World Yearbook of Education 2011. Curriculum in Today’s World: Configuring Knowledge, Identities, Work and Politics
Routledge, January 2011
How do curriculum, conceptions of knowledge and the schooling experiences of young people engage the great issues of this tumultuous time? Curriculum is always influenced by the events that shape our world, but when testing and benchmarking preoccupy us, we can forget the world that is both the foundation and the object of curriculum. This edited volume brings together international contributors to analyse and reflect on the way the events of the last decade have influenced the curriculum in their countries. As they address nationalism in the face of economic globalisation, the international financial crisis, immigration and the culture of diaspora, they ask how national loyalties are balanced with international relationships and interests. They ask how the rights of women and of ethnic and racial groups are represented. They ask what has changed about history and civics post 9/11, and they ask how countries that have experienced profound political and economic changes have addressed them in curriculum. Adapted from publisher's description.
Subject HeadingsCurriculum planning
Australia’s Curriculum Dilemmas covers major issues, ‘inside stories’ and debates around curriculum as Australia moves towards a national approach. Expert contributors examine the challenges of the public management of curriculum, drawing on the different experiences of curriculum reforms in different states. They take up the problems of framing vocational and academic education for the new century and of confronting equity and diversity issues. They show the fundamental differences that exist in Australia regarding the impact of examinations and assessment, and the very different policy approaches that have been taken to tackle these issues. Adapted from publisher's description.
Subject HeadingsEducation policy
PISA 2009 Results: What Students Know and Can Do – Student Performance in Reading, Mathematics and Science
PISA, the Programme for International Student Assessment, evaluates the quality, equity and efficiency of school systems in 70 countries. The results from the 2009 PISA assessment reveal wide differences in educational outcomes, both within and across countries. The education systems that have been able to secure strong and equitable learning outcomes, and to mobilise rapid improvements, show others what is possible to achieve. It finds that GDP per capita only explains 6% of the differences in average student performance. The success of Shanghai-China, which tops every league table in this assessment by a clear margin, shows what can be achieved with moderate economic resources and in a diverse social context. Adapted from report, which is available online (4MB).
Key Learning AreasScience
Subject HeadingsEducational evaluation
QUT, March 2011
This is the second of a series of papers exploring future directions for Australian library and information science (LIS) education. It provides preliminary findings from a recent study aimed at establishing a profile of Australian information educators. The papers are part of an Australian Learning and Teaching Council (ALTC) Priority Project being led by Professor Helen Partridge from the Queensland University of Technology (QUT). The project is being undertaken in partnership with LIS educators from 11 institutions that represent the broad spectrum and diversity of university and vocational LIS education in Australia. Adapted from report foreword and introduction. The full paper is available online.
Palgrave Macmillan, 2009
Literacy studies has broadened from its original focus on topics such as language teaching and learning, to cover new areas such as multimodal and digital literacies. This book brings together authors who are actively involved in shaping the field of literacy studies, and points to future directions for literacy research. Adapted from the publisher's description.
TLN Press, 2010
This handbook is designed for leaders across all school settings. It contains ideas and knowledge for those new to leadership and practical reminders for those with leadership experience. The handbook includes templates, processes and exercises. The concepts in the book are informed by research and have been tested in schools. It has been written by experienced Australian principals and senior leaders in government and non-government schools, as well as business and the not-for-profit sector. Adapted from the publisher's description.
Subject HeadingsSchool leadership