No. 70 November 1990
Edited by John King
Who's Who of Australian Education
New Australian Education Directory has the Answers
The ACER Library and Information Ser- vices Unit has taken over responsibility for the publication of the Australian Edu-
The Australian Education Directory is a unique and invaluable guide to finding your way through the complex maze that is Australian education today and is available from Customer Services at ACER.
cation Directory from the Commonwealth ~ - - - - Department of Employment, Education
and Training.
Until the last edition in 1986 the direc- tory had been a vital source of information
about departments, organisations, insti-
tutions and people in education.
Due to amalgamations in the tertiary sec- tor, administrative reorganisations in de- partments at state and federal level, and the continuing changes of personnel, it has been decided to publish the directory on an annual basis. In addition to the access provided by the broad table of contents the publication includes indexes of names and organisations. Entries have been expanded to include T AFE colleges and facsimile numbers.
Tests for the Selection of Medical Students
The Faculty of Medicine at the University of Newcastle is unique in Australia, in its approach to the education of medical prac- titioners. The five-year degree course lead- ing to the degree of Bachelor of Medicine is centred on problem-based learning in small group tutorial classes. Students are confronted with real clinical problems from the first weeks of the course, and learn to apply problem-solving skills to their diagnosis and management. The Faculty is strongly oriented towards com- munity medicine, and a wide range of dis- ciplines, hospitals and practitioners in the Newcastle area contribute to students' learning experiences.
The degree is recogn~ d for the purpose of registration in all states of Australia and in the United Kingdom, and admission to the course is highly competitive. However, the innovative approach to teaching means that high· intellectual ability is not on its own a sufficient attribute for successful completion of training. Admission pro- cedures place considerable emphasis on personal qualities important in the practice Continued on page 2
Basic Skills Testing Program continues
Following the successful introduction of the Basic Skills Testing Program (BSTP) for Year 6 students in New South Wales schools in 1989 and for Year 3 students in 1990, ACER has been awarded the contract for this program to continue in 1991 and 1992. The Basic Skills Testing Program pro- vides feedback to teachers and parents on key aspects of students' literacy and numeracy achievement. The program also provides each school with feedback on how its students are performing in relation to other Year 3 and Year 6 students in NSW government schools. In 1990, some 58 000 Year 3 students and 5 6 000 Year 6 students took tests in Reading, Language, Number, Measurement and Space developed by staff of ACER's Measurement Division.
A distinctive feature of BSTP tests is the high-quality stimulus material which students read and use to answer test questions. In the first two years of this program, stimulus material included a newspaper, a sale catalogue, and several glossy 'magazines'. The literacy and numer- acy tests developed for this program will eventually be available for purchase from ACER.
A second feature ofBSTP is the provision of detailed reports to parents and teachers.
In 1990, teachers received feedback show- ing the questions each student answered correctly. Where incorrect answers were given, teachers were told which incorrect answers an individual had given. Parents also received a report showing students' performances in each aspect of the tests. A report on the Basic Skills Testing Program - Profiles of Leaming, Cat. No. 023BK, Price
$19.95 plus $3.00 handling- published by ACER is available from Customer Services.
Further detail about the Basic Skills Test- ing Program is available from Dr Jan Lokan (Project Director) or Dr Geofferey Masters (Assistant Director, Head of Measurement Division).
• Bill Rogers
Bill Rogers, author of ACER new publi- cation 'You Know the Fair Rule', Strategies for making the hard job of discipline in school easier, is well known for his com- mitment to a skills-based approach to dis- cipline and classroom management and the emphasis on peer-support for teachers.
Bill has conducted seminars, lecture pro- grams and developed in-school workshops and peer support groups with over 40 000 teachers throughout Australia over the last five years.
Bill Rogers has been a consultant to the Victorian Ministry of Education and has re- cently worked in the UK as a consultant to the Elton Report: Discipline in Schools 1988. He lectured widely there in 1990 and is in demand to return in 1991.
This latest publication emphasises Bill's beliefs and genuine concern to assist every teacher, practicing or training, with practi- cal classroom strategies. The most demand- ing job of all - teaching is greatly supported by this excellent book.
Further detail about workshops led by the author is available from John King at ACER.
The book 'YouKnowtheFairRule', Cat.
No. 033BK, Price $24.95 plus freight and handling charges is available from ACER Customer Services. Telephone: (03) 819 1400; Fax: (03) 819 5502.
