New publications

'Using projections based on data from the OECD Programme for International Student Assessment (PISA) and other international student assessments, this report offers a glimpse of the stunning economic and social benefits that all countries, regardless of their national wealth, stand to gain if they ensure that every child not only has access to education but, through that education, acquires at least the baseline level of skills needed to participate fully in society.' From publisher's description.

'Accountability, in the form of standardized test scores, is built into many government literacy policies, with severe consequences for schools and districts that fail to meet ever-increasing performance levels. The key question this book addresses is whose knowledge is considered in framing government literacy policies? The intent is to raise awareness of the degree to which expertise is being ignored on a worldwide level and pseudo-science is becoming the basis for literacy policies and laws.' From publisher's description. See also review 14 May 2015 in Teachers College Record.

'This report examines the impact of tertiary entry scores and socio-economic status (SES), together with other factors, on the performance of first year higher education students at Victoria University (VU) in Melbourne, over the period 2009-2013. This issue is important both for national education policy and in terms of the educational strategies of individual universities. Victoria University provides a unique base for studying these issues, because it draws students from many sections of the Victorian community, with a significant component of students from low socio-economic families and many with non-English speaking backgrounds.' From Executive Summary, part of the full report online. See also article in the West Australian 14 May 2015.

Richard Hil 'lifts the lid on today's university experience, drawing on numerous studies as well as interviews with 150 students around the country. Far from producing rounded citizens and flexible, job-ready graduates, Hil argues universities are turning out individuals often unable to obtain relevant work and lacking in some of the most basic professional requirements, and without the analytical and critical skills that once were the hallmark of a university education'. From publisher's description.

'The report estimates that the direct contribution of the advanced physical and mathematical sciences is equal to 11% of the Australian economy (that is, about $145 billion per year). Along with the direct contribution, the report estimates additional and flow-on benefits of another 11%, bringing total benefits to just over 22% (around $292 billion per year). Importantly, the report points out that this estimate of the contribution of advanced physical and mathematical sciences is likely to be conservative, and sets out several other areas of benefit that are harder to measure.' From Foreward, part of the full report online.

Steven Katz and Lisa Ain Dack 'explain the secret to getting unstuck: interrupting the status quo of traditional activity-based professional development to help educators embrace permanent changes in thinking and behavior'. From publisher's description.