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• Knowing how to teach well
• Education for children with disabilities
• DELTA- diagnostic English language test
• A computer interactive music test
• The ABC of international
No. 78 October 1993 tion
KNOWING HOW TO TEACH WEL
We all learn from experience - our own and others. Tbink about the wealth of knowledge and skill individual teachers build up during their many years in the classroom. How best can they share this resource to improve the quality of teaching in our schools?
Teachers' knowledge and experience in their craft- teaching - is a largely untapped resource. Due to the structure of schools and classrooms, most teachers teach in isolation from others - with only the students to assess them. Few share the positive aspects of their teach- ing with other teachers, and few have had the opportunity to talk about the knowledge and skills they use every day in the classroom.
In order to find out more about the knowledge that practising teachers accrue and develop, during 1989 ACER began an Australian exploratory study of teachers' professional knowledge.
Research has shown that encouraging teachers to reflect on classroom practice and to talk about their experiences is a powerful way of determining what it means to be a good teacher. The Austral- ian work was based on a British study of teachers' professional craft knowledge which aimed to find an answer to the question, 'How can we make sense of the things which experienced teachers do routinely, spontaneously, success- fully every day in their classrooms?' Researchers worked with 12 to 14-year- old students and their teachers, observ- ing teachers in classes and talking to them in depth about 'those aspects of their teaching which ~ad particularly pleased them, they felt they had done well or had given them satisfaction' (Brown and McIntyre, Making Sense of
Teaching. Edinburgh: Scottish Council for Research in Education, 1989.)
THE STUDY
The Australian study involved 11 teach- ers in two Victorian secondary schools,
three teachers in one Queensland sc ool and six teachers in one New S uth Wales school. Year 9 was chosen a it is
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regarded by many educators as orlF'-rrt---+-,.__, the most difficult school years for both
students and teachers, and so seemed appropriate for a study aimed at making a contribution to teachers' professional development. Over 900 Year 9 and Year 10 students were involved in the selec- tion of teachers.
Students' perceptions of effective teaching and learning are
too often underrated by researchers and practising
teachers
Students were asked to choose teach- ers whose teaching they thought was best and to describe the qualities that characterised these teachers. Their list was used to select the teachers who participated in the study. Students' per- ceptions of effective teaching and learn- ing are too often underrated by re- searchers and practising teachers, but in this study the Year 9 and 10 students gave valuable input, identifying a com- prehensive range of qualities.
They considered a good teacher as one who:
• helps them with their work;
• explains well so they can understand;
• is friendly, easy to get on with, and doesn't yell at_them;
• makes class interesting and enjoyable;
• cares about them, is always ready to listen and understands them;
• has a sense of humour, will have a laugh with them;
• controls the class.
The ABC of International Education
Everybody knows ERIC, but what about AEI, BEi and CEI? How do you find information about education in Australia, Britain and Canada?
If you look in ERIC you are not getting the whole picture. Australia, Britain and Canada have separate indexes which list journal articles, papers, reports, theses and mono- graphs published in, or about, each country. These indexes have been available in print and through a variety of electronic media for some years. The Australian Education Index (AEI) is a comprehensive index to current literature, and has been available in print since 1958 and online since 1978.
But to undertake a comprehensive search covering Australia, Britain and Canada has been difficult. To help overcome this difficulty, the DIALOG Ondisc® International ERIC CD-ROM is publishing three bibliographic databases - the Australian Educa- tion Index, the British Education lndexand the Canadian Education Index-on the one CD-ROM disk. As far as possible, the references indexed in each database are presented in compatible formats. Online the$auri are being provided to help with subject searching and, most importantly, the International ERIC databases are presented in a format which will facilitate searches run on the parallel ERIC databases.
International ERIC will be available in late 1993 - more details are available from ACER or read the brochure enclosed.
Teachers were selected from each of three curriculum areas - humanities, science/mathematics and practical subjects-as it was thought that teachers from different subject areas may view their teaching in different ways. Each teacher was observed by a researcher over a series of lessons, then the re- searcher and teacher discussed the good points of the lesson. Audio recordings were made of lessons and interviews.
