Monday, December 21, 2009

Blessed Mary MacKillop on her way to Sainthood



Blessed Mary MacKillop moves closer to canonisation as a second miracle attributed to her has been accepted by the Vatican's congregation for the causes of saints.

There are a range of educational resources and programs available for schools to learn about Mary MacKillop and her place in Australian Catholic history.

Mary MacKillop place in North Sydney has a museum and runs educational programs, guided tours and retreats for school groups.

The Mary MacKillop website also provides a range of online educational and prayer resources for all schooling levels. They also provides links to a range of Religious Education syllabuses which provide learning about Mary MacKillop and the Sisters of St Joseph. When students are studying themes in these syllabi, they can be integrated with the story of Mary MacKillop and the Sisters of St Joseph.

CEO Sydney provides a webpage of Mary MacKillop resources including Support Material for Schools In the centenary year of the death of Blessed Mary MacKillop 2009 and liturgy resources.

The Sisters of St Joseph provide a brief history of Mary's life and work at their website page - Mary MacKillop's story as well as more resources including Pope Benedict's words about Mary MacKillop in July 2008.

Resources available for borrowing from TLRU.

*Sainthood in Australia : Mary MacKillop and the print media, McCreanor, Sheila J. 2001
*Mary MacKillop [videorecording] ; Caroline Chisholm, Powell, Madeline. 2000
*Mary MacKillop's sisters : a life unveiled Henderson, Anne. 1997
*Igniting sparks of reconciliation and compassion : prayer and ritual for staff gatherings in Catholic schools today Abbott, Margaret. 1996
*The official MacKillop papal.visit 1995. the beatification of venerable Mary Mackillop and the visit by his holiness Pope.John.Paul II to Sydney, Australia 1995
*Mary MacKillop resource kit, 1995
*The story of Mary MacKillop. [Teacher text] Doyle, Bernadette. 1995
*The story of Mary MacKillop. [Student text] Doyle, Bernadette. 1995
*Mary MacKillop : a tribute, Wilson, Andrew. 1995
*Wallaby track woman: Sisters of St. Joseph of the Sacred Heart. Mary MacKillop Secretariat.1995
*Mary MacKillop women : what are they doing now? Kenny, Margaret P. 1995
*Mary [videorecording],Pavlou, Kay. 1994
*Mary MacKillop unveiled O'Brien, Lesley. 1994
*Long have I loved you [videorecording]:Mary MacKillop-a woman of vision Dynan, Bruce. 1992
*Advent, Christmas, saints Lovell, Philippa. 1990
*The Josephite story : the sisters of St Joseph: their foundation and early history 1866-1893, Foale, Marie Therese. 1989
*Mary and Frances : a story about Mary MacKillop and the Sisters of St Joseph,Spence, Eleanor. 1986
*Mary Mackillop : a great Australian, Goodwin, Joan. 1985
Mary MacKillop, a woman before her time, Modystack, William, 1936- 1982

Friday, October 16, 2009

Stephanie Alexander Kitchen Garden Program

The Teaching and Learning Resources Unit has recently subscribed to the Stephanie Alexander Kitchen Garden Program. The aim of the program is to engage children in growing preparing and sharing fresh food through developing a kitchen garden and preparing their own fresh food.

The program is designed for years 3-6 but could be adapted for older or younger students. Kitchen garden activities enhance learning in all KLAs;
* Promoting personal and social development through team work
* Reading and comprehension of technical instructions
* Physical activity in the garden,
* Creative arts skills through the creation of beautiful food and an attractive garden
* Science and sustainability issues are included as children work through issues such as climate, water management, plant cycles and soil health
* Mathematics is given real-life application through measurement, calculation, estimation and comparison.

The programme would also support religious education themes of care and respect for creation, care for ourselves, sharing in God’s creation, and thankfulness for Gods gifts to us.

The Subscription includes an implementation manual,an introductory DVD, and access to the members’ only section of the Stephanie Alexander Kitchen Garden Foundation website For the login details to the website please contact the TLRU on 9677 4344 or 9677 4345.
The Kitchen Garden at St Francis of Assisi Primary School Glendenning.

Thursday, October 15, 2009

Boys, Blogs and Belonging


Yesterday 35 librarians met for a staff development day at The Children's Bookshop at Beecroft. The event organised by the Teacher Librarians of Parramatta Diocese was entitled Boys, Blogs and Belonging.

The day focused on the sharing of information, knowledge and skills in literacy development of students in the classroom via Web 2.0 tools and deep understanding of the appropriate resources to support learning. Including a refresher on the copyright issues around the use of these digital tools.

There was a review of new books by Paul Macdonald, the owner of The Children's Bookshop. Paul has a Masters in Education and has almost twenty years experience as an English teacher at both Primary and Secondary levels. His working life has extended to writing English texts, lecturing and consultancy. Paul’s particular interest is the fostering of boys’ literacy, enthusing reluctant readers and the development of reading schemes to extend gifted students. Paul’s session discussed a range of books for boys and girls with a particular focus on the need to encourage reading for pleasure as a means to advance literacy. Paul stressed that “Books are not dead – they are just changing their face”. In fact there has been a growth in the teen reading market. Paul also discussed the blurring of boundaries between children’s, teens and adult books.

The day ended with a visit by an author-in-residence, illustrator and writer Nina Rycroft. Nina gave us an insight into the work process of creating illustrations for a picture book. Nina has just completed her own picture book called Ballroom Bonanza and discussed how she developed her ideas for the book and the illustrations.

The day provided an opportunity for teacher-librarians to extend their knowledge of what is new and relevant to supporting learners K-12 in reading and writing. Identifying and selecting appropriate resources to match reading ages is just one area where teacher librarians are able to support literacy learning in schools.


video

Learning through music

Male Voices: Stories of boys learning through making music
Scott Harrison ,
ACER Press, May 2009

Male Voices is filled with stories of boys and men participating in the creation of music. It brings together leading thinkers and practitioners in the field of music from the conductor of the award-winning, mould-breaking Birralee Blokes, Paul Holley, who comments on the phenomenal success of his choir, through to internationally recognised scholars, Dr Scott Harrison and Dr Bob Smith, who bring research into adolescent participation and indigenous music-making respectively. This book offers a variety of viewpoints. Academics help to position the study of male engagement in music throughout the life cycle, while teachers in private and state schools across the country offer their views alongside those of professional musicians.

The book also focuses on the interface of technology and music, instrumental music, and how music contributes to academic skills, social interaction and life skills. From the banks of the Yarra to remote communities of the Far North, Male Voices presents a diverse range of experiences, with parents, teachers, musicians, men and boys offering perspectives on their experience of music, for the benefit and understanding of others.
(Review from ACER Press)

This book available to borrow by contacting TLRU@parra.catholic.edu.au.

Monday, October 12, 2009

Teaching and Learning Critical Pathways

Recently CEO Parramatta had a visit from Barbara McMorrow, a Professional Learning Director from Catholic Principals Council of Ontario, Canada (CPCO)
Barbara has been working in schools and networks on Teaching & Learning Critical Pathways collaborative analysis of student learning – a process where teachers bring data on students of interest – stuck, not progressing – and use a collaborative process to understand and analyse the student’s situation and determine critical pathways for teaching and learning for these individual students. This Ontario initiative aligns with system priorities in Parramatta using data, learning story, collaborative practice, school based professional learning and networking.

