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Unpacking the science of reading research
Full text linkThe science of reading (SoR) is a term used for a body of evidence encompassing multi-disciplinary research from education, cognitive psychology, linguistics, and neuroscience. This evidence points to six key constructs that contribute to proficient reading: oral language, phonological awareness including phonemic awareness, phonics, fluency, vocabulary and reading comprehension. Research around these constructs provides researchers and teachers with an evidence base of the knowledge, skills and strategies involved in competent reading and describes how reading develops in both typical and atypical readers. This paper synthesises evidence reviews conducted by ACER researchers that unpack the science of reading. The aim of this synthesis is to demonstrate the impact that research in reading development is having on current ACER research and products. Most importantly, it supports understanding of the importance of embracing the complexity and nuance of reading research and the need for improved efforts to clearly communicate evolving research evidence. ACER draws on the evolving evidence of the science of reading to inform its approach to developing assessments and resources for teachers, and also refers to this evidence to describe where children are in their reading journey. This means a students’ progress through each construct as described in this paper can be tracked and used to inform teaching and learning
Snapshots issue 18: Opportunities for career guidance in Australian schools
Full text linkThis Snapshot investigates the career guidance and support available for 15-year-old students in their schools, who has the responsibility for providing this support and whether the type of support available varies according to students’ socioeconomic background and the location of their school. It also examines the types of activities students may have engaged in to help them explore their career options
Indigenous Science Network Bulletin - November 2024
Full text linkBoard Chair, Liz McKinley has written an inspiring editorial that reflects on her journey as a Maori science educator working across all levels in a career spanning over 40 years. Liz also touches on one of the long running controversies that seems unavoidable in this space, that of the value and credibility of allowing non-western cultural knowledge into science curricula and pedagogy. The program of the second biennial Turtle Island Indigenous Science Conference, held at the University of Regina in Canada is available. This issue also contains three items written specifically for us. The first is a summary of the Queensland Education Department’s Solid Pathways program by Dr Hind Hegazy, which see online STEM instruction provided to First Nations primary level students. The second is an item provided by another staff member of Queensland Education, being Goodna State School’s science teacher Gerard Salmon. He provides opportunities for Indigenous girls to excel at science through an Indigenous Girls\u27 Technology and Drone Club. The third is provided by Dr Nick Ruddell of Charles Sturt University. Along with colleague Holly Randell-Moon, they have summarised a recently published book chapter titled Country as teacher in the development of cross-cultural Indigenous science environmental education
Straight from the source: including teachers’ voices in reforms
No full textArticle for World Teacher’s Day 2024 highlighting the importance of teachers\u27 voices and insights from their classrooms on student learning. Understanding the important role of teachers on student learning outcomes, the Australian Department of Foreign Affairs and Trade (DFAT) commissioned the Australian Council for Educational Research (ACER) to investigate the effectiveness of its teacher professional development investments in 3 countries in the Asia-Pacific region: Vanuatu, Lao People’s Democratic Republic (PDR) and Timor-Leste
Supporting the advancement of girls’ education
No full textACER is working with partners to advance girls’ and women’s education in the ASEAN region.
Investing in girls’ education can transform lives and shape the future of communities and countries. That is why ACER has entered a new partnership through the ASEAN-UK Supporting the Advancement of Girls’ Education (SAGE) Programme to combat gender disparities in education in the ASEAN region.
