As the new school year begins, here’s some advice for how parents and teachers can get off on the right foot.
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Inner-city parents in urban redevelopment zones are the most likely to have problems getting their children into a government school.
A change in enrolment patterns demands a more comprehensive approach to selection to teacher education programs that goes beyond establishing minimum ATAR cutoff points.
Rather than being microcosms of the community, schools are increasingly divided by class and ethnicity.
You wouldn’t feel so confident about claiming you weren’t good at reading, so why is it okay to be openly negative about mathematics?
The only way to retain good teachers is to change the way schools operate at a systemic level.
Of the 15,000 newly graduated teachers, less than half will find permanent employment in Australia. Now’s the time to decide if you stay on to do casual teaching or work abroad.
The dumping of Gonski education funding model will inevitably increase social inequality – funding for public schools will reduce while support for private schools increase.
Biometrics in schools may compromise pupils’ life-long security for the sake of short term ease of administration.
When Higher Education gets involved in our children’s schooling, we risk widening inequalities and creating ethical dangers.
Don’t panic if you didn’t get the school results you wanted – here’s what to do.
People seeking asylum and refugees on temporary visas should have access to education funding and loan schemes so they can improve their skills, gain qualifications and contribute to Australia.
Many families move over the course of their children’s lifetimes for a multitude of reasons. But what is the impact on the education of children when their families move?
There is little evidence to suggest that testing teaching students on their literacy and numeracy will have any impact on the quality of teaching and learning in Australian classrooms.
November 29 marks the 40th anniversary of the Education for All Handicapped Children Act (EAHCA). Prior to the law, some states excluded the “crippled” from public education.
We should be cautious of implementing policies off the back of the OECD’s annual education report, which makes vast comparisons between countries and leaves out crucial data.
American textbooks confine the history of indigenous peoples to a distant past.
Should history textbooks be revised to include Native American voices?
To include Humanism as one of six core religions to study, would do it an injustice.
Just 55% of year 6 students and 52% of year 10 students are meeting the expected grades for ICT. What’s going wrong?
After November 13, teachers in France asked themselves how they could talk to their students about the violence. The answers are both creative and deeply moving.
Kontributor teratas
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Adjunct associate professor, Southern Cross University
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Associate Professor of Education Policy and the Future of Schooling, The University of Melbourne
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Associate Professor in Language, Literacy and TESL, University of Canberra
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Senior Lecturer in Educational Leadership, Australian Catholic University
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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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Senior Manager, Brisbane Catholic Education & Associate Professor of Health & Physical Education (Adj.), Charles Sturt University
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Professor of Education and Public Policy, Durham University
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Associate professor, University of Technology Sydney
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Honorary Senior Fellow, The University of Melbourne
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Professor Emeritus Melbourne Graduate School of Education, The University of Melbourne
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Lecturer in Education, University of Newcastle
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Emeritus Professor of Education, University of Derby
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Professor, Melbourne Graduate School of Education, The University of Melbourne
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Director of Research and Development, Pivot Professional Learning; and Honorary Fellow, The University of Melbourne