Why the Teaching Learning Critical Pathway and Why Now?
The Teaching-Learning Critical Pathway (T-LCP) is a model used to organize actions for teaching and student learning. The T-LCP is the work of the professional learning community (PLC). The T-LCP was inspired by a strategy presented by Carmel Crévola,
Peter Hill and Michael Fullan. In their book entitled Breakthrough, they present a model called the Critical Learning Instructional Pathway (CLIP). Their idea is that classroom practice can be organized in a practical, precise and highly personalized manner with the outcome being increased student achievement. Their central question is “How do we know that our actions are resulting in improved student learning?” (Abstract from article)

Teacher-Learning Critical Pathways
A Website from the Ontario Literacy and Numeracy Secretariat.

The Teaching- Learning Critical Pathway (TLCP): A Resource Guide


Canadian Coalition of Self Directed Learning. The Canadian Coalition for Self-Directed Learning is an organization of secondary schools throughout Canada that are dedicated to the personalization of learning which takes into account individual student characteristics, talents, interests and academic backgrounds. CCSDL schools believe that learning flourishes in an environment where the learner is able to control and direct their learning.

The Mary Ward School community is committed to realizing the potential of all members of their learning community in an environment that encourages collaborative decision making and collegial relationships among administrators, teachers, support staff, students and parents.

What is Self Directed Learning
In Self Directed Learning the control of learning shifts from the teacher to the learner. The learner is seen as a owner and manager of their own learning, where learners set their own goals and their own approach to the learning task within a learning framework. Self directed learning aims to have learners manage implementation of their own learning as well as actively evaluate their own learning. While learners exhibit a great deal of independence this learning model is also seen as highly collaborative as learners interact more with their peers and teachers.

Resources on Self-Directed Learning
ERIC digest on Self Directed Learning
This website summarises the concept of Self-Directed Learning and provides a list of references
ERIC Identifier: ED459458, Publication Date: 2001-12-00
Author: Abdullah, Mardziah Hayati, Source: ERIC Clearinghouse on Reading English and Communication Bloomington IN.

Articles from the Self Directed learning website
This site supports teaching self-directed learning (SDL) and becoming a self-directed person.

Simulations and Games in Education

An article in The Australian (7 Oct 09) discusses the uses of simulations in education. In "Are we learning or is it fun and games" Enthusiasts say that simulations "are a powerful teaching tool when used in conjunction with case studies" but not everyone agrees.

Background on Games and Simulations


"A simulation is a model of events, items or processes that do or could exist"1
'A game is a goal-directed activity that often has a competitive nature and works within a framework of accepted rules" 2.
Traditional models of learning often "emphasize an objective and knowable perspective on reality resulting in a focus on building capacity to recall internalized knowledge"3. In todays world of rapid changing technology and easy access to vast amounts of information this traditional model may not provide students with the critical thinking skills they need to operate in todays ever changing work environment.
"Educational simulations are one of the technological approaches available to education to facilitate the building of skills such as critical thinking.
Traditionally, simulations are something that bridges the gap between the typical classroom setting and the real world where actual practice occurs. They have been used to assist in the capacity for students to understand and use information to solve problems that are actually relevant to a real context"4.
1-4 from State of the Field Review, Simulation in Education Final Report
May 12, 2006 Michael Magee Alberta Online Learning Consortium Calgary AB

Resources for Games and Simulations in Education

State of the Field Review, Simulation in Education Final Report
May 12, 2006 Michael Magee Alberta Online Learning Consortium Calgary AB
This report reviews the literature available on Simulations and Games in Education. It discusses issues around the instructional design involved as well as the educational issues of teacher and learner belief systems and the role of assessment.

Educational simulations
The purpose of this web site is to promote the development of education via simulation. A list of online simulation resources categorised by curriculum area.


How Online Simulations Work in the Classroom

Edutopia
Simulations expert Christopher Walters provides the following thoughts on virtual simulations for classroom use.

Resources held by TLRU
Good video games + good learning : collected essays on video games, learning, and literacy, Gee, James Paul. 2007
Playing to learn : video games in the classroom, Hutchison, David, 1968- 2007
What video games have to teach us about learning and literacy, Gee, James Paul. 2003

Friday, September 18, 2009

The Spirituality of Teachers in Catholic Schools

The Spirituality of Teachers in Catholic Schools prepared by the Christian Research Association was commissioned by the Principals' Association of Victorian Catholic Secondary Schools to explore how teachers in their schools understood spirituality and spiritual formation, how this related to the ethos of the schools, what they saw as contributing to or detracting from their spiritual development, and in what ways they felt the schools could better contribute to the teachers' spiritual formation.
Available for borrowing from the TLRU via email to TLRU@parra.catholic.edu.au

Environmentally sustainable schools

Recent web resources
How green is your school?

Around 7,000 schools in England have signed up to the Eco-Schools programme and more are joining every week says the Teacher Expertise website. Set up in 1994, the programme is run by the Foundation for Environmental Education with the aim of involving young people in finding solutions to environmental and sustainable development challenges. It is a concept which is proving highly popular. It sets out to show children that by taking small steps, such as recycling or composting, they can have a big impact on the global environment as well as their own community. For the full article on this topic click here.

Planning and funding environmental improvements to your school grounds

This article from Teachingexpertise website summarises a number of environmental programmes in the UK. One programme run by REEP (Religious Education and Environment Programme) aims to provide unusual and thought-provoking resources for teachers promoting the links between religion and the environment. It works with all faiths and is non-denominational. Central to its work is the REEP awards. These are open to schools in England, Scotland and Wales, regardless of age group or spiritual orientation. The task is to design a garden that reflects spiritual and community values and to submit the design using ICT. The website www.reep.org provides free resources to schools and the organisation also holds training days to support entrants into the garden awards scheme.

Eco school project at Kirkley High School
A case study of Kirkley High Schools plan to establish itself as an eco-school. To achieve the aim, local and global environmental issues had to be developed through discrete curriculum time, through cross curricula links and through extra- curricula activities.

Other online resources
On Holy Ground
This site enables easy access to an ecological vision statement (On Holy Ground) for Catholic Schools and agencies.
On Holy Ground provides a rationale and planning framework to assist catholic schools and organisations to become more ecologically sustainable and live out their ecological vocation
Catholic Earthcare Australia
Earthcare Australia's mission is to help promote understanding among people that Creation is sacred and endangered, and must be protected and sustained for present and future generations yet unborn.
NSW Sustainable Schools network
Catholic schools are joining the NSW Sustainable Schools community
http://www.sustainableschools.nsw.edu.au/
Australian Sustainable Schools Iniatitive
(AuSSI) involves a holistic approach to education for sustainability with measurable environmental, financial, educational and social outcomes. It implements improvements in a school's management of resources and grounds and integrates this approach into the existing curriculum and daily running of the school. Students participate in an action learning - or learning by doing - process.
Sustainability Education (Aust. Govt Dept of the Environment, Water, Heritage and the Arts)
Sustainability education develops skills, knowledge and values that promote behaviour in support of a sustainable environment. It is not confined to formal schooling. It also occurs in a wide range of non-formal education settings at work and at home.
Living Sustainably: the Australian Government's National Action Plan for Education for Sustainability
The aim of Living Sustainably: the Australian Government's National Action Plan for Education for Sustainability, launched in April 2009, is to equip all Australians with the knowledge and skills required to live sustainably. The plan has been prepared in conjunction with the National Council on Education for Sustainability by the Australian Government Department of the Environment, Water, Heritage and the Arts.
Education for Sustainability in School Education
This site aims reviews a number of programs to attempt to answer the following questions:
Cleanup the world