The 5-year ASEAN-UK SAGE Programme aims to support ASEAN member states to develop effective policies and programs that improve foundational learning and tackle constraints limiting the achievement of girls, women and marginalised groups
Learning Through Play at School: Ukraine, 2019-2024
Full text linkThe Learning Through Play at School Research Study Ukraine was a four-year longitudinal intervention study funded by the LEGO Foundation and implemented by the Australian Council for Educational Research (ACER) and the Ukrainian Educational Research Association (UERA). The study was implemented between 2019 and 2024, during COVID-19 and the full-scale invasion of Ukraine by Russian armed forces. Despite, at times, insurmountable challenges, the professional learning intervention was successful in supporting most teachers to progress from a surface level understanding of learning through play to a deep level. In addition, almost all children’s literacy and social-emotional skills grew significantly from start to end of the study, and intervention school children’s skills grew more than control schools. This study generated a new way of understanding how teachers develop learning through play practice and understanding at school, which could be applied in Ukraine and other contexts, for reflection and evaluation
Young Citizens’ Views and Engagement in a Changing Europe: IEA International Civic and Citizenship Education Study 2022 European Report
Full text linkThe IEA\u27s International Civic and Citizenship Education Study (ICCS) investigates the ways in which young people around the world are prepared to undertake their roles as citizens. This report presents the European results from the third cycle of the study (ICCS 2022). Eighteen countries and two benchmarking participants (the German states of North Rhine-Westphalia and Schleswig-Holstein) administered the European student questionnaire to target grade students in this study cycle. ICCS 2022 studied contexts for and learning outcomes of civic and citizenship education in a wide range of national contexts at the beginning of the third decade of the 21st Century. The general purpose of the European student questionnaire is to explore specific European-related civic and citizenship issues derived from the overarching ICCS 2022 assessment framework, supplementing the data obtained from the international survey with a specific European perspective. The ICCS 2022 European student questionnaire included 12 questions aimed at examining students\u27 interest and their opinions regarding European-related civic and citizenship issues such as students\u27 sense of European identity; students\u27 opportunities for learning about Europe provided by schools; and students\u27 attitudes toward free movement of European citizens within Europe, toward the European Union, and toward cooperation among European countries. It also encompasses questions on students\u27 perceptions of discrimination in their country, of the future of Europe, and of their life in the future, as well as on students\u27 sustainable behaviors and those related to political and ethical consumerism
Music Education: Right from the Start. Primary Teachers Survey - South Australia
Full text linkA broad-ranging survey of teachers and representatives from 115 South Australian government primary schools. The research in South Australia underscores overwhelming support among teachers for the benefits of music learning. However, it also highlights widespread concerns regarding inadequate investment in teacher training, dedicated facilities, and necessary resources.65% of respondents indicated that less than nine hours were allocated to music learning within their initial teaching degrees. Additionally, only about half (53%) said their school has appropriate musical equipment, with just 7% reporting having a purpose-built building to conduct music learning
Primary Industries Education Foundation Australia (PIEFA) Storm and Flood Industry Recovery Program: Evaluation report
Full text linkDespite the growing diversity of careers in Primary Industries, young peoples’ pursuit of agricultural careers is often hampered by outdated perceptions of the sector and its opportunities. As Primary Industries adapt to the threat of natural disasters by turning to scientific and technological solutions, a diverse, highly skilled workforce will be required. In the wake of the devastating impacts of storm and floods in early 2021 across New South Wales, the Storm and Flood Industry Recovery Program (SFIRP): Creating resilience through empowering school curriculums about primary industries careers project was developed. To aid the long-term recovery and resilience of the NSW agriculture industry, Primary Industries Education Foundation Australia (PIEFA) was tasked to design and provide educational opportunities for promoting studies of food, fibre and agriculture and associated careers. The program aimed to inspire students in NSW to pursue career pathways in Primary Industries. Accordingly, the SFIRP has endeavoured to support industry recovery by challenging industry misconceptions and equipping teachers and careers advisors to educate students about opportunities to post-school pathways and careers in agriculture. An independent evaluation of SFIRP was undertaken by the Australian Council for Educational Research (ACER) and is presented in this report
Year 4 students just achieved their best-ever result in a major maths and science test
No full textAustralian Year 4 students have achieved their best-ever result in a major international assessment of maths and science. Year 8 students, who also did the test, held steady.
The results from the 2023 Trends in International Mathematics and Science Study (TIMSS) were released on Wednesday night