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Curriculum & Leadership Journal
An electronic journal for leaders in education
ISSN: 1448-0743
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Closure of Curriculum and Leadership Journal

Education Services Australia has offered Curriculum and Leadership Journal to education leaders across Australia and internationally since 2003. We wish to advise that the next issue, appearing 5 June 2015, will be its final edition. The journal’s Twitter account, @CL_Journal, will also close on 5 June 2015.

Over 400 editions of the journal have been produced since its commencement in February 2003, based on the generous support of the Education Services Australia Board, the Australian Institute of Teaching and School Leadership (AITSL), and the Australian Curriculum Assessment and Reporting Authority (ACARA). Education Services Australia wishes to thank the readers and social media followers of the journal for their interest and support over those years. Many thanks are also due to the authors who have contributed material.

The archive of past editions will continue to be available.

Readers are now invited to explore a range of other information services, including Scootle Lounge, ESA News and the wide range of resources available on the AITSL website, including the eNews, School Leadership eCollection and the Research Repository.

Please feel free to direct any queries about the closure to cl@esa.edu.au.

On behalf of Education Services Australia we thank you once again for the support you have given to the Curriculum and Leadership Journal.

Computational thinking as the ‘new literacy’: professional development opportunities

Katrina Falkner

A decade ago, ICT education generally focused on ICT as a tool, to be understood through the development of digital literacy. Areas such as Computer Science or computational thinking were typically isolated into senior secondary programs, with a focus on programming and algorithm development, when they were considered at all. More recently, a drive to include computing in the school curriculum has arisen, proposing that all children should have an opportunity to develop computational thinking skills and have opportunities to be creators of digital technologies. One move to address that need was the CSER Digital Technologies MOOC: an open, online course to support Foundation-year 6 teachers in the new Digital Technologies learning area. A second CSER MOOC is now available. It is designed to support teachers of Years 7 and 8, and takes a more project-based approach.

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Reading thematically related texts to develop knowledge and comprehension

Lynn Gelzheiser, et al.

With the right help, even struggling readers can enjoy and learn from texts – The Reading Teacher.

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“I skim and find the answers”: addressing search-and-destroy in reading

Andrew P Huddleston, Tara N Lowe

Not all texts require close reading; students need a repertoire of reading strategies to suit different situations – The Reading Teacher.

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Reading on the Internet: realizing and constructing potential texts

Byeong-Young Cho, Peter Afflerbach

A study tracks the online search strategies used by a gifted student, illustrating the distinctive demands of internet research – Journal of Adult and Adolescent Literacy.

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Accountability and its impact on the work of school leaders

Graeme Lock, Geoff Lummis

A Western Australian study has examined the impact of policy compliance requirements on the workloads of school leaders – Australian Journal of Teacher Education.

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