Cleanup Australia

Selected resources held by TLRU
Available for borrowing

  • The Garden Planet DVD
  • Awakening Universe DVD
  • Care for creation
  • Ecology at the Heart of Faith
  • Leaving smaller footprints
  • Best practice in environmental education in New South Wales schools
  • Activate your students : a problem-based learning approach to sustainability
  • Cradled in human hands : a textbook on environmental responsibility
  • Literacies in place : teaching environmental communications
  • Blueprints for greening schools : principles, policies and practices for environmental education in Australian secondary schools
St Andrews Marayong, John Paul II school and their environmental activities


Find more videos like this on Experiment

Thursday, September 17, 2009

Staff Bullying in Australian Schools

Research on Staff Bullying in Australian Schools has recently been released in a report "Investigation of Staff Bullying in Australian Schools" by Dan Riley, Deirdre J. Duncan and John Edwards. It is the result of national survey which gathered responses from primary and secondary schools in both the Government and non-Government sectors.
The report covers:
Who are the bullys
Who are the targets
What forms of bullying of staff occur
The effect of bullying on the individual

This book is available for borrowing from TLRU or you can purchase a copy for your school from the Co-op bookshop for $19.95.

An executive summary is available for viewing online via University of New England Schoolbullies website.

Thursday, September 3, 2009

Learning stories / Narrative assessment

Learning stories
This document by Professor Susan Hill, Associate Professor in Early Childhood Education, University of South Australia describes the use of learning stories in capturing the context of the learning environment that appears to be enabling or constraining learning.

Learning and Teaching Stories: New Approaches to Assessment and Evaluation
Podmore V. & Carr M. 1999. Paper presented at the AARENZARE Conferenceon Research in Educaion, Melbourne, December.
This document outlines the research in New Zealand on using Learning stories for assessment and evaluation and details the frameworks and procedures used.

An ABCD of Developing Curious Minds
2007 Conference on Thinking: Curious Minds Think and Learn by Exploring the Unknown
Norrköping, Sweden
Margaret Carr (University of Waikato, New Zealand)
Wendy Lee (Educational Leadership Project & University of Waikato
In this short paper Margaret and Wendy discuss their interest in the ways in which teachers notice, recognise, respond to, record and re-visit episodes of learning, including curiosity in action. In particular, they look at how early years teachers in New Zealand are writing ‘Learning Stories’ as formative assessments to encourage an orientation towards exploration, curiosity, and resilience in the face of failure.

http://education.ed.pacificu.edu/bailey/resources/papers/Lstories/whatare.html
Mark Bailey, 2004
This paper focuses on the use of Digital Learning Stories (DLS) as an approach for constructing and presenting understanding . Student-documented DLS tend to be more effective with children who are a bit older and therefore more capable of documenting their learning, and reflecting on the process and contents.

Learning Story template
The Learning Story template is intended to allow LEOTC providers and schools to create their own Learning Stories. The template has been developed on the basis of best evidence of learning research in LEOTC environments both nationally and internationally. It has been widely circulated for comments and feedback, and formatted with the teachers and students (the end users), meaningfully taken into account.

Examples of learning stories
These Learning Stories have been produced using the Learning Story template in full or by adapting the template and creating short films. The venues were chosen to show best practice, and a range of curriculum learning areas and student age groups. The 'teacher’s voice' is from the teacher responsible for the visit. This may not always be the person who arranged the LEOTC visit but will be the teacher responsible for the management of the visit on the day.

Using children’s learning stories to assess their mathematics learning in preschools and schools
Elspeth Harley Bob Perry Nicole Hentschke, AARE.
This paper reports work done with preschool educators ,tracing how powerful ideas in mathematics were identified in current preschool practice, how they were linked to the Developmental Learning Outcomes in the mandatory curriculum documents and how the technique of learning stories (narrative assessment) was established as a valid assessment regime compatible with key principles of preschool education.

Learning Stories and Children's Powerful Mathematics
The professional development focus on children’s powerful mathematical ideas, combined with action research that encouraged educators to identify these ideas within children’s experiences and to document these through learning stories, form the basis of this paper.

The stories we share: Using narrative assessment to build communities of literacy participants in early childhood centres
Ann Hatherly
AJEC, Vol. 31 No. 1, March 2006, pp. 27-34.
This article draws on data collected as part of the development of Kei Tua o te Pae, Assessment for Learning: Early Childhood Exemplars (Ministry of Education, 2004), a New Zealand resource designed to engage teachers in reflection about assessment practices within the framework of Te Whāriki. It tells the story—the author’s story—of the ways in which documented assessment, using techniques more associated with storytelling than with observation, invites participation of children, families and teachers and thereby becomes the means through which a community of literacy-learners and participants is developed. It is argued that, given the increasing pressure on centres to provide for literacy, documented assessments offer many possibilities for not just describing but also constructing literacy learning in meaningful contexts.

Connected learning stories: mathematics
http://www.cli.nsw.edu.au/cli/e-learning/Stories/stories_maths.shtm
Provides example stories of successful classroom practice the Mathematics KLA illustrate a range of approaches and strategies for incorporating information and communication technologies (ICT) into teaching and learning.

Using children’s learning stories to assess their mathematics learning in preschools and schools
Elspeth Harley Bob Perry Nicole Hentschke, AARE
This paper reports work done with preschool educators as part of the Southern Numeracy Initiativ. It traces how ‘powerful ideas’ in mathematics were identified in current preschool practice, how they were linked to the Developmental Learning Outcomes in the mandatory curriculum documents and how the technique of learning stories (narrative assessment) was established as a valid assessment regime compatible with key principles of preschool education.

Narratives for learning: Sharing giftedness through learning stories
Valerie Margrain, Massey University
Paper presentation to Reaching Forward: National Conference on Gifted Education, Rotorua, March 13-15, 2009.
Learning stories, as a narrative assessment method, provide rich opportunities for documenting and sharing examples of giftedness in social contexts. The documentation method is one that it accessible to teachers, parents and students, and able to capture broad multicategorical aspects of giftedness, including creative, cultural and leadership domain, and dispositions for learning. Examples of two learning stories of 4-year old precocious readers are included in this paper to illustrate assessment for learning and to make learning visible.

Narrative Assessment: identity and equity for disabled students
Geoff Moore, Sue Molloy, Missy Morton, Keryn Davis
University of Canterbury, UC Education Plus, College of Education, New Zealand.
Assessment that is student-referenced and related to the learner’s dispositions, (competencies) is a hopeful way forward for these students. This project is highlighting how the use of narratives (Learning Stories), enables teachers to capture rich descriptions of learning in relation to The New Zealand Curriculum key competencies and learning areas, in the context of culturally responsive pedagogy (Bishop & Glynn, 1999). Learning Stories not only look back, but they are constructive and forward looking through providing teachers and learners a process of seeking and interpreting evidence to open up possible learning pathways. They are also enabling teachers to view the students as mindful and competent in learning contexts; able to access learning in and through The New Zealand Curriculum.

Curriculum accountability in the early years
From August 2005–July 2006, sixteen preschools engaged in a practitioner research project to critically examine and investigate the interweaving of learning and pedagogical objectives, and to document children’s learning and development against the DLOs, using narrative assessment called ‘Learning stories’. As part of the project, a draft matrix underpinned by a social pedagogical approach, was developed for piloting. The matrix has a focus on educational effort and commitment, shifting from expectations in terms of output to expectations in terms of inputs for each child.

