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School Improvement Tool Elaborations: Student engagement and wellbeing. Background report and literature review
Get PDFThis literature review outlines the evidence that underpins the development of a set of evidence-informed elaborations, or specific practices, that support student engagement and wellbeing across the 9 domains of the National School Improvement Tool (NSIT). These observable, measurable practices to support student engagement and wellbeing have been developed from a review of relevant literature in the areas of socio-emotional learning (SEL), health and wellbeing, student engagement and a sense of belonging, and motivations for engagement. They also take account of commissioned research reports by the Queensland Department of Education and the Department\u27s (2018) approach to student learning and wellbeing across the whole school: creating safe, supportive, and inclusive environments; building the capability of staff, students and the school community; and developing strong systems for early intervention. The Department of Education Queensland engaged the Australian Council for Educational Research (ACER) to elaborate the evidence underpinning the National School Improvement Tool (NSIT) as it relates to student wellbeing and engagement to produce a set of related practices or elaborations to support schools to improve their practice. The overarching research questions were: How do student engagement, wellbeing and learning outcomes relate? What is the evidence relating to whole-of-school approaches to student engagement and wellbeing? What are the evidence-based practices that lift student engagement and wellbeing, alongside academic gain, as aligned with each of the 9 National School Improvement Tool domains
Report Highlights: Evaluation of Australia\u27s investment in teacher development in Lao PDR: Final Report (Lao version)
Get PDFThe Australian Government is supporting the Government of Lao PDR to undertake significant primary education reforms through its flagship Basic Education Quality and Access in Lao PDR program (BEQUAL), including a new primary curriculum. Phase 1 of BEQUAL (2015-22) supported the Ministry of Education and Sports (MoES) to rollout the new primary curriculum in schools, starting with Grade 1 (G1) in 2019. Specific teaching practices were introduced, including active learning, student-centred learning approaches, formative assessment, and a phonics approach to teaching reading. New practices were complemented by face-to-face orientation training and grants in BEQUAL target districts to strengthen communities of practice, self-access learning, monitoring visits, and teacher cluster meetings. Part of a multi-year study series, the Education Analytics Service (EAS) investigated how BEQUAL improved teaching quality and student learning outcomes
Spotlight on student engagement. Evaluation of Australia’s investment in teacher development in Lao PDR (Lao version)
Get PDFThe Australian Government is supporting the Government of Lao PDR to undertake significant primary education reforms through its flagship Basic Education Quality and Access in Lao PDR program (BEQUAL), including the roll-out of a new primary curriculum. Phase 1 of BEQUAL (2015-22) supported the Ministry of Education and Sports (MoES) to roll out the new primary curriculum in schools. BEQUAL support included teaching and learning materials, orientation training on the new curriculum, and education support grants. Phase 2 (2022-26) is focused on inclusive teaching practices, student engagement and improved learning outcomes. To understand progress and to make necessary adjustments, the Australian Government commissioned an independent evaluation. Led by the Australian Council for Educational Research, a multi-year study investigated how BEQUAL supported improved teaching quality and student learning. Here we take a closer look at student engagement
The impact of dog-assisted wellbeing interventions on student motivation and engagement in the school setting
Get PDFThis poster summarises a proposed mixed methods study conducted by a researcher teacher to understand the impact of a therapy dog working in a co-educational day school through two research questions: What are the social and emotional benefits of a school-wide dog-assisted wellbeing intervention for students? How does a dog-assisted wellbeing intervention influence students\u27 motivation and affective engagement at school
Australia Awards Alumni Global Tracer Survey 2022
Get PDFThis report details the findings of the Global Tracer Survey 2022 of alumni from the Australia Awards and predecessor development scholarships. The research was undertaken by the Australia Awards Global Tracer Facility (GTF), which is managed by the Australian Council for Educational Research (ACER). The survey was administered online between November 2022 and January 2023 to alumni from 114 countries who had studied in Australia as part of a scholarship or fellowship. In total, 5116 alumni participated in the survey (a 24% response rate globally). Among this group were alumni who completed their award during the 1980s through to alumni who completed their award in the 2010s
The Australian Council for Educational Research (ACER) response to the Australian Universities Accord Panel interim report
Get PDFThe Australian Council for Educational Research (ACER) recognises the importance of universities, and the higher education sector more broadly, to the prosperity and success of Australia. ACER welcomes the intent and focus of the Universities Accord in creating a system that enables all Australians to consider the option of university education and be supported in embracing this opportunity. In our submission to the Accord Panel, we would like to provide reflection and insight into the following key areas: Recognising the higher education ‘life cycle’ begins well before university enrolment. Continuing to build the emphasis on equality of opportunity and equity-focussed support. Accepting that the cost of educating students is vastly different depending on context and as such funding models need to change. Developing tools to identify, assess and articulate the breadth of skills developed in higher education
Learning Through Play at School: Ukraine
Get PDFLearning Through Play at School is the first online professional learning program for early grade teachers based on the LEGO Foundation’s definitions for play and learning to be facilitated in the classroom. It is also the first early grades assessment of learner capabilities – such as literacy and socio-emotional development – associated with learning through play that is based on these definitions. The study included 20 schools from 5 regions in Ukraine. This summary report presents an overview of progress on the Learning Through Play at School project in Ukraine
HALT Certification: Reducing the workload, increasing the rigour and cutting the cost
Get PDFIn December 2022, federal, state and territory education ministers released a National Teacher Workforce Action Plan to improve teacher supply and retention in the profession. While recognising the important role that Highly Accomplished and Lead Teacher (HALT) certification could play, the plan also recognised that the current approach to certification was cumbersome for teachers and called for it to be ‘streamlined’. At the request of the education ministers, the Australian Institute for Teaching and School Leadership (AITSL) has produced a revised Framework for the Certification of HALT Teachers. Guided by the Framework, certifying authorities across state and territory school systems will be responsible for ‘less onerous, while being rigorous’ processes for assessing applications. This paper is based on a project called the Portfolio Project conducted by ACER between 2015 and 2018 to develop methods to reduce the application workload for teachers and assessors while increasing the validity and reliability of the certification process. These methods were trialed with positive results. Based on lessons learned during the Project, this paper suggests ways to strengthen the efficiency and credibility of the HALT certification process, while also making it a more satisfying and effective vehicle for teachers’ professional development
Infographic: Girls’ interest in engineering
Get PDFIt\u27s well-known that women are underrepresented in participation in STEM education and the STEM workforce. The 2021 Youth in STEM study surveyed participants about their awareness and perception of STEM subjects and careers. As this infographic shows, the findings reveal age is important for girls when it comes to interest in studying engineering.https://research.acer.edu.au/teacher_graphics/1202/thumbnail.jp
Infographic: Music education skills among primary teachers
Get PDFThe new Fading Notes report explores the provision of music education in Australian primary teaching degrees. Researchers surveyed lecturers responsible for music education within Initial Teacher Education degrees, representing a student pool of more than 4,600 primary teaching students across 73% of universities delivering generalist primary teaching degrees. Topics included music training hours, and knowledge, skills and competency to teach. Here are some of the results.https://research.acer.edu.au/teacher_graphics/1196/thumbnail.jp