Failing to provide an appropriate education for students who are gifted increases the risk of mental health issues, boredom, frustration, and behavioural problems.
Academic rigour, journalistic flair
Articles on Teaching
Displaying 201 - 220 of 346 articles
Our schooling system needs a rethink.
Various forms of testing that reduce students’ knowledge, capacities and skills to a single number cannot of themselves help inform improvement.
Policy continuity is what is needed to improve Australian students’ maths capability.
Politicians need to stop meddling with education policy and invest in teachers if Australia’s science, mathematics and reading standards are to improve.
Australia’s performance in science continues to slide due to ineffective, traditional teaching practices and an outdated curriculum. Here’s what needs to change.
Because being a good teacher is about more than just subject knowledge.
In both the global North and South, economics tends to be taught with micro- and macroeconomic models that are disconnected from sociopolitical realities. We suggest new ways of teaching economics.
A look at the real causes of the teacher shortage in the wake of Lucy Kellaway quitting the FT for life as a maths teacher.
Being a good critical thinker is a desirable and highly-sought after trait for getting a job in today’s economy. But are universities actually teaching this skill effectively?
Teaching students skills such as creative thinking and problem solving will become part of the curriculum from 2017. But in order to assess these capabilities, teaching styles will have to change.
Like so many other countries, the UK is experiencing a shortage of primary school teachers - especially one’s of the male variety.
Not every student will publish work or win prizes and very few will be able to earn a living putting pen to paper, but the teaching of creative writing is about more than that.
We need a clear plan in place to ensure that no child falls through the net. Such a plan needs to be both effective and cost-effective.
Research shows that many young Australians are not aware of appropriate boundaries in relationships. It’s important that children are informed by research rather than rhetoric.
Who am I, as an academic, to decide in advance what is or what is not triggering to others?
Research looking at evidence-based teaching in higher education tends to be based more on anecdotes than on large, robust and peer-reviewed data.
Praising kids in a generalised way through phrases like, ‘well done’ or ‘aren’t you clever’ isn’t helpful and can actually damage children.
In the fraught debate over trigger warnings in the university classroom, they are routinely associated with censorship and silencing. Yet for teachers, they can open up a discussion of difficult material – not suppress it.
The REF has turned academic research from a vocation to pursue knowledge and scholarship, to a game of ‘hits’ in top journals.
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Top contributors
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Associate Professor in Language, Literacy and TESL, University of Canberra
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Professor, Melbourne Graduate School of Education, The University of Melbourne
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Professor Emeritus Melbourne Graduate School of Education, The University of Melbourne
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Laureate Professor of Education, Director Teachers and Teaching Research Centre, University of Newcastle
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Associate Professor in Education, UNSW Sydney
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School Education Program Director, Grattan Institute
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Senior Lecturer & Bachelor of Education (Secondary) Course Coordinator, Curtin University
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International adviser, Mitchell Institute, Victoria University
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Professor and Director of the Centre for Inclusive Education, Queensland University of Technology
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Associate Professor, Digital Transformation, Monash University
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Emeritus Professor of Education, University of Derby
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Deputy Program Director, School Education, Grattan Institute
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Senior Lecturer in Philosophy and Education; Curriculum Director, UQ Critical Thinking Project, The University of Queensland
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Professor of Education, Durham University
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Professor, School of Education, University of Southern Queensland
