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Reporting of students with disability in NAPLAN
No full textDespite NAPLAN’s original intention to identify students in need of support, the reports lack crucial data about students with disability
Understanding how teacher professional learning supports education reform
No full textNew ACER research has found that teacher professional learning has positively impacted teaching quality and student engagement in Vanuatu
Infographic: Climate change education around the world
Get PDFClimate change education provides students with the knowledge required to understand and practice climate action. Several UNESCO studies offer international insights into what students know, how confident teachers are on the topic, teacher training plans and current curriculum content. Find out more in this infographic.https://research.acer.edu.au/teacher_graphics/1222/thumbnail.jp
Teachers’ perceptions of formative assessment for students with disability: A case study from India
Get PDFIndia has made significant progress in improving the enrolment of students with disability but still has a long way to go before schools can be called inclusive. Despite the widely acknowledged relevance of assessments in shaping teaching and learning practices, little research has been done in disability-inclusive assessment in the Indian setting. In this paper, we explore teachers’ perceptions of disability inclusion in formative assessments, including the use of various kinds of accommodations and adaptations, factors that affect the implementation of disability-inclusive formative assessments, and challenges. It is argued that teacher professional development and teacher–parent partnerships are essential for ensuring the inclusion of students with disability in formative assessments. Unless assessment is given its due importance in disability-inclusive education, achievement gaps between children with and without disability may widen due to the unavailability of learning data and its use
Infographic: What do your students know about money?
Get PDFAccording to PISA 2022, despite the majority of 15-year-old students already being consumers of financial products and services, many still lack the skills and knowledge needed to make sound financial decisions. In this infographic we look at the financial terms students are learning in school.https://research.acer.edu.au/teacher_graphics/1227/thumbnail.jp
India\u27s education system must prioritise learning over infrastructure
No full textDespite schools being filled with students, foundational skills like basic literacy and numeracy continue to lag. Since gaining independence, India has made significant strides in the field of education, especially in terms of infrastructure and expanding access to schools. Classrooms now accommodate children from all walks of life, and government initiatives have succeeded in bringing millions of students into the education system. However, despite these achievements, a critical component remains neglected—the quality of learning. Infrastructure may be flourishing, but the foundational skills that students require for future success often lag behind
Evaluation of the Smiling Mind Primary School Program 2023
Get PDFIn its various forms, the Smiling Mind Primary School Program (the Program) has been delivered in Australian schools since 2016. The Program is a mindfulness-based social and emotional learning (SEL) program designed for primary school students in Years 1 to 6. It aims to support the mental wellbeing and emotional resilience of students. The Program offers an online, digital, curriculum, delivered by trained classroom educators, that incorporates practices and techniques to help students develop skills for managing stress, building resilience, and enhancing their overall mental health.
The Program was delivered to 733 schools in 2023, and due to the ongoing implementation of the Program across multiple years, the study draws comparisons across different cohorts – including new and continuing schools. The evaluation is based on 2,654 surveys completed by educators, and 8,981 surveys completed by students in years 3 to 6.
Results indicate that most students and educators reported positive sentiment toward the Program, with educators and students identifying a range of improvements to student wellbeing. Students who showed greater enjoyment of the program, or took elements of the program home, yielded significantly higher wellbeing outcomes than comparative students. In addition, students reporting the greatest wellbeing benefits, also believed their educator effectively communicated the Program\u27s purpose, delivered it enthusiastically, and fostered strong student bonds. The implications surrounding the relationship between program engagement, and educator delivery were discussed, including methodological considerations for future program evaluation
Teaching literacy skills to students
No full textProfessional development can help teachers better support students in developing literacy skills. In this article, we share a model of assessment-informed professional development used in one of our IBT schools in India
Infographic: What support do school-aged children want to quit vaping?
Get PDFSurvey data from the Office of the Advocate for Children and Young People has offered new insights into the ideas school-aged children have to offer support to a young person trying to quite vaping. Find out more in today’s infographic.https://research.acer.edu.au/teacher_graphics/1214/thumbnail.jp
Global Tracer Facility Longitudinal Global Tracer Survey 2023 (Year 8) - Survey Instrument
Get PDFThis survey instrument for the Year 8 Global Tracer Facility (GTF) Global Tracer Survey 2023 outlines the survey sections, area of focus, type of question and response options