Teachers were encouraged to reflect out loud on the positive aspects of each lesson, explaining what had happened and why it went well. The researcher made little input other than to probe answers for clarification or elaboration, and encourage reflection on all parts of the lesson.
Although each teacher's comments on the positive aspects of these pa1ticular lessons were only a small part of their craft knowledge, they still served as a basis for constructing individual peda- gogical profiles. In creating these profiles, only the teachers' own words were used. Statements which seemed to have a similar orientation were clustered to- gether within each profile. When com- plete, teachers were sent a copy of their own profile and interviewed further about the accuracy of the profiles. The teach- ers all approved of the way their com- ments had been organised and the links made between the criteria and the strat- egies or reasons.
ELEMENTS OF SUCCESSFUL TEACHING Each teacher profile from the study was distinctive, highlighting the fact that there is no neat formula for a 'successful lesson' or 'good teaching', although the wofiles did contain some common threads. Five elements of successful teaching mentioned frequently by the teachers throughout the study were:
• developing good teacher-student relationships;
• creating a positive learning environ- ment;
• exercising classroom management skills;
• catering for and responding to indi- vidual student needs;
• generating student inteflAst and enthu- siasm.
Each teacher was able to point to these principles in action in their classroom and exemplify them in their lessons.
One factor which emerged from the study was the importance of the student perspective in a consideration of effective teaching. When the students were asked to write down the positive aspects of a lesson, they came up with a comprehen-
sive list of qualities that covered teacher strategies, teacher attitudes, classroom management and learning outcomes - the teachers themselves were suprised at the number and nature of the qualities students identified, and at the degree of agreement with what they themselves considered the elements of successful teaching. The major difference between perspectives was the increased empha- sis students placed on a teacher's ability to explain clearly so they understood - a quality not mentioned often by teach- ers but of crucial importance to students.
Some differences seemed to exist in the approach to teaching and perspec- tives of teaching in different curriculum areas. Science/mathematics and humani- ties teachers focused on teaching strate- gies while teachers of practical subjects focused more on student outcomes.
CONCLUSIONS
It is important for teachers to look at the positive aspects of what they do in the classroom, and learn to discuss and build on these aspects. Some teachers in the study found it hard, at first, to explain what had gone well in their class, but
quickly gained confidence from the discussion and the experience. Much can be gained by teachers putting their tacit knowledge into words for the ben- efit of themselves and other teachers.
The process developed in the study could provide a framework for use in school-based professional development programs with teachers working with other teachers, observing and discuss- ing the positive aspects of their lessons.
The two principles which guided the research could be used as a basis for many professional development situa- tions, both inservice and preservice, and in teacher appraisal:
• a belief in the value of teachers being given the opportunity to think and talk about the operation of their profes- sional knowledge in the classroom,
• a belief that, in such cases, teachers should be encouraged to focus on the positive aspects of their teaching, to build on teaching strengths rather than seeking to rectify weakness.
Details of the study are available in the ACER book Knowing How to Teach Well by Margaret Batten, Pere Marland and Mon Khamis. 014 BK NC $19.95
DIAGNOSTIC ENGLISH LANGUAGE TEST (DELTA) -,
Increasing numbers of Australian schools are enrolling students who come from overseas specifically to study. These students come from a non-English-speaking background and arrive at their Australian schools with varying degrees of profi- ciency in English. There is currently no Australian testing program designed to measure the English language ability of secondary students.
In response to requests from schools, ACER is developing the Diagnostic English Language Test (DEL TA) to help assess newly arrived overseas students and others with educational and language backgrounds similar to the overseas group.
The DEL TA test kit will offer teachers an efficient and readily available means of identifying individual students' strengths and weaknesses in English, and will help in making decisions on a student's readiness to enter a mainstream class, on the degree and nature of English as a Second Language (ESL) support needed, and on the broad allocation of ESL resources within the school.
ACER research shows that the majority of overseas enrolments cluster around Years 1 O and 11, so DELTA has been developed to suit students whose cognitive and academic development are at that stage. The test consists of listening, reading and writing components, and takes about 2 hours. Each part can be administered and scored separately if desired.