Exploring narrative assessment to promote empowerment of educators and parents of children with special educational needs
The use of narrative assessment by early intervention teams is explored in two case studies in New Zealand where early intervention provisions are guided by an inclusive special education policy. Team members, including parents and teachers, received professional development on the use of learning story assessment, and shared their learning stories at planning meetings. The project highlighted the empowerment of parents and educators through the use of learning stories for assessment and planning. Challenges to the adoption of narrative methodologies in inclusive early intervention contexts are identified.

Selected Books

Developing early literacy: assessment and teaching
Susan Hill 2006
Held CEO 428.0071 HIL

Patterns of narrative discourse: Multicultural life span approach
Alyson McCabe
Held CEO 401.41 MCC

From observation to reflection: A practitioners guide to programme planning and documentation
Joy Lubawy, 2008.
This book provides practical examples at how to observe learning, how to document this in a learning story framework and then connecting your reflections and understandings with the curriculum and your program. Joy’s work in this book has drawn inspiration from the New Zealand Early Childhood Curriculum document Te Whariki, the theories og Multiple Intelligence by Howard Gardner and the work of Reggio Emilia.
Held CEO

Assessment in early childhood settings.: learning stories
Margaret Carr 2003

Programming and Planning in Early Childhood Settings (4th Edition), Thomson Learning
Arthur L (2008)
Held CEO

Thursday, August 13, 2009

Education reform via Charter schools?

We must consider radical ideas in education reform
Jennifer Buckingham a research fellow at The Centre for Independent Studies discusses the need for reform to improve education for our most disadvantaged children.
Indigenous children who live in very remote Queensland have failure rates of 58 per cent. A further 28 per cent just meet the minimum benchmark in reading. That's a rate eight times higher than the national average.
One idea is Charter schools.
Read more here

The Charter Connection from The Centre for Education Reform provides more details on Charter schools in the US.
Charter schools are...

* innovative public schools
* designed by educators, parents or civic leaders
* open and attended by choice
* free from most rules and regulations governing conventional public schools
* and accountable for results.

Wednesday, August 12, 2009

Imagining the future of the school library

Imagining the future of the School Library

Without a doubt, the school library remains one of them most symbolic, protected, and expensive ’spaces’ on any campus. But will future designers of school libraries be recreating sacred book spaces of the past or will technology and the ‘consumer’ inspire new design strategies for the future?
With this in mind, DesignShare spoke with 2 passionate library experts — Doug Johnson and Rolf Erikson — to gain better insight into serving the information needs of students, schools, and communities via the future of school library planning and design. Doug is the author of The Indispensable Librarian: Surviving (And Thriving) in School Media Centers and the Blue Skunk Blog; Rolf is the lead author of Designing A School Library Media Center for the Future.

Welcome to the Library say goodbye to the books
The article is about Cushing Academy's move from a traditional library to a learning centre.
Instead of a traditional library with 20,000 books, we’re building a virtual library where students will have access to millions of books,’’ said Tracy, whose office shelves remain lined with books. “We see this as a model for the 21st-century school.
As part of this plan administrators plan to distribute the electronic book readers, which they’re stocking with digital material, to students looking to spend more time with literature.

Alternative new teacher training/education models

The Underpinning Knowledge Bases of an Alternative Teacher Education Model
From 1999 the Faculty of Education at the University of Wollongong has run an alternative model of teacher education known as the Knowledge Building Community (KBC) Project. This program has been acclaimed nationally. What makes this program so unique is its design that abandons the traditional model of teacher education that consists of lectures and tutorials; instead this alternative model of teacher education is based on several underpinning pillars of professional knowledge. The KBC program has been described as a “negotiated evaluation of a non-negotiable curriculum based on a constructivist model of learning and knowledge building”. However, the basic aim of this program is to deal with the perennial problem of contextualising students’ professional learning, by linking abstract theory as closely as possible to the contexts and settings to which it is applied, i.e. the primary school classroom.

The role of teacher training schools in the basic education of Finnish teachers.
Discusses the role of teacher training schools (TTSs) in the basic education of Finnish teachers. Advantages of TTSs for practical training; Problems of TTSs; Future of Finnish TTSs.
http://search.ebscohost.com/login.aspx?direct=true&db=tfh&AN=9511031132&site=ehost-live

Employment based teacher training
Employment-based teacher training (EBTT) comprises training programmes that allow trainees to work in a school and follow an individual training programme leading to qualified teacher status (QTS). The school pays the trainee as an unqualified teacher.

Apprentice teacher scheme attacked
Teenagers with just a handful of GCSE passes are to be recruited to secondary schools to work as teaching assistants. The Schools Secretary, Ed Balls, wants to recruit more than 4,000 apprentices to work full-time in schools. They would work as teaching assistants with youngsters up to the age of 14. If they liked the job, they would be able to train as teachers.

Teacher training scheme praised
Inspectors have heaped praise on a training scheme which is helping to produce some of the best young teachers in Leicestershire. The project, started by a group of primary schools, has trained 100 new recruits to teaching, and many of them have already gone on to successfully teach thousands of children in the city and rest of the county.
Normally people who have finished a degree and want to become a teacher go on to a postgraduate course in education at a university.
But graduates of Leicester's Scitt (School-Centred Initial Teacher Training) spend much of their time in the classroom, and it is this that has so impressed Ofsted.

Apprenticeship for Teaching: Professional Development Issues Surrounding the Collaborative Relationship Between Teachers and Paraeducators

The collaborative apprenticeship model: Situated professional development within school settings
Professional learning is a social enterprise where peers rely on the expertise and support of one another to adopt innovative practices. Reciprocal interactions in a community of practice, where teachers take responsibility for each other’s learning and development, may provide an effective means of supporting situated professional learning. We propose a collaborative apprenticeship model featuring reciprocal interactions as an approach to promote professional development, encouraging peer-teachers to serve as modelers and coaches of strategies and ideas aimed at improving instruction. collaborative apprenticeship is designed to help teachers learn and implement new teaching skills and strategies through four development phases, beginning with implementation of best practices from a mentor to the development of their own. Teachers, in turn, contribute new ideas to their teaching environment and become future mentors in order to sustain skills and strategies across a community of teachers. In addition to the model, we discuss various influences related to affect, beliefs, environment, culture, cognition, and personality that characterize the nature of reciprocal interactions in order to stimulate collaborative apprenticeship.

Web­based Cognitive Apprenticeship Model for Improving Pre­service teachers performances and attitudes towards instructional planning
Through web-based conferencing, the expert teacher leads pre-service teachers to observe his/her cognitive modeling displayed by web-based multimedia and guides them to
constructing initial conceptual models of how to write and implement an instructional plan. During this procedure, web-based multimedia is used to demonstrate the cognitive modeling of an expert teacher in a real
classroom context by simultaneously presenting the instructional plan and the video case for the expert teacher’s articulation of why and how to write the instructional plan, or the instructional plan and the video case about teaching demos based on the instructional plan. Moreover, through issues posed in discussion forums, expert teachers guide pre-service teachers to focus on key points of cognitive modeling displayed by web-based multimedia and to share ideas with others. Finally, by interacting with expert teachers and peers in the internet chat room, pre-service teachers construct their own personal conceptual models through sharing, debating, modifying, and discussing.