Published by the Australian Council for Educational Research 9 Frederick Street, Hawthorn, Victoria 3122
Selection Tests from page 1
The Australian Language Certificates
of medicine. These qualities include an The Australian Language Certificates were instruction. Students undertake both a insight into the feelings of others, flexibil- introduced in 1990 by the Australian Bicen- reading and a listening task. The reading ity of attitudes, resourcefulness, a logical tennial Multicultural Foundation, ACER task is based on a specially developed approach to the solution of problems, and and the University of Melbourne to pro- 'magazine' while the listening task in- confidence in handling professional re- mote and celebrate the learning of volves a voice tape.
lationships at all levels. Applicants who are language in schools. In this its first year, a pilot study has been likely to achieve an aggregate in the top ten The Australian Language Certificates are undertaken to determine the feasibility of per cent in the Higher School Certificate intended for students, usually in their the Australian Language Certificates. On 16 examination are required to undertake a second year of learning a language, who May some 4000 students from throughout series of psychometric tests designed to have had between 80 and 120 hours of Australia participated in French, Japanese
evaluate some of these qualities. and Modem Greek tasks while on 21
Applicants who score at the required August 4700 students in 160 schools took
level in the tests are then invited to attend part in the Chinese, German and Italian an interview which forms the final stage of ~
The
C)-:) tasks.the selection process. Participating students receive a certifi-
The tests at present in use have proved
Australian Language
cate showing their level of achievement somewhat cumbersome to administer andCertificates
and a description of their competencies in score, and there is a need to expand the ~ the reading and listening tasks. Level 1 isrange of qualities measured to correspond the easiest with level 3 being the highest
more closely to the qualities required in the Thisi,1o=tifylllat and most challenging. The descriptions are course, as well as to provide more reliable Af Smitfi constructed by defining three levels of and efficient instruments suitable for ad- ''""""''""::J::;";::::;:;;,..,.w,... achievement for each section of the read-
ministration to large numbers of appli- ing and listening tasks and examining the
cants. ACER was recently awarded a con- Moifem (jreef<. skills typical of students at each level. The tract with the University to produce a ""'~""""''""'"' .. "''a""" descriptions are different for each of the series of three tests to meet these require- ...,.,...,.,
==...-::::..~.::::'
six languages. Figure 1 shows a sample ments. The first will assess problem-solv- :::~,::;,,,~"'!:;"~~:'-- Certificate.ing skills applied to real-life problems, and u.-tng:t.n.12 ~=~"-~Pt:.~Wop In 1991 the Certificates will be open to all will include a section on logical reasoning. Mag 1990 secondary school students who are in their The second will evaluate interpersonal //)¼ O · ; . . ~ second year of learning one of these six skills through responses to brief scenarios '.~;:
~ "';=·
languages. More details will be available in or dialogues, and the third will evaluate im<d>!m a
the February ACER newsletter.ability to analyse complex visual infor- ~="?' l · ,;-,:;:..,, For further information about The Aus- mation. No prior medical or scientific tralian Language Certificates or for further
knowledge will be assumed by the tests. details about the descriptions contact
In their content and approach, the tests Dr Susan Zammit at ACER: (03) 819 1400.
will represent a departure from the school- 1 - - - -- -- - - -
based tests that ACER's Measurement staff have traditionally developed. Although the present tests will be available only to the University of Newcastle on a secure basis, work in developing new item types is expected to open up further avenues for test development in the future.
Project Director is Dr Jo Jenkinson who can be contacted at ACER.
New Project: Evaluation of Equity Programs in Non-Government, Non-Systemic Schools
ACER has received a grant from the Depart- ment of Employment, Education and Training to undertake an eight month study that will involve the collection of information about policies, programs and practices that address equity issues in Aus- tralian non-govemm~t schools . . In the first stage of the study, a questionnaire will be distributed to a sample of200 schools. A smaller number of schools will be selected to participate in the second stage of the study which will involve detailed studies of some of the programs described in the survey. Information will be collected by means of school visits, telephone inter- views and written responses. The project director at ACER is Dr Margaret Batten.
Telecom Sunrise Fellow 1990
Professor Abelson will be visiting Australia in November 1990 as the second Telecom Sunrise Fellow. Professor Abelson is from the Department of Electrical Engineering and Computer Science and the Artificial Intelligence Laboratory at the Massachu- setts Institute of Technology. His achieve- ments in the fields of artificial intelligence and abstract engineering (known generally in Australia as computer science) are matched only by his interest and involve- ment in improving the quality of education as a result of the wide-spread use of com- puter technology. Professor Abelson is par- ticularly well-known as co-author of two books, Turtle Geometry: The Computer as a Medium for Exploring Mathematics, 1982, MIT Press and Structure and Inter- pretation of Computer Programs, 1985, MIT Press.
Special Seminar
The ACER, VCAB and the State Board of Education will be conducting a special seminar at which Professor Abelson will talk about the ways in which computer science has influenced what we know as mathematics and science and what this will mean for education. This seminar will be held in the Rialto Theatrette, Collins Street, Melbourne, 9.30 am to 12.30 pm on
Monday 19 November. The cost per par- ticipant is $20.00.