DELTA focuses on the ability of students to cope with the particular language demands of everyday life in an Australian secondary school. Test items are designed to simulate real life school tasks and interactions and are based on topics which suit the interests and maturity level of middle to upper secondary students.
The primary focus is on the academic language needs of students, but the importance of social interaction is also recognised in the test design. Each test unit can stand alone as a meaningful activity.
The DELTA kit will provide a separate score for each of the test components, and will show a breakdown of student performance graphically. Descriptors of student performance will be compatible with the reporting systems used in the ESL Framework of Stages and National ESL Profiles. These enable newly arrived students to be compared with other students.
For more about DELTA, contact Cecily Aldous or Joy McQueen at ACER.
EDUCATION FOR STUDENTS WITH
DISABIIJTIES
Although the shift toward the integration of students with disabilities into main- stream primary and secondary schools has been valuable in changing attitudes towards such students, is the system cop- ing with the needs of these students?
Preliminary findings of a national study of how best to provide educational serv- ices to students with disabilities indi- cated a need to maintain a range of services, including special schools and special units, to meet the particular needs of different groups of students as well as the needs and desires of parents.
In 1992 ACER was commissioned by the Department of Employment, Education and Training to undertake a study of education provision for students with disabilities on behalf of the Australian Education Council. The study was spe- cific to students who satisfied the criteria for enrolment in special education serv- ices - either special or regular schools - provided by the relevant authority.
Students with specific learning difficul- ties or remedial problems were excluded.
The study involved a review of rel- evant literature; a survey (in late 1992) of government and non-government edu- cation authorities covering aspects of policy and procedure; and a national sample survey (in early 1993) of some 350 government and non-government schools by questionnaires to school prin- cipals, teachers and parents.
The main thrust of recent State and Territory policies is toward educational oirovision for students with disabilities in the 'least restrictive environment' ac- cording to their needs. This has led to the growing trend toward 'integration' and 'inclusive schooling', while still recognising that for some students en- rolment in a special facility is more appropriate. The policies all provide a range of options - including special schools, special classes or units attached to primary and secondary schools (ex- cept in Victorian government schools), and enrolment in prima~~ and second- ary schools. >
THE POPULATION
disabilities were enrolled in special schools, around 30% in special classes or units attached to primary or secondary schools, and around 40% in primary and secondary classes. The pattern of enrol- ment varied between States and Territo- ries as shown by the graph below, with enrolments in New South Wales nearly totally in special classes or special schools, while in Victoria half the enrolments were in primary and secondary schools.
States also differed in terms of the rela- tive number of students with disabilities identified, which relates partly to the lack of uniformity in identifying differ- ent levels and forms of disability.
STAFFING AND CURRICULUM
Staffing and specialist services were seen as major areas of concern, particularly in terms of providing one-to-one support for students in integrated settings and access to specialist services, such as speech therapy. The adequacy of train- ing for classroom teachers to provide the skills and techniques necessary for teach- ing students with disabilities was also an
To achieve the goal of inclusive schooling, teachers need both professional training and access
to suitable support services.
issue, and there were some concerns regarding the students' social integra- tion and the development of social skills.
In general the curriculum provided was seen by teachers as meeting student needs. An individual education pro- gram had been prepared for most of the students with disabilities, and nearly half of the students aged 15 years or over had had individual plans prepared to help them with the transition to further training, employment and adult living.
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PARENT PERSPECTIVES
Parents were generally satisfied with their children's educational program and progress. They valued integration for the opportunities their children had to mix with their non-disabled peers and to develop social skills which increased their confidence and self-esteem. Spe- cial schools or units were valued for providing specialist programs and serv- ices, together with smaller classes and more one-to-one contact.
Parents concerns, however, were in the areas of an improved access to information about services and options for schooling of children with disabili- ties; better assessment procedures for the earlier diagnosis of disabilities; and better access to specialist services.