Does School-Based Initial Teacher Training Affect Secondary School Performance?
(Citation only but its findings interesting from abstract)
This article investigates the effects of trainee teachers on secondary school student outcomes. The additional resources which schools receive from being involved in teacher training offer them an opportunity to raise standards, but this has to be set against the possible losses due to school students being taught by inexperienced beginning teachers and the diversion of mentors' efforts away from the classroom. Inspection evidence is used to assess whether trainee teachers affect school students' test and examination results. The findings of this research are that the number of trainees has no significant effect on school results at A-level or General Certificate of Secondary Education (GCSE), or on the overall value added between Key Stage 3 and GCSE level. However, at Key Stage 3 level at age 14, while there appears to be a very small depressing effect on achievement in schools with low numbers of trainees, there is a significant positive effect on achievement in schools with larger numbers of trainees. (Contains 3 figures and 3 tables.)

Wednesday, August 5, 2009

Stephen Heppell on school design

Building learning futures: a research project at ultralab within the CABE/RIBA "Building Futures" programme, Stephen Heppell et al, 2004
This report focuses directly onto the evolution of pedagogy in the school sector and its implications for design. It contains details drawn from the most eclectic of sources over a full year; it offers some solid recommendations which need to be
acted on and it offers some lightly drawn scenarios to provide a provocation for the many creative people involved in this whole debate.

Learning Environments of the future, Stephen Heppell et al, 2004.
This report looks at the influences impacting on the effectiveness of the
design process: changing pedagogy; new technologies; political policy and will.

Monday, July 27, 2009

Teacher quality

A recent article in the Sydney Morning Herald suggests that differences between teachers play only a minor role in how well a child will learn.
Teacher quality makes little difference, July 24, 2009
The global study, led by the University of New England, monitored 500 pairs of identical twins during their first three years of school.
They were divided into two groups: twins who shared the same teacher, and siblings who were split across different classrooms.
The same genetics and home life ensured the twins had the same ability to learn. The study was designed to reveal any differences linked to their teacher alone.
Professor Brian Byrne said the finding contradicted the views of educationalists who claimed teacher quality could account for a variance of up to 40 per cent in a child's learning outcome.

An excerpt from Maralyn Parkers Daily Telegraph column on this research points out:
Professor Byrne said the study did not measure the quality of the teaching, as the researchers did not actually visit any classrooms. However he said the majority of difference in childrens’ literacy levels in their first three years of schooling, 60 to 70 per cent, was due to genetics.

Byrne’s research is being undertaken under the auspices of the Australian Twin Registry
The latest paper available online from Byrne is “Genetic and environmental influences on early literacy, 2006”

Byrne discussed findings from the above research in an article in the Armidale Times. “Twins Aid research” in 2007 saying “We’re not finding big effects of different schools - or even different teachers - on the literacy levels of children within the same school year.”

Other articles from Byrne

Byrne, B. (2004). "Guest editorial on behaviour genetics." Australian Journal of Psychology Special edition.
Byrne, B., C. Delaland, et al. (2001). "Preliminary Results from a longitudinal preschool twin study of early reading
development." Annals of Dyslexia.
Byrne, B., R. K. Olson, et al. (2006). "Genetic and environmental influences on early literacy." Journal of Research in Reading
29: 33-49.
Byrne, B., S. Wadsworth, et al. (2005). "Longitudinal twin study of early literacy development: Preschool and kindergarten
phases." Scientific Studies of Reading 9: 219-235.

Some other research in this area
U.Va. Study Finds Teaching Quality Inadequate in Most U.S. First-Grade Classrooms
Interestingly, the study found that factors traditionally thought to influence quality, such as class size and teacher credentials, had little influence on classroom quality. Instead, the study found that high classroom quality is linked more strongly to teachers who are both creating a positive social climate and offering strong instructional support.

Estimating Teacher Effectiveness From Two-Year Changes in Students’ Test Scores
Teacher fixed effects show a significant association with some, though not all, observable teacher characteristics. Experience has the strongest effect, with a large effect in the early years of a teacher’s career.

How much of the variation in literacy and numeracy can be explained by school performance?
Family background is known to have a substantial impact on students’ literacy and numeracy results. This raises questions about whether any of the remaining differences in results are due to school performance — or whether they are merely due to random noise. This article reviews research from the OECD’s Programme for International Student Assessment (PISA) study, based on student-level analysis. It then presents new evidence based on publicly reported school-level data from Western Australia. Combining test results with data on schools’ socioeconomic characteristics, this study estimates the degree to which some schools outperform those with similar characteristics. On a ‘like schools’ basis, school differences are shown to be persistent across subjects, grades and years.

Tuesday, June 9, 2009

Professional learning

Articles
Online learning for school leaders, Professional educator, Vol 7, No 4, Nov 2008, pp18-20.

Whats that sound? ‘Tweet’: new perspectives on leadership and learning, Access Vol 22, Iss 4, 2008. Pp23-25

Below are Hardcopy books available for borrowing from TLRU
Contact the TLRU via email to TLRU@parra.catholic.edu.au or on 9677 4344


Learning for leadership : building a school of professional practice
authors, Michelle Anderson ; Christine Cawsey.
Camberwell, Vic. : ACER Press, 2008.
371.10994 AND

Towards a moving school : developing a professional learning and performance culture
John Fleming & Elizabeth Kleinhenz.
Camberwell, Vic : ACER Press 2007.
371.1440994 FLE

Better schools better teachers better results: a handbook for improved performance management in your school /Vic Zbar, Graham Marshall, Paul Power.
Camberwell, Vic. :|bACER Press,|c2007.


Leadership coaching for educators : bringing out the best in school administrators
Karla Reiss.
Thousand Oaks, CA : Corwin Press, 2007.
371.2011 REI

From first-year to first-rate :|principals guiding beginning teachers
Barbara L. Brock, Marilyn L. Grady.
Publication info :Thousand Oaks, CA :|bCorwin Press,c2007.
371.201 BRO

Leading effective meetings, teams, and work groups in districts and schools
Matthew Jennings.
Alexandria, VA :|bAssociation for Supervision and Curriculum Development,|cc2007.
187 p. ;|c25 cm.
371.207 JEN

Learning-driven schools: a practical guide for teachers and principals
Barry Beers
Alexandria, VA, ASCD, 2006.
371.1 BEEk

The team leadership coaching guide : growing you, your team, your organisation.
[St. Ives, N.S.W.] : Australian Growth Coaching, 2006.
658.4092 TEA

The principalship : a reflective practice perspective
Thomas J. Sergiovanni.
Boston : Pearson/Allyn and Bacon, 2006.
371.20120973 SER

Coaching leadership : building educational leadership capacity through coaching partnerships
Jan Robertson.
Wellington, N.Z. : NZCER Press, 2005.
371.2011

Strengthening the heartbeat: leading and learning together in schools
Thomas J. Sergiovanni.
San Francisco :Jossey-Bass, 2005.
371.200973 SER

Preparing teachers for a changing world :|bwhat teachers should learn and be able to do
edited by Linda Darling-Hammond and John Bransford
San Francisco, CA :|Jossey-Bass, 2005.
371.71 DAR

Creating dynamic schools through mentoring, coaching, and collaboration
Judy F. Carr, Nancy Herman, and Douglas E. Harris.
Alexandria, Va. : Association for Supervision and Curriculum Development, c2005.
371.203 CAR