Professor Abelson will explain how, if designing computer programs is viewed as an abstract form of engineering, the com- plexity of a program design is limited only by the mind of the designer, not by the approximations which are inherent in modeling physical reality. He will argue that this is possible in computational sys- tems because the elementary pieces are idealised and completely specified.
For further information about the work of Professor Abelson and bookings for the seminar contact Liddy Nevile, ACER, (03) 819 1400.
Selection Test Development
ACER is seeking input concerning develop- ment of new selection testing materials from interested parties. At present, the main focus of the ACER program of se- lection test development is on tests for selection of apprentices, trainees, and other technical and trade personnel.
Materials currently under development for this area include new tests of mathematical ability and mechanical reasoning ability.
If you wish to contribute input concern- ing further development activities in this area contact the project director, Ian Woff, at ACER, (03) 819 1400.
Parent Help program for Victoria
In the July 1990 issue of the ACER news- letter there was a brief report on the Parent Education clearinghouse.
ACER was selected by Community Ser- vices Victoria (CSV) to implement a clearinghouse of news and information on parent education programs and resources available in Victoria. This project is part of an overall CSV Parent Help Program initiat- ive which seeks to support people in their role as parents.
ACER was chosen as a suitable auspicing body for a project of this kind because of its established role in distributing and publishing resource materials on parent education.
The clearinghouse has been operating since May this year. Its first newsletter, news & information, was printed and distributed at the end of August. It con- tained information relevant to broad cross- sections of people whose work brings them into contact with parents, families and children.
This first issue had a feature on 'fathering - an important part of parenting', and listed such resources as books, cassettes,
and videos as well as information on work- shops for men and fathers' parenting groups. Copies of this issue are still avail- able.
The second edition of the newsletter is scheduled for November 1990. As well as general information which will be helpful to all people working with parents, this coming issue features information on kids, teenagers, youth/adolescents and their parents.
In the meantime the Parent Help Pro- gram continues to collect information from across Victoria in the endeavour to build a comprehensive database of parent education programs and resources. It is envisaged that this information source will be accessible to workers in the field early in 1991.
Anybody wishing to be put on our mail- ing list, or anybody wishing to contribute information for the database may contact the project officer: Carole Finnigan, Parent Help Program, 'news & information', ACER, PO Box 210, Hawthorn Victoria 3122. Telephone: (03) 819 1400; Fax: (03) 819 5502.
Major Publication on Intelligence
Intelligence: Reconceptualisation and Measurement, edited by Helga A. H. Rowe, Principal Research Fellow ACER, deals with theoretical issues relating to human 'intelligence', its manifestation, develop- ment and measurement. It focuses on intelligence because intelligence plays an important part in learning, involves higher- order thinking, problem solving, and creativity, and because of its importance to an individual's performance and personal success in everyday life.
The authors call attention to some ques- tions which have not been raised pre- viously, and to many of the important and relevant issues that must now be addressed in the study of cognition and in psychologi- cal research. One purpose of this book is to propose perspectives for future research, not so much with the intent of predicting it as with that of shaping it.
The contributors to this book met together for two and a half days in reflec- tion and debate in a Seminar on Intelli- gence held in Melbourne during August 1988. They were asked not to present papers but to engage in a debate in front of an audience of nearly 300 academics and practitioners working in psychology and related disciplines. .•
The chapter titles a~ contributions to this major publication are a reflection of current international thinking and per- spectives for future research in the field of intelligence.
Paradigm and Context Helga A. H.
Rowe (Australia)
Reconciling Views on Intelligence Marc Richelle (Belgium)
ls the High IQ Person Really in Trouble?
Kjell Raaheim (Norway)
Intelligence as an Expression of Ac- quired Knowledge Robert Glaser (USA)
Multimodal Learning and the Quality of Intelligent Behaviour John B. Biggs (Hong Kong) & Kevin Collins (Australia)
Cognitive Developmental Perspectives in Intelligence Susan R. Goldman & James W. Pellegrino (USA)
The Effects of Practice and Training on Human Abilities Lazar Stankov (Australia) Intelligence Task Complexity and the Distinction Between Automatic and Effort- Jul Mental Processing John D. Crawford
(Australia)
On the Neurology of Intelligence and Intelligence Factors David L. Robinson (Australia)
Cognitive Integration: An Alternative Model for Intelligence). P. Das & R. F. Jar- man (Canada)
Theory-based Testing of Intellectual Abilities: Rationale for the Sternberg Triarchic Abilities Test Robert). Sternberg (USA)
Cognitive Models for Understanding and Assessing Spatial Abilities James W. Pel- legrino (USA)
The Control of Complex Systems and Performance in Intelligence Tests Rainer Kluwe, Carlo Misiak & Hilde Haider (West Germany)
Transforming Intelligence With Com- puters Andrea Di Sessa (USA)
Improving Intelligence: Fostering Cre- ativity in Everyday Settings Arthur
J.