CHALLENGES AHEAD
The study found that a range of services should be maintained, including special schools and special units, to meet the desires of parents and the needs of different students. To achieve the goal of inclusive schooling, teachers need both professional training and access to suit- able support services. Post-compulsory school-age programs, either to prepare for tertiary training and transition to work, or for students requiring continu- ing support, are also important.
Systematic collettion of information relating to enrolments, student charac- teristics, staffing and expenditure are important to ensure an equitable alloca- tion of resources and to monitor trends.
There is a need for uniform criteria and procedures for assessing student needs and calculating the cost of different forms of schooling.
The special needs of students who do not qualify for assistance under current systems, but who require additional sup- port because of learning difficulties that affect their ability to access the curricu- lum and attain desirable levels in literacy and numeracy, should also be addressed.
For more information on the project contact Dr Marion de Lemos at ACER.
.__ _ __,I
Primary and secondary class - Special class/unit- Special school
Tas. NT ACT
An estimated 56 000 students with dis- abilities are enrolled in special, primary and secondary schools in Australia - this is somewhat less than expected on the basis of estimated prevalence rates, which suggests an under-identification of students with disabilities in Australia.
In 1992, around 30% of all students with Enrohnents of students with disabilities in different States and Territories
A COMPUTER INTERACTIVE MUSIC TEST
With increasing emphasis on the use of computers in education, now seems the opportune time to explore the use of computers in various forms of testing. A computer-interactive test, where students interact with computers by indicating when they are ready for sound stimuli and when they are ready for the next item, and possibly by receiving feedback on their progress, would have many ad- vantages in music testing.
ACER published two music tests in the 1970s - the Australian Test for Advanced Music Studies for use at the beginning of tertiary music courses and the ACER and University of Melbourne Music Evalua- tion Kit (MEK) for use at the beginning of secondary school. ACER is now investi- gating the feasibility of a computer- interactive music test for use in schools.
When MEK was developed, one of the difficulties addressed was that of inci- dentally measuring reading ability when the main intention was to test musical skills. The test had printed questions, answer sheets and cassette tapes. Ques- tions were read aloud as well as printed to try to help poor readers. But this procedure was tedious for quick readers who were held back because the whole class did the test together as there was a single sound source - the cassette tape.
With a computer-interactive test, how- ever, students would be able to work at their own pace on individual machines.
The MEK also uses a lot of paper as the questions have to be duplicated by chools for each student, adding to the costs. A computer-interactive test has the bonus of no paper - students indicate answers on the screen, and scoring takes place automatically, again saving teacher time. The variety of reporting possibili- ties is increased; a profile of a student's strengths and weaknesses, and immedi- ate feedback (if appropriate) for the student, can be provided.
THE MODEL
As a starting point, ACER,:,)las developed a model to demonstrate some of the features of a computer-interactive music test. Items from various parts of the MEK have been adapted for this demonstra- tion model. The model incorporates the following features:
• multiple-choice questions;
• responses indicated by the student clicking on the selected answer - feedback can be given immediately;
• graphics, notation and printed ques- tions on screen;
• sound stimuli activated by the student clicking the mouse on an icon;
• a record of each student's response, and a report of results if required.
The program is written in ACCESS, a database package, and CORELDRA W is used along with clip art to create graph- ics and music notation.
Any computer test needs to be acces- sible to most schools, so it is important that the test can be used on basic hard- ware, but equally important that the quality of musical production is not compromised. What is considered stand- ard equipment in schools, and what may be obtained over the next couple of years, needs to be considered.
The project has now reached a stage where an appropriate focus for the pro- posed computer-interactive music test is sought. Three options are apparent:
• to revise and adapt the MEK to a computer-interactive format;
• to develop tests to assess outcomes of the National Profile for the Arts; or
• to develop tests that measure curricu- lum areas designated by practising music teachers.
For more information on the project, or to register your interest, please contact Jennifer Bryce or Margaret Wu at ACER.