Understanding by design professional development workbook / Jay McTighe and Grant Wiggins.
Alexandria, Va. : Association for Supervision and Curriculum Development, 2004.
375.001 MCT

A look at transfer : seven strategies that work
Robin J. Fogarty and Brian M. Pete.
Moorabbin, Vic. : Hawker Brownlow Education, 2004.
371.3 FOG

Professional teaching standards
NSW Institute of Teachers.
Sydney : NSW Institute of Teachers, [2004?].
371.144 PRO

Leading learning : making hope practical in schools
Bob Lingard ... [et al.].
Buckingham [England] ; Philadelpha : Open University Press, 2003.
371.209943 LEA

Teaching in the knowledge society : education in the age of insecurity
Andy Hargreaves.
New York : Teachers College Press, c2003.
371.2 HAR

Results-based professional development models
St. Vrain Valley School District, professional development.
Longmont, CO : St Vrain Valley School District, 2003
370.71 RES

Stirring the tidal pool : reflective practices for school improvement
Catholic Education Office, Diocese of Parramatta: Parramatta, N.S.W., 2003
CD ROM
371.2 SYN

The leadership coaching guide for growing you and your organisation
Publication info: [St Ives, N.S.W.] : Australian Growth Coaching, 2003.
658.4092 LEA

Leading learners, leading schools
Robin Brooke-Smith.
London ;|aNew York :|bRoutledgeFalmer,|c2003.
371.2 BRO

The reflective teacher [kit] : using action learning to improve teaching.
East Perth : Dept. of Education, WA, 2002.
1 videocassette, 1 book.
371.39 REF

Leadership for learning :|bhow to help teachers succeed
Carl D. Glickman.
Publication info: Alexandria, Va. :|bAssociation for Supervision and Curriculum Development, 2002.
371.102 GLI

Developing teacher leaders : how teacher leadership enhances school success
Frank Crowther ... [and others].
Thousand Oaks, Calif. : Corwin, 2002.
371.106 CRO

Building a learning profession
Lawrence Ingvarson.
Deakin West, A.C.T. : Australian College of Educators, 2002.
371.10994 ING

From option to imperative : towards a culture of teacher development in Catholic schools
Michael Bezzina & Aengus Kavanagh.
Parramatta : Catholic Education Office, 2002.
371.146 BEZ

The heart of teaching : how we can use student work to strengthen our professional practice?
developed by Australian National Schools Network in partnership with the Coalition of Essential Schools (USA).
Lindfield, N.S.W. : Australian National Schools Network, Faculty of Education, University of Technology, Sydney, 2001.
1 ringbinder ; 31 cm + looseleaf pages; 1
videocassette; 1 DVD.
370.1 HEA

A model for mentoring our teachers : centers of pedagogy / Robin Fogarty ; [editor Dara Lee Howard].
Cheltenham, Vic. : Hawker Brownlow Education, 2001.
371.102 FOG

Teacher evaluation to enhance professional practice
Charlotte Danielson & Thomas L. McGreal.
Alexandria, Va. : Educational Testing Service, 2000.
371.144 DAN

Evaluating professional development
Thomas R. Guskey ; foreword by Dennis Sparks.
Thousand Oaks, Calif. : Corwin Press, Inc., c2000.
370.7155 GUS

Principles in action [videorecording] : award-winning professional development.
[Aurora, Colo.] : McREL, 2000.
1 DVD (ca. 55 min.) : sd., col.
371.1460973 PRI

Personal Development Health and Physical education

Reality check: effective school-based drug education, Professional educator, Vol 7, No 4, Nov 2008, pp 24-27.

Weighing it up: thinking about the implications of school based obesity prevention initiatives. ACHPER healthy lifestyles journal, vol 55 No 1, pp 19-22.

Catholic schools

Teaching and Learning as Wayfaring, Momentum Nov/Dec 2008, pp8-11

A model for improving Catholic School System vitality, Momentum Nov/Dec 2008, pp12-16

Libraries

Banning books – the shifting ground, info@aslansw, Aug 2008, pp4-5.

School library websites virtually extending learning support, Scan, Vol 27, No 4, Nov 2008. Pp 17-27.

Collaborating in assessment: the teachers librarians role, Scan, Vol 27, No 4, Nov 2008, pp46- 48

The impact of school library services on student achievement and the implications for advocacy: a review of the literature, Access Vol 22, Iss 4, 2008. Pp15-20.

School libraries building capacity for student learning in 21C, Scan Vol 28, No 2 May 2009.pp 17-25.

School libraries and continuous improvement: a case study, Scan Vol 28, No 2 May 2009, pp26-31.

Special education

Verbal working memory and story retelling in school-age children with Autism, Language, Speech and Hearing Services in School, Vol 39, No 4, Oct 2008, pp 498-511.

Are schools meeting the needs of students with ADHD, Vol 32, No 2, Sep 2008, pp 187-198.

Behavior and communication, Down Syndrome NSW newsletter, Summer 2008-2009, pp17-19,

Dyslexia and related disorders, SPELD NSW newsletter, Nov 2008, Vol 40, No 4, pp 10-11.

Language support program website. The Language Support Program (LSP) is a substantial program comprising direct assistance to teachers in developing strong oral language competency in children and young people to maximise their learning potential.

Religious education

From the Vatican to the classroom Part2: examining intertextuality and alignment among church, local diocesan and school religious education documents.
Journal of Religious Education, Vol 56 No 4, 2008.

St Paul on the Lord’s supper, Liturgy News, Dec 2008, pp3-5.

Weaving the threads of meaning: a characteristic of children’s spirituality and its implication for religious education, British Journal of Religious Education, Vol 30, No 3, Sep 2008, pp 235-245.

Literacy

Successful engagement in an early literacy intervention.
Journal of Early Childhood Literacy, Vol 8, No 2, Aug 2008, pp123-150.

Accelerating preschoolers’ early literacy development through classroom based Teacher-child storybook reading and explicit print referencing. Language, Speech and Hearing Services in School, Vol 40, No 1, Oct 2008, Pp 67-85.

Copyright



Copyright in the classroom: Teaching with Audio-visual resources. Screen Education, Iss 52, Summer 2008. p 24-28.

Copyright for school websites at Smartcopying

Copyright information for Wikis and Blogs at Smartcopying: Using wikis and Blogs

Curriculum Press Express - Book bytes resource downloads

Are you planning a novel study as part of your literacy program? Would you like the convenience of having all the activities carefully prepared for you and high quality worksheets ready to print off, all for only $10.00?

Well, look no further than Curriculum Corporation’s new website Curriculum Press Express. This site houses the new series of Let’s Read e-bytes created to complement the value for money and expedience that the Let’s Read print collection already provides teachers of middle years students.
• You need only buy the e-byte relevant to your choice of novel study
• There are 27 fantastic novel studies to choose from, including such popular titles as:
o Specky Magee by Garry Lyon
o The Bad Beginning by Lemony Snicket
o Daughter of the Regiment by Jackie French
o Cairo Jim on the Trail to ChaCha Muchos by Geoffrey McSkimming
• You download only what you want and when you want it, so you pay less
• All the materials are ready-to-go at the touch of a button, so you don’t have a hard copy resource to clutter up your desk and potentially get misplaced
• All the activities have been classroom tested.

You will also make a further great saving if you purchase class sets of selected novels online through our website.

To celebrate the launch of Curriculum Press Express, are offering you a special free trial download!