Cropley (Germany)
Intelligence, Economics and Schooling Kevin Harris (Australia)
Published with Lawrence Erlbaum Associates, Hillsdale, NY, USA, the book will be available from ACER in 1991.
• Brian Doig
Brian Doig, Research Fellow, who has taught at both school and tertiary levels in mathematics has led an ACER project to de- velop a new series of mathematics assess- ment materials providing diagnostic in- formation.
The first in the series, Diagnostic Math- ematics Profiles provides a visual map (DIAMAP) of a student's performance in whole number addition, subtraction, mul- tiplication and division for year 3 to junior secondary levels.
Brian, in association with classroom teachers, has also prepared a second series dealing with decimals. This series is due for release in early 1991.
New series for Algebra
The ACER has also developed Group Review of Algebra Topics Series designed to survey the algebra skills of students at all secondary levels. This new series com- prises a class analysis chart to assist teachers in the interpretation of student's results.
The topics covered include:
• factorisation
• linear equation
• quadratic equations
• word problems
• manipulation of formulae.
This series is also due for release in early 1991.
Assessing Learning Achievement
Dr John Izard, Assistant Director ACER, has been invited to prepare a report on Assess- ing Learning Achievement for UNESCO on behalf of the International Association for Educational Assessment (IAEA). The report is to review recent trends and major developments world-wide in the assess- ment of learning achievement in and out of school, and to identify aspects of assess- ment theory and practice likely to be sig- nificant in the future. UNESCO propose to use this report in the preparation of one chapter in Part II of the World Education Report 1991.
Subscriptions I
set: research
information for teachers
NUMBER 2 1990
Contents in the second edition for 1990 cover:
• Children, television and the good things they see
• Size, costs and curriculum in secondary schools
• IQ tests and cultural distance
• Assessing and improving school environ- ment
• Abstract thought and mathematic prob- lem solving
• Strategies with 5 to 6 year olds
• Weather and its effect on children's (mis)behaviour.
Set is published jointly by ACER and NZCER twice a year and is available by sub- scription (see rates below). The contents offer a wide range of research information accessible to everyone interested in educa- tion. Cat. No. 990PS, Price $35.00 (Austra- lian subscribers); Price $41.00 (overseas subscribers)
Behaviour Problems Network Newsletter
An Australia wide network newsletter published quarterly and designed to:
• disseminate information to people
At the Australian Reading Association (Vic- torian) Conference held 3.-6 October at Monash University ~ippsland Campus Maureen Franks (centre), Tasmanian con- sultant for Pathways of Language Develop- ment (a project of the Department of Education and the Arts Tasmania, now published by ACER), presented a work- shop and led discussion groups.
Pathways is a guide for monitoring and assessing language development and pro- vides a framework for planning and imple- menting effective classroom programs.
interested/working in the area of behav- iour problems
• stimulate networking and communi- cation in the field
• review resources and support material worthy of consideration for professional development and program inclusion
• publicise forthcoming conferences and workshops of interest to subscribers.
Subscription to Behaviour Problems Net- work NewsletterfromJuly 1990 -June 1991.
Cat. No. 990BPN, Price $15.00
Psychological Test Bulletin
The second issue of the Psychological Test Bulletin for 1990 includes reviews of the Revised W eschsler Preschool and Primary Scale oflntelligence (WPPSI) and the Neale Analysis of Reading Ability - Revised.
This issue also includes:
• a report on a new Adolescent Coping Inventory by Dr Erica Frydenberg, Mel- bourne University and Dr Ramon Lewis, La Trobe University
• local norms for the ACER Speed and Accuracy Test, Advanced Progressive Matrices, AL/AQ, and the Watson Glaser Critical Thinking Appraisal
• changes in performance on Raven's Standard Progressive Matrices Test. The subscription rates covering two issues per year are $29.00 for Australian subscribers and $41.00 for overseas sub- scribers (airmail).
With Maureen is Bill McMahon, Edu- cation Consultant, Catholic Education Office, Diocese of Sale Victoria and Robyn Wilson, Literacy and Numeracy Coordin- ator, Gippsland Region based at Moe Regional Office.
The publication Pathways of Language Development, Cat. No. 286BK, Price
$45 .00 plus freight and handling charges is available from ACER Customer Services.
Telephone: (03) 819 1400; Fax: (03) 819 5502.
Australian Education Index
The Australian Education Index (AEI) is published quarterly with an annual cumulation.