ACER NEWSLETI'ER
This newsletter is published three times a year by the Australian Council for Educational Research, PO Box 210, Hawthorn, Vic 3122 Australia. Any en- quiries could be directed to the editor, Rhonda ldczak, at this address.
ph (03) 819 1400 fax (03) 819 5502
ACN 004 398 145
CONFERENCES AND WORKSHOPS
CHILDREN and YOUTII with EMOTIONAL or BERA VIOUR PROBLEMS ACER's Development and Training Division is calling for offers of presenta- tions for the Sixth Behaviour Problems Conference to be held in September 1994. Those intending to make an offer of a paper, workshop or symposium for this conference should check the guide- lines booklet available from ACER.
Deadlines
Abstracts: 30 November 1993 Accepted manuscripts: 30 April 1994
The International Congress for School Effectiveness and
Improvement
The seventh International Congress for School Effectiveness and Improvement will be held at the World Congress Centre, Melbourne, from 3 to 6 January 1994. It is co-sponsored by the Austral- ian Council for Educational Research, the Australian Council for Educational Administration, the Faculty of Education at Monash University, the Institute of Education at the University of Melbourne, and the Australian Effective Schools Network. This is the first time the Con- gress has been held in the southern hemisphere, and provides a unique op- portunity for Australian researchers, policy makers and practitioners to inter- act with international leaders in the fields of school effectiveness and school improvement.
For further details contact Dr Kevin PiperatACERonphone (03) 8191400or fax (03) 819 5502.
Leadership Training in Parent Education
Three training workshops for different target groups will be offered by Constance Jenkin.
1 Parent Education Group Leadership Training (3 days)
Friday, 29 October, 5 November and 12 November 1993. $125
2 WorkingwithFamiliesinCrisis(l day) Monday, 1 November 1993. $75 3 Working with Families at Risk (1 day)
Friday, 19 November 1993. $75 For enrolments and further information, contact Joanna Goldsworthy, ACER on (03) 819 1400 or free call outside Melbourne on 008 338 402.
October 1993
From the authors of Early Childhood Step comes a first-class training program for early childhood teachers and other professionals. It's filled with the topics that teachers say they most need.
This American Guidance Services program, Teaching and Leading Children, uses a video, discussion and group problem solving to teach easy-to-practise skills. These skills are critical to:
• child development and behaviour
8
• social and emotional development -~-,
• cooperation and discipline '
• communication and problem solving
• building self-esteem through encouragement
• working with parents.
Materials in the program
Leader's Manual: This provides the trainer with all the materials and informa- tion needed to lead workshops.
Partipants' Handbook: Here are the strategies, charts, examples of specific behaviour issues, and more.
Video: This features nearly two hours of training, skill practice, and discussion filmed in preschools
~,""' in
and child care centres. ~
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'c_Phone Margaret Taylor or Jo Goldsworthy at ACER for further details and prices.
The Early Years
The Early Years is the very latest on child development for early years and primary teach- ers - and for all student teachers. Subtitled 'Development, Learning and Teaching' and skilfully edited by Gillian Boulton-Lewis and Di Catherwood, this book is unique in two ways:
• It gives a complete picture of childhood development. From this picture, teachers
NEW FOR SPEECH PATHOLOGISTS
CADeT
CADeT is a set of story books, a board game, and a conversation between the clinician and child.
CADeT is a standardised measure of children's language normed for ages 3 to 9 years. The clinician rates the child's responses on all three key di- mensions of language development:
semantics, syntax, pragmatics.
CADeT is perhaps better thought of as a standardised language sample rather than, strictly speaking, a standardised test oflanguage. Therein lies its special quality. It goes beyond semantics and syntax to the pragmatic features of a child's language.
Ban kson-Bernthal
The Bankson-Bernthal Test of Phonol- ogy (BBTOP) is new to Australia. It's a test of phonology that yields normed scores on a traditional consonant analy- sis and a phonological process analysis.
The colourful Picture Book includes 80 pictures, bne for each test item. Ask the child to name each picture and record as correct or error. If necessary, prompt for the target with a standard- ised prompt - or if the child is still stuck, present a model.
CADeT and BBTOP are both prod- ucts from Riverside and now ACER.
Phone Daiva Verbyla at ACER on (03) 819 1400 for more details about them.
can build the best into their own teaching practice.
• It focuses on the young child as an autonomous thinker, learner and problem solver.
