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The report presents information on theoretical and empirical connections made between learning spaces and student learning outcomes, noting gaps in extant research, and emergent themes. A critical desktop review identified over 700 primary documents from a wide range of sources. The researchers found that the literature focuses mainly on the design phase. They found little empirical research on the processes and preparation required to transition into new spaces; into the types of practices that emerge in new spaces and how these may change over time; and into the organisational cultures and leadership that facilitate or impede innovative pedagogies in new spaces. They also found little empirical research into the relationships between, and significance for learning in, particular spaces; the relationships between indoor and outdoor spaces and flows; how design of furniture or outdoor space relates to pedagogies and learning; or into relationships between virtual and built environments. The limits of current research provide a basis to guide future work. Adapted from executive summary. The full report is available online.

Higher levels of education are associated with significantly higher wages. For example: on average, a man with a year 12 education earns about 13 per cent more than the average person with a year 11 education. A woman with a year 12 education earns only 10 per cent more than the average person with a year 11 education. A man with a diploma or certificate earns around 14 per cent more, while a woman with a diploma or certificate earns about 11 per cent more than the average person with a year 11 education. A university education adds around 40 per cent to men's and women's earnings. Adapted from the report. The full report is available online.

The report presents a snapshot of the academic performance of children on guardianship/custody orders from 2003 to 2006, and changes in their academic performance over this period. It concludes a two-stage pilot study. A considerable proportion of children on guardianship/custody orders are not meeting the national benchmarks for reading and numeracy (ranging from 4% to 68% across states and years), and Indigenous children within this group are particularly disadvantaged. Adapted from publisher's media statement, which also links to additional material, including the earlier report. The full report is available online.

The GTC Annual Survey of Teachers 2010 was designed to explore how teachers in England and Wales improve their practice and what supports them to do so. The survey was based on a large, nationally representative sample of teachers. Research was undertaken by the NFER via a representative survey of registered teachers which explored teachers' experiences of the different forms of support they receive to help them maintain and develop their teaching practice. Teachers were asked for their views on Continuing Professional Development, activities to improve teaching practice, use of observation and feedback, use of research, performance management, and professional standards. Adapted from publisher's description. The full report is available online.

This literature review stems from a project which researched Assessment for Learning (AfL) in science, with a focus on the primary years. The research found that while AfL has many generic features, some can be specifically honed for science teaching and learning. Classroom climate is particularly important. It is crucial that a co-constructivist, non-threatening environment is established in order for pupils to feel able to express their ideas and allow the teacher to establish students' levels of knowledge and also their misconceptions. The importance of talk, questioning, feedback, self- and peer-assessment are key in this area of research. The use of summative tests for formative purposes and the provision of resources and particular tools to support this area of teaching and learning are also discussed. There are some resource materials which have been written, which apply particular features of AfL in science, to identify student misconceptions and to encourage peer discussion. Adapted from publisher's description. The full report is available online.

Dr Susan Prescott is a paediatric allergist and immunologist at Princess Margaret Hospital for Children in Western Australia. The Allergy Epidemic covers the rapid rise in allergic conditions, especially in the young; the environmental factors contributing to it; 'what is going wrong with the immune system'; preventative measures; safety issues when giving children peanut products; current treatment options for allergies; the nature of epigenetics; and directions in allergy research. Adapted from publisher's description.