Go to Curriculum Press Express to get your free copy of Let's Read: Sprung! a resource of classroom activities for novel study, written by respected writer and educator, Jane Caughey.

Thursday, June 4, 2009

Numeracy

The following hard copy journal articles are available from the TLRU.

The quality teaching of primary school mathematics – part A, Square one, Vol 18, No 3, Sept 2008, pp 13-16.

“But what about the oneths?” A Year 7 student’s misconception about decimal place value. The Australian Mathematics Teacher, Vol 64 No 4, 2008, P12-14

Refugees

The following hardcopy journal articles are available from the TLRU.

Refugee students no longer strangers in the system, The New South Wales Education Magazine, Term 3, 2008, pp 8-9.

Planning the learning environment for refugee background students, Pen 162, pp1-8.

Assessment

The following hard copy journal articles are available from the TLRU.

When assessment is about learning, Literacy learning: the middle years. Vol 16, No 3, Oct 2008, pp 27-37.

Assessment interwoven with Teaching and Learning, Literacy learning: the middle years. Vol 16, No 3, Oct 2008, pp (insert i-viii).

Assessing student thinking about arithmetic: videotaped interviews. Teaching children mathematics, Vol 15, No 2, Sep 2008, pp106-111.

Collaborating in assessment: the teachers librarians role, Scan, Vol 27, No 4, Nov 2008, pp46- 48

Reggio Emilia resources

The following resources are available for borrowing at the TLRU

Bringing learning to life : the Reggio approach to early childhood education

Cadwell, Louise Boyd. 2003
372.21 CAD

Reflections : Reggio Emilia principles within Australian contexts
Millikan, Jan. 2003
372.21 MIL

Making learning visible : children as individual and group learners
Project Zero. 2001
372.210945 MAK

Il futuro e una bella giornata = The future is a lovely day,
Davoli, Mara. 2001
303.49 ILF

Reggio tutta : a guide to the city by the children
Davoli, Mara. 2000
372.21 REG

Children, spaces, relations : metaproject for an environment for young children
Ceppi, Giulio. 1998
372.21 CHI

Bringing Reggio Emilia home : an innovative approach to early childhood education Cadwell, Louise Boyd. 1997
372.2101 CAD

First steps toward teaching the Reggio way
Hendrick, Joanne,
372.21 FIR

Constructivism : theory, perspectives, and practice
Fosnot, Catherine Twomey. 1996
370.152 CON

An Amusement park for birds [videorecording]
1994
AV 371.36 AMU

Open window [electronic resource]
Malaguzzi, Loris. 1994
CO 362.71 OPE

Challenge (Kew, Vic.)
University of Melbourne. Early Childhood Development Unit.
Periodicals

Reflections on the Reggio Emilia approach : a collection of papers
Lilian G. Katz ... [et al.] 1994
372.21 REF

Design and marketing of libraries - the Picton library

A team of librarians "The shanachies" are touring the world looking at libraries. They have videoed each library tour and have blogged it at Shananchie tour. This one of Picton library shows some interesting design and promotion ideas.

Road to Melbourne: Picton Library from Jaap van de Geer on Vimeo.

Gaming in Libraries

An interview with Scott Nicholson on gaming in libraries. Scott is running an online course on gaming via Youtube during Jun 2009 called Gaming in libraries. The American Library Association also has a website Libraries, Literacy and Gaming.

Scott Nicholson interview from Jaap van de Geer on Vimeo.

Thursday, March 12, 2009

Managing behaviour

The TLRU has recently purchased the Bill Rogers series "Managing Behaviour" on DVD. We have multiple copies available for loan. Please contact the TLRU via email to TLRU@parra.catholic.edu.au or phone 9677 4344 to borrow the following items.

The Managing Behaviour series includes the following :

Positive Correction
In this training video Bill discusses and gives in-class demonstrations of the following skills: Privately understood signals, tactical ignoring, distraction & diversion, partial agreement, pause direction, question & feedback, take up time, choice direction, cool-off time, rule reminders.

Prevention:
Bill explores: The four R's of classroom management, noise meters, class meetings, and models the skills of peer negotiation, rehearsal, reframing, planned encouragement, communicating calmness and collegial support.

Consequences:
This video has Bill answering questions commonly asked by teachers: What about frequent offenders? How can a school address bullying? What consequences can be applied to swearing and other offensive behaviours? How to exit a child from the classroom? What to do if a child runs out of the classroom when they are corrected? How to use cool-off time?

Repair and Rebuild:
This video focuses on: restitution, mirroring, follow up meetings, hard class syndrome, attention deficit disorder, student motivation, playground management, re-entry after suspension and apologies.

Bill is an Educational Consultant, author, Lecturer and Adjunct Professor of Education at Griffin University (Queensland, Australia). A teacher by profession, he now lectures widely on discipline and behaviour management issues; classroom management; stress and teaching; colleague support; developing peer-support programmes for teachers and developing community orientated policies for behaviour management, based on whole-school approaches.

He works in every area of education (primary, secondary and tertiary) conducting in-service programmes for teachers, lecturing widely at colleges and universities, work with parent groups and with students.

Thursday, February 19, 2009

School library design

Developing a 21st Century Library Media Center.
PDF document.
The 21st Century Library Media Center initative in New York City includes 5 campuses, 25 schools, and 12,715 students using a collaborative design process to rethink the potential of libraries on large campuses as hubs for learning and community. Phase II will seek expand similar redesign to 18 more schools at 4 campuses. The design process is illustrated here in photographs, layouts, sketches, and renderings. 18p.

Designing libraries: the gateway to better library design

Designing Libraries is an information resource and a forum for anyone with an interest in or involvement with library planning and design.

The Transformation of the Library by Ellen Kollie
School Planning and Management, July 2008


Facilities Planning for School Library Media and Technology Centers, 2007
by Steven M. Baule

Baule has experience as classroom teacher, library media specialist, technology director, and assistant superintendent for information technology. His wealth of experience in facilities planning shows in this second edition of his popular planning book. In simple but not simplified terms, he provides information on how to put together a planning team; how to perform a needs assessment for the library media center or technology lab; how to create bid documents and specification charts; how to develop time lines; and how to plan to move into the new facility once construction is complete. The helpful appendix contains checklists that will keep users organized and on track. Choices made in construction and furnishings will probably be around for more than 20 years, so anyone who is going to build or renovate a facility will want this book. (Not currently held in CEO Library)

Rethink!: Ideas for Inspiring School Library Design, 2007

Rethink! is a new publication edited by Dr Susan La Marca. It includes discussions about, and numerous illustrations of, library design, learning environments, ICT, future scenarios, and architectural and interior design perspectives. The book also contains a special section by marketing and retail consultant Kevin Hennah that shares ideas for innovative merchandising strategies, layout and traffic flow, signage, promotion and colour. (Not held currently in CEO Library but held in a few school libraries)

Designing a School Library Media Center for the Future, 2007
by Rolf Erikson, Carolyn Markuson
Designing a school library media center may be a once-in-a-lifetime opportunity, so take advantage! In this hands-on guidebook, school library construction and media specialists Rolf Erikson and Carolyn Markuson share their experiences of working on more than 100 media center building projects around the country, using conceptual plans from actual school libraries.Combining all aspects of design for the school library media center - floor plans, furniture, technology, bidding, and evaluation - this newly updated edition addresses: current and future technological needs of the student population; unique needs of the community library that combines school and public library services; sustainability and conservation issues to help designers and planners "go green"; accessibility requirements, including all ADA regulations from the first edition plus the latest material on learning styles and accessibility; and, cost control and ways to minimize mistakes using proven bidding and evaluation methods.With 30 new illustrations and floor plans and an updated glossary of technical terms, readers will be knowledgeable and organized when discussing plans with contractors and vendors. Using the guidance here, you'll avoid the classic building and renovation hazards and build a library media center for the future!
Not currently held in CEO Library



Wednesday, February 18, 2009

School design/learning spaces for special education needs

The Department of Education and Science in Ireland has recently drawn up a set of planning and design guidelines for learning spaces for pupils with special educational needs in mainstream primary and post primary schools ...
* Including Pupils with Special Educational Needs in Schools in Ireland

Monday, February 16, 2009

Latest on School Design

The TLRU has recently purchased the following book:

The Language of School Design: Design Patterns for 21st Century Schools by Prakash Nair.