This is important in planning early childhood environments.
The authors speak with one voice when they say that children are amazingly competent learners from an early age. Given the right conditions, children take in and process all sorts of information and ideas. This is the base on which they build and master most of the elements of their world.
A great resource for health and welfare professionals, TAFE childcare students and caregivers. 168 BK NC $26.95
TAPPING STUDENTS' SCIENCE BELIEFS
What is Tapping Students' Science Beliefs (TSSB) all about?
It's an easy way for teachers to find out what children know about science before introducing a topic. Teachers use TSSB to test their students' beliefs about natural phenomena - and then plan science learning experiences. The kit is designed to assess science beliefs across a wide age range, from early primary to mid secondary levels. It uses high-interest stimulus material in five important areas of science.
The day we cooked pancakes at school
Two cartoon cooks chat about what's happening while they make pancakes.
Class members can then give the reasons for the many steps. The result - the construction of matter.
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BEA.TTHE MIXTURE'?
What happened last night?
Our school garden
Two cartoon characters convert part of their schoolyard into a vegetable gar- den. They argue over what is happen- ing to the yard - and the reader is invited to comment. Living things are the focus.
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SNAILS ! Tl.\EY WEREN'T H£R..E
'<£STER.DAY.
Skateboard news
In bright newspaper format, the News talks about skateboards and board- ing skills. This approach taps into children's ideas of force, motion and gravity.
Children's week
A role play for children being teacher for the day: this occurs during Chil- dren's Week science sessions. Here the kit explores children's notions of light, its properties, and the proc- esses of eyesight.
In an intriguing short story about an alien from space and a child, the reader gets to answer questions about the Earth and the stars ... the heavenly bodies! This unit focuses on day and night, the Earth and the Sun, and gravity.
The kit includes a comprehensive manual and sets of masters to photocopy.
It is self-contained with all teachers need. 990 IF NC $95
PROFILES OF PROBLEM SOLVING
T T T T T T
The long-awaited Profiles of Problem Solving (POPS) kit is now published. Designed for upper primary and lower secondary levels, POPS measures children's mathematical problem-solving skills. It presents tasks needing a range of strategies, and requires students to explain their method of solution.
POPS is a once-off purchase for schools. In its attractive pack, POPS contains a well written manual and photocopy masters for all questions and student profiles.
The POPS manual is unlike many asses~e'nt manuals. It goes out of its way to help teachers with ideas and strategies for further learn- ing. For example, there are teaching strategies and ideas on estimating, visualising, listing possibilities, using patterns, generalising, numeri- cal relationships and improving children's explanations.
Phone Margaret Taylor on (03) 819 1400 for a copy of the POPS brochure, or order the kit from ACER. 990 IE NC $75
COMING SOON
A very special biography
Look out early next year for Brian Williams' important and enjoyable biography of Dr Ken Cunningham, ACER's found- ing director. Ken Cunningham's life is told inEducation with Its Eyes Open -
the story of one of the big names in Australian education, psychology and the social sciences. The author cleverly uses Dr Cunningham's life as a window to the events and the changes of his era as they unfolded.For release early 1994.
ACER Diagr1ostic English Test
This new kit will help schools assess the strengths and weaknesses in English of:
• newly arrived overseas students from middle to upper secondary years
• other non-English-speaking-background students.
Three key areas are measured in the test: listening, reading and writing.
Test items have been developed to simulate real school tasks and interactions.
The kit will help schools meet Australian government requirements for pre-entry English assessment, and assist in class placement. It will contribute to decision-making on the type and level of English-as a second language support needed for each student.
Phone Margaret Taylor at ACER for our special brochure on DELTA, or tick
(✓) the box at the back of this New Releases.
