• Anderson, M & Cawsey, C 2008, Learning for leadership: building a school of professional practice, ACER Press, Camberwell, Vic.
  Aimed at principals, this Australian title looks at implementing and maintaining programs that foster leadership development in teachers. The first part of the book covers the theory of educational leadership and outlines the changing landscape that must be negotiated by today’s school leaders. The second part of the book, written by a school principal, contextualises the theory using case studies from a particular secondary school to illustrate the concepts introduced and demonstrate the moulding of the theory into effective school leadership.
  P 371.2011 AND 2008
• Banach, WJ 2007, The ABCs of teacher-parent communication, Rowman & Littlefield Education, Lanham, Md.
  This practical workbook covers the basics of creating positive communication between teachers and parents and how parents’ perceptions of teachers can be positively influenced. The author believes student achievement can be enhanced by making sure teacher-parent communication is efficient and effective. The book outlines various tools that can be used to improve communication and provides a template for developing a personal communication plan.
  P 371.192 BAN 2007
• Creating a positive work environment 2007, Videotrain, East Melbourne, Vic.
  This video training program looks at the four key elements involved in creating a positive work environment: expectations, communication, challenge and respect, and how to apply them to create a workplace characterised by high morale, healthy relationships and job satisfaction. Included in the kit are a trainer’s manual containing transcripts, exercises and suggestions for discussion, and a DVD.
  P 658.3145 CRE 2007 [DVD]
• Doddington, C & Hilton, M 2007, Child-centred education: reviving the creative tradition, SAGE, Los Angeles, Calif.
  This title examines the history and philosophy of child-centred education. The author says the philosophy of child-centredness in education has the potential to inform innovative and creative learning experiences for primary school children. Educational testing and grading of children has increased and less emphasis has been placed on the important aspects of children’s learning such as play and experimentation. This rigid educational process impedes the social, emotional and intellectual development of children, who become bored and disaffected. The author believes that revisiting the beliefs and values of child-centred education will inform an improved educational vision for the future.
  P 372.1102 DOD 2007
• Dubin, N 2007, Asperger syndrome and bullying: strategies and solutions, Jessica Kingsley Publishers, London.
  Written from a personal and professional perspective, this title addresses the bullying of people with Asperger Syndrome. The author shares his first-hand experiences as a victim of bullying and the impact it has had on his life and aims to provide support for other victims of bullying to help minimize the trauma bullying creates and the lasting impact it has on the victim’s self-esteem. The book is also intended for education professionals, offering advice on how to stop the culture of bullying in schools and challenge the belief that bullying is an accepted and inevitable part of growing up.
  P 371.58 DUB 2007
• Gleeson, L 2007, Writing like a writer: teaching narrative writing, Primary English Teaching Association, Newtown, N.S.W.
  Penned by well-known Australian children’s author, Libby Gleeson, this book offers teachers information and activities to assist with the teaching of narrative writing to primary-aged students. Packed with activities and suggestions, the book focuses on the mechanics of writing a story: developing characters, plot structure and the use of dialogue, and aims to inspire children to unleash their creativity.
  P 372.623044 GLE 2007
• ICT in the early years 2006, Hayes, M & Whitebread, D, Open University Press, Maidenhead, UK.
  This title looks at effective practices in utilising Information and Communications Technology in early years classrooms. Contributions to this book illustrate a range of ways in which ICT is used as a powerful enabler for learning in the classroom, providing challenges, encouraging creativity and personal expression, and holding the potential to enrich all areas of the curriculum. Chapters include: ‘ICT: Play and exploration’ and ‘Creativity, problem-solving and playful uses of technology: Games and simulations in the early years’.
  P 372.34049 ICT 2006
• Lambert, F 2007, Relationship-building based on trust: a priority for the development of deep level capacity in schools, Centre for Strategic Education, Jolimont, Vic.
  This Centre for Strategic Education Occasional Paper looks at the notion that relationships based on trust should be a fundamental priority in school improvement strategies and should be allocated considerable time and resources accordingly. The author presents a case study of her school, St Michael’s Grammar School, where the focus on relationships has resulted in a multi-layered learning program whereby responsibility for learning extends beyond teachers to non-teaching staff, Board of Directors and parents.
  J 000 OCC
• Lokan, J, Hollingsworth, H & Hackling, M 2006, Teaching science in Australia: results from the TIMSS 1999 video study, Australian Council for Educational Research, Camberwell, Vic.
  This is the report of the Third International Mathematics and Science Study (TIMMS) 1999 Video Study. The study looked at the teaching of maths and science to Year 8 students across a number of different countries. This report covers the science component of the study and focuses on reviewing the findings from an Australian perspective. The outcomes show that there are a variety of ways to successfully teach science. Includes DVD containing nine lessons from Australia and overseas to illustrate the report’s findings.
  P 507.1 TIM 2006
• Marzano, RJ c2007, The art and science of teaching: a comprehensive framework for effective instruction, Association for Supervision and Curriculum Development, Alexandria, VA.
  The author says educational research will never be able to develop instructional strategies that are successful for every student in every class, so it is up to educators to interpret the research and apply it where they believe it will work. He presents a flexible framework for quality teaching based on a balance between the science of educational research and the art of knowing which research applies to whom and when to apply it.
  P 371.102 MAR 2007
• Thornton, L & Brunton, P c2007, Bringing the Reggio approach to your early years practice, Routledge, New York, N.Y.
  This book provides an introduction to the Reggio Emilia philosophy of education and demonstrates its application in an early childhood environment. The authors scrutinise the Curriculum Guidance framework for the United Kingdom Early Years Foundation Stage and suggest how inspiration for teaching practice can be drawn from the Reggio Approach. They propose how these ideas might be used in the classroom, offering specific activities that embody the key values of the Reggio Approach: relationships; creativity; environment; time; learning and teaching; and reflective practice.
  P 372.21 THO 2007
• Willis, J c2007, 'Brain-friendly strategies for the inclusion classroom: insights from a neurologist and classroom teacher', in Association for Supervision and Curriculum Development, Alexandria, VA.
  This title, aimed at teachers of inclusion classes, shows how the learning of special needs students can be supported without compromising the learning of the rest of the class. Brain research has shown that special education students and general education students have more similarities than differences and teaching practices for exceptional students will also benefit their peers. The author provides specific instructional strategies that incorporate individual learning styles, multiple intelligences and suits the learning needs of all students.
  P 370.1523 WIL 2007

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