A survey of 268 teachers found 85% considered education news coverage to be generally negative. And 81% found it demoralising.
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Artículos sobre NAPLAN
Mostrando 21 - 40 de 119 artículos
The NSW curriculum review recommends students be assigned tasks based on their ability, rather than their age. This approach recognises the progress individuals make over the course of a year.
Our children should no longer be taught formulaic writing. Writing education should encompass skills that go beyond the capacities of artificial intelligence.
Standardised tests or exams have been in place in a number of educational systems for nearly two centuries. They are rooted in reformers’ desire to regulate schooling and hold educators accountable.
NAPLAN scores are used to gauge the quality of schools. But the overemphasis on only literacy and numeracy scores stands in the way of providing a more holistic education.
A survey of NSW teachers shows there is an emphasis on explicitly teaching writing in the early school years. But the amount of time spent teaching writing dips in the middle years.
A study found no statistically significant difference between the literacy and numeracy scores of school children who had attended preschool or childcare and children who didn’t.
NAPLAN’s arrival promised inequities decreased partly from parent involvement in their child’s progress. But working class parents don’t see NAPLAN as a tool for them, and hardly find it valuable.
Too many adjectives, not enough ideas: how NAPLAN teaches bad writing
Many reports over the 12 years of NAPLAN’s existence have highlighted a plethora of issues with the test that need to be urgently addressed. And the most recent review is not exception.
Years 5-7 typically include the transition from primary to secondary but the reading slowdown can’t just be blamed on this, because numeracy progress has improved. So what’s going on with reading?
Australian parents rely on a number of factors to choose a school for their child. These include school performance, location and social connections.
The questions in the NAPLAN numeracy tests are often years behind the level of mathematics students following the curriculum are studying that year.
This week’s NAPLAN results show the writing skill of students is actually dropping as they progress from Year 3 through to Year 9.
Under no circumstances do NAPLAN scores alone indicate a student’s full potential, so linking them to any future job application is a dangerous idea.
Do homeschooled children miss out on quality education from trained teachers? Research says no – homeschooled students do just as well, if not better, than those who go to school.
Caregivers using privilege to buy their children’s way into, and through, education is not a Hollywood anomaly, nor the domain of elites. The middle class have been doing it in Australia for decades.
2018 was a mixed bag for schooling policy in Australia, with new ministers, a new organisation and auspicious anniversaries. It’s worth reflecting on the year that’s been.
School education in Australia is generally good, but it should be better.
Girls are encouraged more often to read, despite performing better in reading assessments nationally and internationally. Here’s how parents and educators can help connect boys with books.
Principales colaboradores
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Professor, School of Education, University of Southern Queensland
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School Education Program Director, Grattan Institute
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Associate Professor of Education Policy and the Future of Schooling, The University of Melbourne
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Senior Research DECRA Fellow, Institute for Learning Sciences and Teacher Education, Australian Catholic University
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Associate Professor, Australian Catholic University
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Vice-Chancellor's Fellow, Melbourne Graduate School of Education, The University of Melbourne
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Senior Lecturer, Murdoch University
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Associate Professor in Language, Literacy and TESL, University of Canberra
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Senior Lecturer, Education Policy and Leadership, The University of Melbourne
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Director of Research and Development, Pivot Professional Learning; and Honorary Fellow, The University of Melbourne
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Honorary Senior Lecturer, School of Education, University of Notre Dame Australia
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Adjunct associate professor, Southern Cross University
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Senior Fellow, National Centre for Indigenous Studies, Australian National University
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Professor, Faculty of Education and Arts, Australian Catholic University
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Researcher, The University of Melbourne