The AEI is an essential source of Austra- lian education information. Available by subscription only which includes 3 issues plus Cumulation Edition: Australian sub- scribers $160.00 overseas subscribers
$195.00.
Centre of Philosophy for Children
For information about state and regional activities and workshops in Philosophy for Children, please refer to the following list of contacts.
Centre of Philosophy for Children (ACER): Laurance Splitter (03) 819 1400.
Victoria (Melbourne): Sandy Yule, Susan Wilks, Jen Glaser, Brenda Cheredni- chenko, Institute of Education, Melbourne University (03) 344 8692 or 344 8693. Victoria (south west): Clive Lindop, Faculty of Teacher Education, Deakin Uni- versity Warrnambool Campus (055) 61 8555 or 61 8238.
Victoria ( Gippsland): Phillip Edwards, School of Education, Monash University Gippsland Campus (051) 22 0366.
Victoria (north west): Max Davies, Prin- cipal, Tallangatta Primary School (060) 71 2590, Brenda Haysey (060) 24 2100.
NSW (Sydney): Marjorie O'Loughlin, Institute of Education, Sydney University (02) 660 2855, Phillip Cam, School of Phil- osophy, University ofNSW (02) 697 2371.
NSW (New England): John Mumford, Centre for Education and Administration Studies (067) 73 4211 or 73 4300.
ACT: Christina Slade, School of Communi- cation, University of Canberra (062) 52 2341, Frank Sofo, School of Education, University of Canberra (062) 52 2265. Queensland (Brisbane): Lyn English, Department of Maths, Science and Com- puting, Queensland University of Tech- nology (07) 263 6222.
Tasmania (Hobart): Tim Sprod, The Hutchins School (002) 25 3153, Brian Has- lem and Felicity Hickman, Philip Smith Education Centre (002) 30 7249. Tasmania (Launceston): Peter Davson- Galle, Division of Education, TSIT (003) 26 0287.
South Australia (Adelaide): Peter Woolcock, SACAE (08) 333 9411 or 333 9575.
Western Australia (Perth): Jeff Malpas, Department of Philosophy, Murdoch University (09) 332 2211, Gary Pears (09) 457 0047.
Northern Territory (Darwin):Joy Phil- lips, Curriculum and Assessment Branch, NT Department of Education (089) 89 5511, 89 6236.
Northern Territory (southern): Judy
· McKinlay, NT Department of Education, Alice Springs (089) 50 0411.
Conferences
Logo and Mathematics Education
INTERNATIONAL CONFERENCE (1-5 April 1991, Cairns, Queensland) The Sunrise Project at ACER is host for the fifth international Logo and Mathematics Education (LME5) conference. (Previous conferences have been held in the United Kingdom, Canada and Israel.)
The academic program chairperson for LME5 is Dr Richard Noss, Institute of Edu- cation, University of London.
Provisional themes for this international conference are:
• Logo in the mathematics curriculum
• styles oflearning and strategies for teach- ing mathematics in a programming environment
• expressing mathematical structures in programming languages and
• teacher education and computational media.
Abstracts of papers are due at ACER by 29 December 1990 and full papers by 1 Feb- ruary 1991. Registration will be expected to be completed by 1 February 1991.
LME5 will be held at Genazzano on the edge of Lake Tinaroo in the hills west of Cairns. All international visitors to the con- ference have been requested to participate in a maths education seminar to be held in Sydney on the afternoon of 8 April.
A post-conference weekend of activities has been arranged for participants. This will be based in Port Douglas and include two full-day activities.
For further information and registration booklets, contact the conference con- venor, Liddy Nevile at ACER, or email:
liddy1 otto. bf.rmit.OZ.AU
National Conference on Children with Emotional and Behavioural Problems
(3-6 October 1991, University of Queens- land, St Lucia, Brisbane)
This has been planned by ACER in conjunc- tion with the Fred and Eleanor Schonell Special Education Research Centre, Uni- versity of Queensland.
The conference with the theme Family, School and Community will provide an opportunity for those working with chil- dren with emotional and/or behavioural disorders in regular or special schools, in the family, or in the wtder community to meet with colleagues fr-ilm other parts of Australia.
Registration of Interest
Those proposing to present should contact ACER as soon as possible. For further details register your name and address with Development and Training Division, ACER, PO Box 210, Hawthorn, Victoria 3122. Telephone: (03) 8191400; Fax: (03) 819 5502.
The Myers-Briggs Type Indicator
Australian Perspectives
CONFERENCE
(17-20 October 1991, Sydney)
A conference for those interested profes- sionally or personally in the Myers-Briggs Type Indicator (MBTI) has been planned by ACER in conjunction with the Institute for Type Development, Australia.
