Many young children can give the false impression that they are learning to read, when in fact they are mostly guessing words from pictures or context. This test will help to identify these students.
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Many people look down on foundation phase teachers, believing it requires little training or expertise. This couldn’t be further from the truth.
The gap between boys and girls starts early and grows quickly.
Children who stutter may be less popular among classmates, appear shy and quiet, and often avoid speaking in class so that they don’t draw attention to their speech disorder.
Crunching the numbers on the latest school performance data.
There are lots of ways teachers greatly influence children’s outcomes, including improving motivation and resilience.
Failing to provide an appropriate education for students who are gifted increases the risk of mental health issues, boredom, frustration, and behavioural problems.
Three reasons why the new progress measures may be a misleading indicator of school performance.
Phonics instruction gives children letter-sound knowledge, a skill that is essential for them to read unfamiliar words by themselves.
Our schooling system needs a rethink.
Were your teachers right about when to use commas, and about not starting sentences with ‘and’?
We take a closer look at some of the common claims made this year to see if there is any truth to them.
Gonski funding was scrapped and the vocational education sector got a new student loan system. Here’s what else happened in education this year…
The latest round of NAPLAN results show Australia’s school systems are not good at reducing the influence of a student’s background on their academic achievement.
Because educating young people about mental health and well-being is no simple task
The role of private tuition plays a part in the overall success of students in Singapore, with around 80% of primary-school children having at least three hours of private tuition a week.
In the UK, the length of teacher training has not changed significantly in over 30 years, and yet the demands on teachers have increased massively.
If we want excellence in our schools, we have to provide a system with the incentives, enablers and rewards for improvement built in.
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.
Telling parents how to love their child undermines parental confidence.
Kontributor teratas
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Associate Professor in Language, Literacy and TESL, University of Canberra
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Professor of Educational Leadership and Policy Studies, School of Education, University of Nottingham
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Associate Professor in Education, UNSW Sydney
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Senior Lecturer in Health and Physical Education, University of Tasmania
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Professor, Melbourne Graduate School of Education, The University of Melbourne
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Professor of Inclusive Education, PVC Dean Arts, Humanities, Education and Social Sciences, Anglia Ruskin University
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Emeritus Professor of Education, University of Derby
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Director, Nottingham Institute of Education, Nottingham Trent University
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Professor in Public Health Data Science, Swansea University
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Laureate Professor of Education, Director Teachers and Teaching Research Centre, University of Newcastle
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Professor of Social Impact, University of Technology Sydney
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Professor of science education, Deakin University
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Professor of Education, University of Sydney
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Scientia Professor and Professor of Educational Psychology, UNSW Sydney
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Senior Lecturer in Educational Leadership & Management, Department of Education & Professional Studies, King's College London
