New publications

PISA, the Programme for International Student Assessment, is published by the The Organisation for Economic Co-operation and Development (OECD). 'PISA 2012 is the programme’s 5th survey. It assessed the competencies of 15-year-olds in reading, mathematics and science (with a focus on mathematics) in 65 countries and economies. Around 510 000 students between the ages of 15 years 3 months and 16 years 2 months participated in the assessment, representing about 28 million 15-year-olds globally. The students took a paper-based test that lasted 2 hours. The tests were a mixture of open-ended and multiple-choice questions that were organised in groups based on a passage setting out a real-life situation. A total of about 390 minutes of test items were covered. Students took different combinations of different tests. They and their school principals also answered questionnaires to provide information about the students' backgrounds, schools and learning experiences and about the broader school system and learning environment.' From OECD's description, which links to overviews, country reports, full reports and data on PISA 2012.

'PISA seeks to measure how well young adults at age 15 (and, therefore, near the end of compulsory schooling in most participating education systems) are prepared to use their knowledge and skills in particular areas to meet real-life challenges. PISA’s orientation reflects a change in the goals and objectives of curricula, which increasingly address how well students are able to apply what they learn at school. This report presents the results of the PISA 2012 assessment for Australia. It presents the results for Australia as a whole, for the Australian jurisdictions and (where relevant) for the other participants in the study, so that Australia’s results can be viewed in an international context.' From executive summary, included in the full report online. See ACER commentary in The Conversation website and statement from the Australian Minister for Education, Christopher Pyne, both 3 December. See also article in Canberra Times, article in the Sydney Morning Herald and commentary in The Drum (ABC) all 4 December 2013.

The Australian Institute for Teaching and School Leadership (AITSL) was established to provide national leadership for the Australian, state and territory governments in promoting excellence in the profession of teaching and school leadership. AITSL commenced operations on 1 January 2010. The official record of AITSL's activities and achievements for the financial year 2012-2013 is now available.

Many Aboriginal and Torres Strait Islander young people experience life circumstances that seriously challenge their social and emotional wellbeing and limit their capacity to fulfill their life potential. This most likely contributes to and results from the visible disparities across most measures of health, education, employment and involvement in the justice system. The aim of this project was to obtain a deeper and broader understanding of current knowledge in this area and translate this understanding into practical and useful information to enhance policy, resource allocation decisions and practice. From executive summary. The full report is available online.

'Waabiny Time (Series 2) is a children’s variety program that celebrates Noongar Language in a community and family themed environment. The production aims to entertain, preserve Indigenous language while telling stories, and showcase the rich diversity of Indigenous culture and creative talent.' Waabiny Time 'covers the following themes and topics: Storytelling, language learning, culture and identity, relationships with community, family and friends, the environment, country and place, animals, emotions, technologies, communication, growth and development, humour.' From distributor's description.

'Language of Belonging is a multi-platform educational resource based on the ground breaking Indigenous short animation Wadu Matyidi and the five accompanying behind the scenes mini-documentaries. Designed specifically for Primary-aged students, this diverse learning program provides the opportunity to explore the Adnyamathanha language, culture, stories and traditions, and develop student portfolios.' From distributor's description.

This collection of essays examines 'what it means to be a Muslim in a growing multicultural, multi-religious, technological contemporary Australia', considering education as one of the main themes. Abe Ata and Nigel Rockliffe write on 'Muslim students’ beliefs, knowledge and perceptions of Australia: a national survey'; Margaret Perger and Alex Kostogriz discuss 'Multiculturalism, schooling and Muslims in Australia: from Orientalism to a possibility of hospitable education'; while Silma Ihram considers 'Barriers to Muslim women’s career aspirations'. See distributor's description.

This book presents case studies of effective, inclusive public schools in the USA. The authors argue that 'schools can educate students with mild and severe disabilities in general education classrooms by providing special education services that link to and bolster general education instruction. This goes beyond complying with Special Education law; having a truly inclusive environment raises the achievement level for all students and results in more committed and satisfied teachers. Insights shared from teachers, school leaders, parents, and the students themselves provide a path forward for anyone striving to Improve special education services.' From publisher's description.

The book suggests strategies to promote student learning and high quality teaching, based on the 'fourth way', a new model that follows three earlier periods of educational innovation. See publisher's description. Chapters include 'The crisis of educational change', 'The paradox of innovation and improvement' and 'Pointers for practice: the Global Fourth Way in action'. Other chapters focus individually on Finland, Singapore, Alberta, Ontario, England and California.