Not every student will publish work or win prizes and very few will be able to earn a living putting pen to paper, but the teaching of creative writing is about more than that.
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We need a clear plan in place to ensure that no child falls through the net. Such a plan needs to be both effective and cost-effective.
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.
Who am I, as an academic, to decide in advance what is or what is not triggering to others?
Research looking at evidence-based teaching in higher education tends to be based more on anecdotes than on large, robust and peer-reviewed data.
Praising kids in a generalised way through phrases like, ‘well done’ or ‘aren’t you clever’ isn’t helpful and can actually damage children.
In the fraught debate over trigger warnings in the university classroom, they are routinely associated with censorship and silencing. Yet for teachers, they can open up a discussion of difficult material – not suppress it.
The REF has turned academic research from a vocation to pursue knowledge and scholarship, to a game of ‘hits’ in top journals.
How did Sol Plaatje, a man with only four years of formal schooling, become one of South Africa’s most brilliant and committed public educators?
One of the newest trends in education is teaching students how to develop grit. But what’s even meant by ‘grit’? And what if grit means something different for everyone?
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?
Here are some strategies that can help boost both teachers’ and their students’ confidence in maths.
Teachers’ lack of confidence in supporting students with autism calls for a better understanding of the disorder and how it may affect learning.
There is little evidence to show that teaching students according to perceived ‘learning styles’ has any positive effect on their learning.
We need to have fewer teachers, to pay them more on scales differentiated by skill, and to have more restricted entry into teacher education programs.
Children’s scribbles can tell us a lot about how they will progress in school.
There is little evidence that external inspections and evaluation measures produce better teachers.
Teacher education is set to become increasingly part-time, female-dominated, with more teachers working outside their area of expertise.
We have an oversupply of teachers, a lack of specialist teachers and an undervalued profession.
Principais colaboradores
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Associate Professor in Language, Literacy and TESL, University of Canberra
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Professor, Melbourne Graduate School of Education, The University of Melbourne
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Professor Emeritus Melbourne Graduate School of Education, The University of Melbourne
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Laureate Professor of Education, Director Teachers and Teaching Research Centre, University of Newcastle
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Associate Professor in Education, UNSW Sydney
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School Education Program Director, Grattan Institute
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Senior Lecturer & Bachelor of Education (Secondary) Course Coordinator, Curtin University
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International adviser, Mitchell Institute, Victoria University
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Professor and Director of the Centre for Inclusive Education, Queensland University of Technology
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Associate Professor, Digital Transformation, Monash University
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Emeritus Professor of Education, University of Derby
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Deputy Program Director, School Education, Grattan Institute
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Senior Lecturer in Philosophy and Education; Curriculum Director, UQ Critical Thinking Project, The University of Queensland
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Professor of Education, Durham University
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Professor, School of Education, University of Southern Queensland
