NAPLAN has now been in place for a decade and needs ongoing review and refinement to make it more useful to classroom teaching and learning.
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While we may need to rethink how we use NAPLAN, it is an important and useful tool for researchers and policy makers.
Needs-based funding is necessary, but it can only do so much. It’s much more effective if we don’t have schools with high concentrations of poverty and disadvantage.
We should be more concerned about how school children are doing fundraising work.
Some learning apps promise to have you speaking a new language in two weeks. But truly learning a language requires considerable time, effort and commitment.
The #MeToo movement has sparked discussions about appropriate sexual behaviour that teachers can build on in sexual education.
It has been predicted we will need 1,627 more classes for primary students nationally before 2025, and to respond to this demand we need to fix the gender imbalance in the teacher workforce.
While President Donald Trump suggests arming teachers would be a good way to stop school shootings, research shows that carrying firearms comes with a host of troublesome risks.
Labor’s pledge injects much-needed funds into education research, but it problematically evokes a biomedical model of research and teaching practice.
An education professor, who worked as a teacher in Atlanta Public Schools during a cheating scandal that began in 2009, explains what factors and forces lead educators to fake academic success.
Schools minister Nick Gibb seems to think young people should face more frequent testing, to prepare for GCSEs. His comments fly in the face of 20 years’ research.
Policymakers need to stop focusing on schools to solve the obesity crisis.
Teachers have a legal duty to promote British values, but what exactly are they?
Amanda Spielman claims extremists are targeting schools to ‘pervert’ education and ‘undermine’ British values.
Funding debates dominated most education policy talks in 2017, but discussions look to be extending past the dollar value in 2018 with a number of high profile reports due for release.
When after-school clubs aren’t properly monitored, they can become risky spaces.
Should the teacher be a sage on the stage or a guide on the side? Neither, it seems.
Studies suggests that roughly 35% of children experience bullying at some point.
Children feel worried or nervous in a new situation if they think something bad might happen or if they feel they won’t be able to handle the situation.
Schools have a duty to teach children morality, but which moral values should they teach?
Kontributor teratas
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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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Associate Professor of Education (Adjunct) & Senior Manager (BCE), 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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Lecturer in Education, University of Newcastle
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Researcher into Educational Leadership and Policy, Flinders University
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Lecturer, School of Communication Arts, Western Sydney University
