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

Long-Run Effects of Catholic Schooling on Wages

Nikhil Jha, Cain Polidano
Melbourne Institute, November 2013

'Previous studies have linked Catholic schooling to higher academic achievement. We add to the literature on Catholic schooling by examining its effect on long-term wage rates in Australia, independent of effects on academic achievement. Using panel data from the Household, Income and Labour Dynamics Australia (HILDA) Survey and fixed effects estimation, we find that during the prime-time of a career, wage rates for Catholic school graduates progress with labor market experience at a greater rate, on average, than wage rates for public school graduates. Importantly, we find no evidence to suggest that these benefits are peculiar to Catholic schooling, with similar benefits estimated for graduates of independent private schools. These findings suggest that private schooling may be important in not only fostering higher academic achievement, but also in better preparing students for a working life.' From paper's abstract. Published as Melbourne Institute Working Paper Series Working Paper No. 39/13.


Subject Headings

Catholic schools
Private schools

Moving English Forward

Ofsted, March 2012

'This report sets out to answer the question: how can attainment in English be raised in order to move English forward in schools? It is recommended to all who teach the subject, those who lead the subject, and headteachers of primary and secondary schools. The findings are based principally on evidence from inspections of English between April 2008 and March 2011 in 268 maintained schools in England. Part A highlights the main strengths and weaknesses in English and presents the evidence from the survey inspection visits. Part B draws on this inspection evidence to analyse 10 areas of weakness and recommend appropriate action to improve practice in each area.' From publisher's description. The report recommends that all schools should 'develop policies to promote reading for enjoyment throughout the school; ensure that preparation for national tests and examinations is appropriate, does not begin too early, and does not limit the range of the curriculum or pupils' opportunities for creativity in English; improve transition and continuity in curriculum and assessment in English between Key Stages 2 and 3' (years 3–9) and 'simplify lesson plans in English to concentrate on the key learning objectives and encourage teachers to be more flexible in responding to pupils' progress as lessons develop'. From executive summary. The full report is available online.

Key Learning Areas


Subject Headings

Primary education
English language teaching
Educational evaluation
Great Britain

Research into the impact of Project Maths on student achievement, learning and motivation

Jennifer Jeffes, et al.
NFER, November 2013

Project Maths is a major national reform of post-primary mathematics curriculum and assessment in the Republic of Ireland. The report documents the results of research into the impact of Project Maths on students’ achievement, learning and motivation in mathematics in post-primary schools. 'There are numerous examples of promising practice in the way that mathematics is being delivered in the classroom, and emerging evidence of positive impacts on students’ experiences of, and attitudes towards, mathematics. However, there is also evidence that more traditional approaches to teaching mathematics remain widespread and, in many cases, the approaches described by teachers and students are not yet being evidenced in students’ written work. Moreover, at this stage of the curriculum’s implementation, the revised mathematics syllabuses taken as a whole do not appear to be associated with any overall deterioration or improvements in students’ achievement.' From executive summary, part of the full report online.

Key Learning Areas


Subject Headings

Educational evaluation
Mathematics teaching

The Daily Five: Fostering Literacy Independence in the Elementary Grades

Gail Boushey, Joan Moser
Stenhouse Publishers, January 2014

The Daily Five is a series of literacy tasks – reading to self, reading with someone, writing, word work, and listening to reading – that students complete while the teacher meets with small groups or confers with individuals. This book provides the philosophy behind this structure as well as strategies to train students to participate in each of the components. Explicit modeling, practice, reflecting and refining help to prepare the foundation for a year of meaningful content instruction tailored to meet the unique needs of each child. The second edition retains the book’s core literacy components, now enhanced by the results of further research. Adapted from distributor's description.


Subject Headings

Primary education

Teaching Matters: Stories from Inside City Schools

Beverly Falk, Megan Blumenreich
The New Press,  2012

The authors describe a range of effective teaching practices in disadvantaged public schools in the USA. 'Teaching Matters takes us into a variety of classrooms to witness the art of teaching at its most creative and effective. We follow educators as they strive to change systems that fail to address the needs of their students, from efforts to break the silence about homophobia in schools and multipronged strategies to build stronger relationships with immigrant families to the modification of ineffective curriculum to foster the growth of the "whole child".' From publisher's description.


Subject Headings

Socially disadvantaged
Teaching and learning
United States of America (USA)

A History of Elementary Social Studies: Romance and Reality

Anne-Lise Halvorsen
Peter Lang,  2013

' A History of Elementary Social Studies: Romance and Reality recounts the history of elementary social studies in the United States, beginning with its mid-nineteenth century antecedents. The book reflects on the global and national issues that influenced the origins and development of elementary social studies. This history identifies the sources of many problems in contemporary social studies education. It explains why one particular approach, the expanding communities, has thrived in elementary social studies. It also highlights imaginative, rigorous alternative pedagogical approaches that may offer direction for reformers of social studies education.' From publisher's synopsis. The book is Volume 53 in the Series History of Schools and Schooling.

Key Learning Areas

Studies of Society and Environment

Subject Headings

Primary education
Social education
Social life and customs
United States of America (USA)