children in every grade should be learning, paying teachers a 'fair wage' rather than relying on 'merit pay' models, and encouraging family involvement in education from an early age. Adapted from publisher's description.

Aimed at school leaders and policy makers, this sociological study examines the unique aspects of the small learning communities movement, which has proven to be highly effective in facilitating academic engagement and achievement, particularly among low-SES students. The authors examine the structural and cultural features of small learning communities and small schools in two major cities in the USA that included an emphasis on collaborative techniques, relationships, personalisation, student involvement, and enhancing school culture. The authors also highlight students' perspectives around these elements, and offer suggestions designed to benefit students at all levels and in different educational settings. Adapted from publisher's description.