Prakash Nair is a partner with Fielding Nair International, an award winning school planning firm.

If you would like to borrow this book please contact the TLRU via email at TLRU@parra.catholic.edu.au

A number of documents from Prakash are also available on the web.

Schools in 2020 - middle years perspective

Other links to Prakash Nair click here.

Also this blog contains an extensive list of links to related documents on Learning Spaces and School design. To find these click on the appropriate tag from the tag list on the right hand side.

Thursday, January 29, 2009

Assessment resources available from the TLRU

Contact the TLRU via email to TLRU@parra.catholic.edu.au to borrow any of the following cited resources.

A useful website: ASSESSMENT FOR LEARNING
(Thanks to Nicole for this link)

Title: Improving student achievement : a practical guide to assessment for learning / Toni Glasson. Publication info: Carlton South, Vic. : Curriculum Corporation, 2009.

Title: Transformative assessment / W. James Popham. Publication info: Alexandria, VA : Association for Supervision and Curriculum Development, 2008.

Title: Assessment for learning: a stimulus for professional discussion [video recording]
Publication info: {Melbourne]:bCurriculum Corporation, 2007

Title: Differentiated Literacy Coaching : Effective Curriculum, Instruction, and Assessment [electronic resource] Publication info: Alexandria : ASCD, 2007.

Title: Using the clinical assessment interview to determine problem solving strategies in mathematics [videorecording] :Year 1. Publication info: [Parramatta, N.S.W.] : Teaching and Learning Resources Unit, Catholic Education, Diocese of Parramatta, 2008.
(Year 3 and Year 5 also available)

Title: Comprehensive assessment of reading strategies. Teacher guide.
Publication info: Heatherton, Vic. : Hawker Brownlow, 2006.
(plus others in the series)

Title: Teaching and learning with TORCH / Helen Lamont.
Publication info: Camberwell, Vic. : ACER, 2006.

Title: Developing early literacy : assessment and teaching / Susan Hill.
Publication info: Prahran, Vic. : Eleanor Curtain Publishing, 2006.

Title: How to succeed with learner-centred assessment / Jeni Wilson & Kath Murdoch.
Publication info: Carlton South, Vic. : Curriculum Corp., 2006.

Title: Formative assessment in the secondary classroom / Shirley Clarke.
Publication info: London : Hodder Murray, 2005.

Title: Spelling : approaches to teaching and assessment / Peter Westwood.
Publication info: Camberwell, Vic. : ACER, 2005.

Title: Test better, teach better: the instructional role of assessment / W. James Popham.
Publication info: Alexandria, Va. : Association for Supervision and Curriculum Development, c2003.

Title: Unlocking formative assessment : practical strategies for enhancing students' learning in the primary and intermediate classroom / Shirley Clarke, Helen Timperley and John Hattie.
Publication info: Auckland, N.Z. : Hodder Moa Beckett, 2003.

Title: Assessment of children and youth with special needs / Libby G. Cohen, Loraine J. Spenciner. Publication info: Boston : Allyn and Bacon, c2003.

Title: Classroom assessment resource. Stage 2 : English K-6 and Mathematics K-6 syllabus outcomes. Publication info: Ryde, N.S.W. : N.S.W. Dept. of Education and Training, 2002.

Title: Classroom assessment resource. Stage 3 : English K-6 and Mathematics K-6 syllabus outcomes. Publication info: Ryde, N.S.W. : N.S.W. Dept. of Education and Training, 2002.

Title: Enhancing student achievement : a framework for school improvement / Charlotte Danielson. Publication info: Alexandria, Va.: ASCD, 2002.

Title: Using classroom assessment to guide instruction [kit]. Publication info: Alexandria, Va. : Association for Supervision and Curriculum Development, 2002.

Title: Writing assessment. New South Wales stage 1 : a comprehensive assessment tool for reporting in writing following an outcomes approach.
Publication info: [Greenwood, W.A.] : R.I.C., 2002.

Title: Miscues, not mistakes : reading assessment in the classroom / M. Ruth Davenport.
Publication info: Portsmouth, N.H. : Heinemann, 2002.

Title: An observation survey of early literacy achievement / Marie M. Clay.
Publication info: Auckland, N.Z. : Heinemann Education, 2002.

Title: PROBE [kit] : reading assessment / [designed & written by Chris Parkin, Catherine Parkin, Brian Pool].
Publication info: Lower Hutt, N.Z. : Triune Initiatives, 2002.

Title: Reading assessment. Early stage 1 : a comprehensive assessment tool for reporting in reading following an outcomes approach.
Publication info: [Greenwood, W.A.] : R.I.C., 2002.

Title: Progressive achievement tests in reading : comprehension test form 3
Publication info: ACER: Hawthorn, Vic., 2001

Title: Reading and learning difficulties : approaches to teaching and assessment / Peter Westwood. Publication info: Camberwell, Vic. : ACER, 2001.

Title: Assessment of children : cognitive applications / Jerome M. Sattler.
Publication info: San Diego, Calif. : J.M. Sattler, 2001.

Title: The literacy profiles in practice : toward authentic assessment / Patrick Griffin, Patricia G. Smith, Noel Ridge. Publication info: Portsmouth, NH : Heinemann, 2001.

Title: Maths assessment. Stage 1 : a comprehensive assessment tool for reporting in mathematics following an outcomes approach. Publication info: [Greenwood, W.A.] : R.I.C. Publications, 2001.
(Stage 2 and 3 also available)

Title: Literacy benchmarks : years 3, 5 & 7 : writing, spelling and reading : with professional elaboration. Publication info: Carlton South, Vic. : Curriculum Corp., c 2000.

Title: Numeracy and learning difficulties : approaches to teaching and assessment / Peter Westwood. Publication info: Camberwell, Vic. : ACER, 2000.

Title: Starting with assessment.
Publication info: Sydney : NSW Dept. of Education and Training, 2000.

Title: Starting Year 1 : assessing literacy and numeracy : using early stage 1 outcomes.
Publication info: Sydney : NSW Dept. of Education and Training, 2000.

Title: Maths assessment. Book 2 / Andrew Woods.
Publication info: South Melbourne : Oxford University Press, 1999.

Title: Student-generated rubrics : an assessment model to help all students succeed / Larry Ainsworth and Jan Christinson.
Publication info: Orangeburg, N.Y. : D. Seymour Publications, c1998.

Title: Authentic assessment : a report on classroom research and practice in the middle years / Phil Cormack ... [et al.]. Publication info: Canberra : Australian Curriculum Studies Association, 1998.