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

Researching Together: Engaging Minds

School Library Team, Bendigo Senior Secondary College
Designed for school librarians and educators, this computer resource offers a theoretical overview and practical examples to promote information literacy and knowledge sharing. An interdisciplinary, thinking-based curriculum is supported across key topics such as evidence-based learning and teaching with technology. The publication includes suggestions and resources for evaluating and reporting on learning outcomes and incorporating ICT across the curriculum. A knowledge-sharing section includes best practice strategies with reference to Bloom's taxonomy, De Bono's thinking strategies and other frameworks. It also outlines a four-week professional development program. Suggested templates for research and planning and weblinks to further resources are included throughout. (Summarised from review by Bronwen Parsons, eLearning Manager, Belmont High School in Synergy, Vol 3 No 2, June 2005)

Key Learning Areas

Technology

Subject Headings

Thought and thinking
Information literacy
Professional development
Teacher-Librarians
School libraries
Libraries
Information and Communications Technology (ICT)
Elearning
Computer-based training

The Teaching Career

Timothy J McMannon, John I Goodlad
Teachers College Press, February 2004
A selection of researchers and practitioners argue that there is a decline in the quality of teaching and teacher training programs in the USA. Rebuilding the early teaching career is recommended to ensure quality of practice and retention of teachers. Contributors analyse the current experience of teachers within their first five years, and suggest a graduated entry system with various supports and opportunities. They then discuss how this restructuring should be actioned, and the roles of schools, districts, unions and teacher training institutes in the process. Changes are proposed in terms of teacher education, induction and career development. Three specialised mentorship and support programs for new teachers are explored. (Adapted from Editor's Review by Morgaen L Donaldson in the Harvard Educational Review Vol 75, No 3, Fall 2005. See also publisher's description.)
KLA

Subject Headings

Teacher training
Teaching profession
United States of America (USA)

Surviving Inclusion

Kay Johnson Lehmann
After defining inclusive learning, the book suggests strategies, skills and adaptations to foster it through teaching practice and classroom management. The book discusses student involvement in lesson planning, scaffolding, cooperative learning, creating individual learning plans, the position of ESL students, involving parents and the school community, employing technology and encouraging the participation of new students. The author reflects on positive learning experiences and proposes ways to adapt them to more challenging situations. (Adapted from review in Harvard Educational Review Vol 75, No 3 Fall 2005. See also publisher's description.)
KLA

Subject Headings

Teacher-student relationships
Special education
Learning problems

Who's Teaching Science

Kerri-Lee Harris, Felicity Jensz, Gabrielle Baldwin
Commissioned by the Australian Council of Deans of Science (ACDS) amid concerns over the quality and quantity of future science teachers, this report examines the qualifications, characteristics and attitudes of science teachers. Findings are based on a national survey of 1,207 secondary science teachers and 266 heads of departments. The report finds a bulge of science teachers in the 45–54 year age group, signalling a future shortfall in supply. Thirty to forty per cent of schools are already having difficulties filling current chemistry and physics teaching vacancies. The report states that 25 per cent of chemistry and almost 43 per cent of physics teachers in the senior school lack majors in their discipline. Nearly eight per cent of the teachers surveyed had not studied any of the core science subjects at university level at all. The report recommends the development of a national work force plan, and best-practice programs in science teacher education to support it. It also calls for the adoption of minimum qualification standards in subjects and pedagogy, implemented through an accredation program. (Adapted from report summary and review in Education Review 18 May 2005)

Key Learning Areas

Science

Subject Headings

Teacher training
Teaching profession
Secondary education
Science teaching

Training Packages @ Work: Back 2 Basics Vol 2

The Training Packages @ Work Team
Following on from Volume 1 produced in 2003, this free publication explains key components of the Vocational Education and Training system (VET). It has been designed both as an easy-reference guide for experienced VET teachers and to assist new staff during induction. Acronyms and jargons are avoided. A centrefold indexes critical VET resources, access points and key contacts. The resource is available by contacting the authors on info@tpatwork.com or (07) 3225 2450. The volumes were created by the team behind Training Packages at Work, a free newsletter for VET professionals across all States and Territories.
KLA

Subject Headings

VET (Vocational Education and Training)
Professional development

A Curriculum For The Future: Subjects Consider The Challenge

QCA 

Britain's Qualification and Curriculum Authority (QCA) has identified five areas for curriculum change in line with developments in work practices, technology and new understandings about learning. This report outlines the views of subject representatives on how the curriculum should change. It is the outcome of a summit series held in February 2005. It reports separately on 15 subjects, including art and design, business education, mathematics and personal and social education. It also makes summary recommendations for the curriculum as a whole. These include the establishment of an aims-based curriculum, equal access to education, support for lifelong learning and increasing the use of technology. Recognition of the whole child, practical and performance-based learning and the development of critical thinking are also favoured. Further professional and public input is welcomed. (Adapted from report summary)

KLA

Subject Headings

Educational planning
Great Britain
Curriculum planning