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Student Behaviour Problems
Student Behaviour Problems: Positive initiatives and new frontiers, ACER's latest book in the student behaviour problems series, was pub- lished in September. David Evans and his fellow editors have neatly blended twenty-five interest- ing chapters on topics from the ACER national conference. To give you a taste of the book, it covers such a rich range of themes as Quantifying Aberrant Behaviour, Bullying: A School Discipline Approach, and Alternative Programs to Help Be- haviour Disordered Adolescents. Series readers won't want to miss Bill Rogers' two chapters:
Values education, many say, has really been neglected in schools. It's too difficult. It's not my job - that's for parents and others. But the fact is that teachers do need to help their students identify their values - to argue and to reason, and to come to terms with the notion of the common good and their part in it.
Values Strategies - edited by Marion Lemin, Helen Potts and Pam Welsford - is for all secondary teachers right across the curriculum. With it on hand, 'classroom teachers can make their important contribution to values educa- tion [and] help greatly to equip students to be wise and humane in the part they elect to play in our society'. Brian Hill, School of Education, Murdoch University.
This new resource includes lots of blackline masters and cleverly makes a bridge between theory and practice. The masters allow teachers to run off all sorts of activity sheets for their students.
190 BK NC $26.95
Black Dot-White Square: Managing Stress, and Non-Verbal Behaviour in Teacher-Student Man-
agement. 037 BK NC $34.95
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ALIENS IN THE CLASSROOM!
In its thirty-seventy year, and still going strong, is ACER's Australian Journal of Education (AJE).
The AJE is the voice of educational research in Australia - with its special emphasis on what the rese~rch means for classroom teachers, administrators and policy makers. It also publishes articles on good quality overseas re- search.
Edited by Richard Smith, the latest AJE has a most telling and provocative fea- ture on 'Aliens in the Classroom'. There are aliens from inner space to be found in our very own schools: 'Increasingly alienated young people are also in- creasingly alien ... differently motivated, designed and constructed.'
This AJE has much for readers:
• Going Critical: The Limits of Media Literacy
• The Media: Moral Lessons and Moral Careers
• Children Talk Horror Videos
• Television and Schooling, and more.
Order your 1994 subscription now.
October 1993 Phone (03) 819 1400 Fax (03) 819 5502
Title
Handy Software for Psychologists
Vineland Assist TM
ACER now stocks ASSISTfM for Vineland - the widely acclaimed AGS software for the Adaptive Behaviour Scales (IBM and Apple II versions).
ASSISTfM ensures that users' reports are accurate and comprehensive.
ASSISTfM is available in two interview forms (Survey and Expanded) and provides information on four domains: Communication, Daily Living Skills, Socialistion, Motor Skills.
Report Writer
• Stanford-Binet - 4th edition
• Woodcock-Johnson - revised • PIAT-R
• K-ABC • KTEA - comprehensive
• WISC III/WISC-R • KPTEA - brief
• WPPSI-R • WRAT-R
P AR's Report Writer software offers comprehensive interpretive reports for the most commonly used intelligence and achievement tests. Check with ACER whether the programs are available in IBM, Mac or both. Reports, easily understood by clinicians, offer statistical analyses and narrative text which can then be edited by clinicians after downloading into a word processing package.
'Reshuffling the suit of trumps'
That's how Bill Connell describes Australia's social mobility in the 1960s.
In ACER's special hardback edition of Reshaping Australian Education 1960-1985, Bill Connell gives a crisp, informative narrative of an exciting twenty-five in Australian educational history. 'Australian educa- tors', he says, 'were about to realise that they had become part of a mass society'. This book is a must for all teachers, trainee teachers and
academics. 303 BK NC $75, casebound
ACER Customer Services PO Box 210 Hawthorn Vic 3122 Australia
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NB: Prepayment required for orders FREIGHT/HANDLING CHARGES Freight
up to $50.00 in value. $3.00 for orders less than $30.00 $10.00 for orders $101.00 - $500.00
Grand Total $
$5.00 for orders $31.00 - $100.00 $ 20. 00 for orders over $ 500. 00
Tick(✓) to receive
Name ;,..is Leaflet: CADet
Street Address Leaflet: Bankson-Bernthal
Postal Address Postcode Leaflet: TSSB
School/Organisation Order No
Leaflet: POPS
Account No Telephone No
Enclosed cheque/Bankcard/Mastercard/ American Express/Visa authorisation Leaflet: DELTA
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