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.
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?
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.
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.
While some parents are investing in tutoring and preparing for examinations from an early age, others are strongly rejecting this approach. Why is this?
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.
Public perception of teachers influences not only those who may be considering entering teaching, but also how those in this profession perceive themselves.
Despite a steady stream of reviews into teacher education, little action has been taken. It has become a ‘policy problem’. What is the evidence for current policy?