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Curriculum & Leadership Journal
An electronic journal for leaders in education
ISSN: 1448-0743
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Please note that the number of article abstracts in the current edition has been reduced, owing to staff absences.

How to review a mathematics textbook

John Gough
Dr John Gough has been a teacher–educator for many years, specialising in mathematics education. Here he offers a summary of issues that curriculum coordinators, classroom teachers or other practitioners in mathematics teaching may need to consider when they wish to bring a primary level maths textbook to the attention of colleagues. Issues to consider include subject coverage and its relationship to the curriculum, but also cover wider concerns such as inclusivity and classroom organisation. Dr Gough also asks us to examine any special features of the textbook, its implicit audience and the assumptions it makes about the children and the teachers who might use it. View Article...

Models of continuing professional development

Aileen Kennedy
Different models for continuing professional development rest on different approaches to teaching, and vary in their compatibility with centrally driven educational reform – Journal of In-Service Education. View Abstract...

Developing and sustaining professional dialogue

Vivienne Baumfield, Marie Butterworth
A study in Britain has followed up the impact of a collaborative teacher research project at six secondary schools – Journal of In-Service Education. View Abstract...

Involving teachers in data-driven decision making

Jeffrey C. Wayman
Automated data storage and delivery systems provide effective ways for schools to generate valuable information, and teachers should be deeply involved in their development and use – Journal of Education for Students Placed at Risk.View Abstract...

The pedagogy of literacy

Michelle Bickley
This paper proposes a model of literacy pedagogy that rests on an understanding how primary students acquire literacy skills, developing strategies to help children decode and encode meanings, and teaching a range of literacies in a contextualised manner – 2004 AARE Conference.View Abstract...