The purposes of the conference are:
• to provide an opportunity for practition- ers to learn about contemporary Austra- lian research on application of the MBTI
• to share experience and expertise with Australian and international colleagues who use the MBTI or other measures based on Jung's theory
• to encourage responsible use and de- velopment of the MBTI in Australia and
• to disseminate information to a wider audience through the publication of con- ference proceedings.
For registration of interest contact: Con- ference on MBTI: Australian Perspectives, Development and Training Division, ACER, PO Box 210, Hawthorn, Victoria 3122. Telephone: (03) 8191400; Fax: (03) 819 5502.
Centre of Philosophy for Children (ACER)/The Victorian Philosophy for Children Association
FIRST NATIONAL CONFERENCE
On Philosophy for Children and Critical Thinking (12-16 July 1991, University of Melbourne)
The conference program will consist of:
• Key-note addresses (speakers invited include Professors Matthew Lipman and Ann Margaret Sharp, Founders of Philos- ophy for Children)
• Presentations and symposia on topics relating to philosophy for children, criti- cal and creative thinking, developing inquiry skills across the curriculum, empowering young minds through Socratic dialogue and questioning, ethics and the environment, and the role of philosophy in science education
• Informal workshops ('communities of inquiry') exploring areas of special interest to participants and introductory awareness sessions on Philosophy for Children.
The conference will attract teachers, principals, consultants, administrators, professional philosophers, and parents.
A highlight of the conference will be the inauguration of F APCA (The Federation of Australia Philosophy for Children Associ- ations). Each Australian state and territory has now established its own network/
association, and these bodies will be repre- sented on F APCA.
Interest in 'thinking' as a major focus of education has begun to attract the attention and priority it deserves, both locally and internationally. This conference promises to be a landmark for Australian education.
Offers of papers and other proposals for conference sessions should be forwarded to Dr Laurance Splitter, Centre Director at ACER, no later than 15 February 1991.
Further details concerning registration and programming may be obtained from the Centre of Philosophy for Children, ACER. Telephone: (03) 819 1400.
Performance Indicators in Education:
What can they tell us?
THIRD NATIONAL CONFERENCE (3-4 December 1990, Australian National University, Canberra)
Keynote speakers will address issues related to the use of indicators in education covering values underlying their use; and linking indicators from school and direc- torate to the system and technical issues. It is expected that local, national and inter- national perspectives will emerge.
Interactive workshops will reflect the conference theme at one of the following levels:
• School Review and Development
• System-level Planning and Review
• Higher Education and Post-School Train- ing.
This conference is sponsored by Confer- ence of Directors-General of Education and a Commonwealth Department of Employ- ment, Education and Training 'Project of National Significance' grant.
For further details contact Judith Hew- ton, Office of the Chief Inspector, PO Box 33, North Quay, Queensland 4002. Tele- phone: (07) 237 0081.
Australian Reading Association
16th NATIONAL CONFERENCE
Literacy: Making it Explicit, Making it Possible (7-llJuly 1991, Adelaide Conven- tion Centre)
Presentations are invited on the following themes from the various perspectives of classroom teaching, research or teacher development:
• Supporting all students to be powerful readers and writers
• Literacy, learning and inquiry
• Learners' viewpoints of literacy
• Literacy and power.
Proposals must be received by 30 November 1990.
For further information contact Joelie Hancock, SACAE Sturt, Sturt Road, Bedford Park, South Australia 5042. Telephone:
(08) 275 5335; Fax: (08) 275 5407.
ACER Test of Reasoning Ability
(1990)
The ACER Test of Reasoning Ability is a group test designed to measure general intellectual ability. It is intended for use with students in educational Year 9 or higher, with young people who have left school and with general adult populations.
It comprises a series of 70 items assessing verbal and numerical reasoning abilities.
The test was normed on representative samples of students in years 9, IO and 11 in 1986.
Test Booklet
Cat. No. IO0BJ Price $2.95 OMR Answer Sheets (10) Cat. No. 600BJ Price $3.50 Score Key
Cat. No. 300BJ Price $3.00 Interim Manual
Cat. No. 500BJ Price $15.00 Specimen Set
Cat. No. 000BJ Price $21.30
Supplementary Manuals for the Progressive
Matrices Tests
General Overoiew (1986 edition): over- view of each of the Scales and associated Vocabulary Scales.
Cat. No. 505QAT Price $10.75
Section 7: Research (1977): additional data on reliability and validity, normative studies and bibliography.
Cat. No. 504QAT Price $17.85 Research Supplement 1: (1981) Irish stan- dardisation of the SPM and Mill Hill Vo- cabulary Scales.
Cat. No. 500QAT Price $47.25 Research Supplement 3: (1986) a com- pendium of North American normative and validity studies.
11 Cat. No. 501QAT Price $28.50
Research Supplement 4: (1989) research references and US normative data.
