Rather than leaping to conclusions about a failing education system, we need to look at what the data tells us about student performance at a state level to help us make more informed decisions.
L’expertise universitaire, l’exigence journalistique
Articles sur Schools
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The furore over Australia’s international ranking in science, maths and English obscures what we should really be focusing on.
Australia’s performance in science continues to slide due to ineffective, traditional teaching practices and an outdated curriculum. Here’s what needs to change.
Exams do have a purpose, but they shouldn’t be used to assess the recall of meaningless facts.
Latest TIMSS report shows that students in Australia make very little – if any – progress in maths from Year 4 to Year 8.
By four years, children have already begun to internalise bias and stereotypes. Yet research shows teachers and parents are often uncomfortable or unsure about talking to children about cultural difference.
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.
A detailed new review should encourage us to ask some awkward questions.
Massive expansion of the education system has created new problems, and left old ones unresolved.
The government has heavily invested in initiatives intended to help children understand finance. But should this be taught by school teachers instead who are sensitive to kid’s backgrounds?
Do we really need to introduce a well-being league table to tackle mental health issues in schools?
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.
Research looking at evidence-based teaching in higher education tends to be based more on anecdotes than on large, robust and peer-reviewed data.
Theresa May might believe ‘poorer children do better’ at grammar schools, but she still has a lot to learn about how social inequality impacts education.
Allowing new faith schools to religiously select 100% of their pupils is not only problematic in terms of social integration, it is simply unfair.
While some parents are investing in tutoring and preparing for examinations from an early age, others are strongly rejecting this approach. Why is this?
Australia’s school funding model provides high levels of public funding to private schools, while also allowing them to charge fees.
Instead of a needs-based model, we ended up with an inconsistent patchwork of approaches across Australian states and territories that protected the vested interests of non-government schools.
The government says that quality teachers are crucial to improving learning outcomes. Yet they still pursue policies that don’t put these teachers in front of our most marginalised students.
The claim that school spending has increased is misleading and simplistic.
Les contributeurs les plus fréquents
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Adjunct associate professor, Southern Cross University
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Associate Professor of Education Policy and the Future of Schooling, The University of Melbourne
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Associate Professor in Language, Literacy and TESL, University of Canberra
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Senior Lecturer in Educational Leadership, Australian Catholic University
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School Education Program Director, Grattan Institute
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Professor, School of Education, University of Southern Queensland
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Senior Manager, Brisbane Catholic Education & Associate Professor of Education (Adjunct), Charles Sturt University
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Professor of Education and Public Policy, Durham University
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Honorary Senior Fellow, The University of Melbourne
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Associate professor, University of Technology Sydney
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Professor Emeritus Melbourne Graduate School of Education, The University of Melbourne
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Deputy CEO (Research), Australian Council for Educational Research
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Researcher into Educational Leadership and Policy, Flinders University
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Professor of Social Impact, University of Technology Sydney
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Emeritus Professor of Education, University of Derby
