Privileging the randomised controlled trial in education suggests a preoccupation with scientific measurement over research that privileges participants’ voices, especially in a feminised profession.
In a survey of 1,725 Australian teachers, 86% said they “did not have adequate time to engage with research” and struggled to “keep up with new research”.
A survey of 414 schools across four states has found most school leaders and teachers do not regularly draw on research-based evidence of the sort universities provide.
Our study of students in middle schools across China found low-achieving 12-13 year old students significantly bring down the academic achievement of the rest of their class.
No-one wants our children to be used as research guinea pigs. High standards of ethical oversight are needed to ensure no child is exposed to possible harm.
Research over the past few years has shown vouchers for private schools set back student learning. So why are advocates still pushing so hard to expand them?
In our research, we offer teachers the chance to hone their skills in their teaching discipline, such as art. Those part of the program say it makes them better teachers, and more likely to stay.
A government review of regional, rural and remote education tells us we need to recognise the uniqueness of and understand successes in these communities to improve outcomes for these students.
Despite the Federal Government’s teacher education reforms and the push for evidence-based teaching, less than 2% of ARC research funding is directed to educational research.
Research shows play-based learning programs enhance children’s learning outcomes and teaches them skills relevant to the 21st century, such as problem-solving and creativity.
The shift in the education debate from “how much” to “how best” is a welcome change, but for students to feel the full benefit the federal government must resist intervening.