Cat. No. 503QAT Price $26.25 Further details in Summary Guide for Aus- tralian Users available on request from Customer Services.
Practical Approaches to Resolving Behaviour
Problems
Edited by Susanna Rit;hardson and John.,gard
An edited collection of papers presented at the Second National Behaviour Disorders Conference in Sydney July 1990.
This book covers a national cross-section of recent research regarding children with behaviour disorders, and a sample of re- cent programs designed to address the management of behaviour in young people.
Cat. No. 026BK Price $29.95
November 1990
NEW FROM
·C·E·
Early Childhood STEP
SYSTEMATIC TRAINING FOR EFFECTIVE PARENTING OF
CHILDREN UNDER SIX
D. Dinkmeyer, G. D. McKay,
J
S. DinkmeyerAmerican Guidance Seroice, 1989 Early Childhood STEP, the latest addition to the range of STEP programs extends the Adlerian concepts and skills to the parent- ing of infants, toddlers and preschoolers.
Early Childhood STEP integrates STEP principles with a developmental frame- work, to accommodate the changing needs, capabilities and behaviour of young children. The parenting skills taught in the STEP program are here applied in a con- tingent way, appropriate to the different developmental levels of infants, toddlers and three to five year olds. The emotional and social needs of the developing child are addressed, as are the needs of parents aside from their parenting role.
Early Childhood STEP is intended not only for parents but for caregivers and teachers in childcare and preschool set- tings. The handbook for the course, Parenting Young Children, is attractively illustrated.
Early Childhood STEP is a video-based program, with video segments to accom- pany each of the seven sessions. The run- ning time of the VHS PAL video is 75 minutes.
The materials included in the complete kit are:
Leader's Manual, Parenting Young Chil- dren, Video plus Script Booklet, Discussion Guidelines Poster and Publicity Packet.
Complete Kit
Cat. No. 990CJ Price $275.00 Leader's Manual
Cat. No. 500CJ Price $51.00
Parenting Young Children (Handbook), Cat. No. 501CJ Price $18.95
Developments in School and Public Assessment
AUSTRALIAN EDUCATION REVIEW No. 31
edited by B. Low and G. Withers In recent years there have been marked changes in the patterns of assessment developed in many Australian states and territories.
The increased retention rate in student numbers has had a profound effect on cur- riculum and assessment in secondary schools.
This book, looking at the past and into the future, offers a review of developments in assessment in both school-based and public assessment settings.
In six chapters the contributors:
• review the leading issues of the last two decades and show how assessment philosophies and methods have evolved
• discuss commonly used assessment terms, and explore working definitions of assessment types
• comment on the validity and reliability of moderation processes from both public and school perspectives
• discuss student participation in assess- ment and the negotiated curriculum
• speculate about the major themes of assessment as they might affect schools, teachers and students.
Overall, Developments in School and Public Assessment provides an optimistic view of the future of assessment in edu- cation in this country.
Cat. No. 027BK Price $19.95
Kids'Skills:AResource for Discussion Group
Leaders
AND
Talk about Problems
Thelma M. Paull
(ACER, 1990)
Kids' Skills is a resource for those wishing to lead discussion groups with young people between nine and fifteen years of age.
The topics for discussion reflect the real concerns of adolescents. The author sur- veyed hundreds of young people and designed the program around their dis- closed problems. The program was trialled in primary and secondary schools.
The program aims to support, teach skills and expand the awareness of young people so that they are better prepared to accom- plish the maturational tasks of adolescence.
Kids' Skills is a flexible resource where the disclosed problems of a group can be addressed by using and adapting the struc- tured material according to the nature of the group and the leader's own style.
'
The ten topic areas are subdivided to allow for more finely tuned discussion on particular issues. These topics are: Family Skills, Communication Skills, Feeling Skills, World Skills, School Skills, Health Skills, Financial Skills, Sexual Skills, Rights Skills and Future Skills.
The topics link neatly with those in Talk About Problems, the accompanying book for adolescents. The book features 'Croc' who shares the same worries and concerns. Talk About Problems can be used in Kids' Skills discussion groups or recommended to individuals. Both books are illustrated.
Kids' Skills: A Resource for Discussion Cat. No. 500CW Price $39.95 Talk About Problems
Cat. No. 501CW Price $12.95
Teaching Your Child Social Behaviour
Lindy Petersen
This is a book for parents who want to acquire skills in handling their children.
These skills include what to say and do when faced with problem behaviour, and how to talk and better relate to children to avoid problems in the first place.
Parents are introduced to the STOP- THINK-DO method. They follow the sequence of skills set out in three sections of the book divided by red, yellow and green cards. The red light cues parents to STOP reacting automatically when they meet a problem. The yellow light reminds them to THINK about what alternative options they have. The green light tells them to choose one and DO it!
