The Australian approach to lifting standards of schooling has a crucial blind spot: the role of the people and communities outside school in supporting students.
Rigor acadêmico, estilo jornalístico
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Asian Americans are more likely to participate in remote learning than other racial groups, federal data show. To understand why, three experts weigh in.
The new closing the gap targets are ambitious, especially in the area of early childhood education. But this doesn’t mean they can’t be met, with the right approach.
A sustainable return to remote learning must ensure schools and the government address social, emotional and equity issues of students, and increasing workloads for teachers.
A Grattan Institute report shows the achievement gap between disadvantaged and advantaged students widens at triple the rate in remote schooling compared to regular class.
Redesigning staffing policies will attract and retain high-quality teachers in the schools that need them most.
Principais colaboradores
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Professor, School of Education, Flinders University
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Senior Lecturer, The University of Melbourne
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Senior Lecturer, Education Policy and Leadership, The University of Melbourne
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Professor of Education, Monash University
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School Education Program Director, Grattan Institute
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Deputy Program Director, School Education, Grattan Institute
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Professor of Educational Psychology, University of Sydney
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Associate Professor of Education, University of California, Davis
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Postdoctoral Research Fellow, UNSW Sydney
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Associate Professor in Mathematics Education, The University of Melbourne
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Senior Research Fellow, Australian Council for Educational Research
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Senior Lecturer in Education (Early Childhood), Charles Darwin University
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Senior Research Officer, Menzies School of Health Research
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Assistant Professor of Asian Pacific American Studies, Arizona State University
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Professor of Psychology, University of Maryland, Baltimore County