The STOP-THINK-DO method is learnt by following through examples of familiar problem situations from STOP to DO.
Parents are also encouraged to consider their own problem situations and to try practice exercises.
A later section of the book shows parents how to teach their children to use the same skills to improve their friendships, includ- ing those with their brothers and sisters.
By encouraging children to use STOP- THINK-DO, parents improve their chil- dren's social competence and the quality of their social relations.
There is a tear-out traffic lights poster at the back of the book which can be put up on a wall to remind parents and children of the three steps in the STOP-THINK-DO method.
Teaching Your Child Social Behaviour .,,~
is a book parents can use to manage their children's behaviour and teach their chil- dren how to improve their social skills. The author, with fellow psychologist Anne Gannoni, has adapted the STOP-THINK- DO method for use in programs for chil- dren, adolescents, parents and school class- rooms. These social skills training pro- grams are also available from ACER.
Cat. No. 042BK Price $14.95
'You Know the Fair Rule'
STRATEGIES FOR MAKING THE HARD JOB OF DISCIPLINE IN
SCHOOLS EASIER
Bill Rogers
'Well, what do you do when students per- sistently call out in class or rudely butt-in on your delivery?'
'What do you do with kids who boon around, swear or say the work is boring?' 'How do you deal with those who are regu- larly out of their seats and are chattering away to their friends during teaching time?'
'You Know the Fair Rule' acknowledges the real difficulties in dealing with these behaviours and shows how to make a hard job easier. This book seeks to answer, in the most practical way, the question: How can I discipline more effectively, positively, less stressfully, in that busy place called a classroom?
Bill Rogers argues that students must own their behaviour. He provides a range of strategies and practical, achievable skills that teachers can use to motivate and guide students towards this ownership within an atmosphere where rights, rules and re- sponsibilities are valued.
'You know the fair rule' is for all teachers: the very experienced and the very new, kindergarten, primary and secondary; those with responsibility for one class or twenty. The author after years of teaching began research into discipline, classroom management and teacher stress.
He now works as a consultant, specialising in these areas.
Cat. No. 033BK Price $24.95
Youth and Society:
The Two Transitions
RESEARCH MONOGRAPH No. 38
Catherine Blakers
Youth and Society provides a comprehen- sive review of what research shows and says about young people (15 to 24 year olds) in work and education in the chang- ing Australian society.
Part 1 of this book provides a context for discussion - youth in the changing society.
Part 2 looks at the experiences of youth in the labour market. An overview of govern- ment policies and programs for young people over the last decade is given in Part 3, and the situation of disadvantaged groups is discussed in Part 4. Part 5 draws together some of the main threads of the discussion and reiterates the argument that the difficulties which young people now encounter in making the transition from education to work spring not from de- ficiencies in young people themselves or their 'preparation for work' but from the fact that society itself is in transition.
Cat. No. 036BK Price $29.95
The Scientific Literacy of Australian Students
RESEARCH MONOGRAPH No.
39
Malcolm
J
Rosier, Diana K. Banks The Second International Science Study (SISS), conducted under the auspices of the International Association for the Evalu- ation of Educational Achievement (IEA), was a comprehensive examination of science education in 24 countries.This ACER Research Monograph presen- ts detailed results from the Australian com- ponent of the study for upper primary and lower secondary students.
The first part of the report provides detailed results across the Australian states, and for male and female students, in terms of:
• students' attitudes to school, to the science studied at school, and to the role of science in the wider society
• the science curriculum
• characteristics of science lessons
• students' achievements in science, and
• the home background and ethnic back- ground of the students.
The second part of the report examines reasons for differences in achievement between students and between the Australian states. The report also includes preliminary comparisons with the other countries that took part in the study.
The report should provide useful back- ground material for science teachers, administrators, and other persons seeking to improve science education in Australia.
Associated Technical Reports are also available from ACER. Further information is available from Customer Services.
Cat. No. 040BK Price $29.95
Diagnostic Mathematics Proflle Tests
Brian Doig et al (ACER OCTOBER 1990) The Diagnostic Mathematics Profiles have been designed to provide diagnostic information about students in addition, subtraction, multiplication and division.
These tests have been carefully devel- oped to assess students from Year 3 to Junior Secondary in whole number com- putation.
The features of Diagnostic Mathematics Profiles is the DIAMAP - a visual map of a student's performance for each of the four mathematical topics. The DIAMAP links student responses to specific objectives in such a way that it is immediately obvious which objectives have been mastered and which have not. These objectives also pro- vide a guide to further planning of instruc- tion for that student.
Manual
Cat. No. 500CX Price $12.95
Test Package (30 each addition, subtrac- tion, multiplication and division) Cat. No. 990CX Price $35.00
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