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Leading system transformation: A work in progress
Get PDFInternationally, the COVID-19 pandemic has profoundly disrupted the education sector. While NSW has avoided the longer periods of remote learning that our colleagues in Victoria and other countries have experienced, we have nonetheless been provoked to reflect on the nature of schooling and the systemic support we provide to transform the learning of each student and enrich the professional lives of staff within our Catholic learning community. At Catholic Education Diocese of Parramatta (CEDP), a key pillar of our approach is to create conditions that enable everyone to be a leader. Following the initial lockdown period in 2020 when students learned remotely, we undertook an informal teacher voice piece with the purpose of engaging teachers and leaders from across our 80 schools in Greater Western Sydney to reflect on and capture key learnings. This project revealed teachers and leaders reported very high feelings of self-efficacy, motivation and confidence in their capacity to learn and lead in the volatile pandemic landscape. These findings raised the question: how do we enable this self-efficacy, motivation and confidence in an ongoing way? This paper documents the systematic reflection process undertaken by CEDP to understand the enabling conditions a system can provide to activate everyone to be a leader in the post-pandemic future and the key learnings emerging from this process
Supporting science teaching practice with learning progressions
Get PDFLearning progressions are often used as foundations for curriculum and assessment. At the same time, as representations of the development of student ideas and practices, they can also serve as maps to support teachers during instruction. This paper describes a program of research in which my colleagues and I have investigated how learning progressions can support high school science teachers in cycles of co-designing formative assessments
Australia Awards’ biggest development contribution areas revealed
No full textThe latest report from the Australia Awards Global Tracer Facility, managed by ACER, continues to highlight the outcomes of alumni of Australia’s investment in scholarships for development
What sources of data did teachers use to inform remote teaching under Covid-19?
Get PDFThe Covid-19 pandemic disrupted education systems worldwide, forcing teachers to find new ways to teach students when physical attendance at school was not possible. Our study investigated how teachers gathered and used data to understand and cater for the diverse educational needs of students in remote learning. We surveyed teachers to understand the challenges faced by emergency remote teaching (ERT) and how they gathered and used existing data to meet their students’ needs. While some teachers had experienced online learning as students, few had taught remotely or online. This meant that teachers had limited experience on which to draw when adjusting to ERT. This was reflected in the limited change to data collection during remote teaching. Our research demonstrates a need to develop teachers’ pedagogical practice and use of data to manage differentiated learning and a flexible response to the given environment in which they are teachin
Educational aspirations of disadvantaged students in decline
No full textNew analysis of data from the 2019 Trends in International Mathematics and Science Study (TIMSS) reveals the proportion of Australian students from socioeconomically disadvantaged backgrounds that aspire to complete tertiary education has fallen over the last six years
Infografik: Meja belajar dan sudut yang hening untuk belajar
Get PDFBaik untuk mengerjakan tugas sekolah, persiapan sebelum ujian, atau diharuskan untuk melakukan proses belajar jarak jauh akibat pandemi COVID-19, setiap pelajar di usia remaja kerap perlu menyelesaikan pekerjaan sekolah di rumah masing-masing. Namun, seberapa banyak anak yang memiliki akses kepada meja belajar pribadi dan ketenangan yang mereka butuhkan untuk belajar? Bagaimana dengan mereka yang berasal dari latar belakang yang paling tidak beruntung?https://research.acer.edu.au/teacher_seasia/1011/thumbnail.jp
The changing career expectations of Australian teens
No full textNew analysis reveals the occupational aspirations of Australian girls have become more concentrated over time, while those of Australian boys have become less concentrated
Infographic: Students\u27 awareness of global issues
Get PDFThe latest edition of Snapshots, from the Australian Council for Educational Research (ACER), digs into PISA 2018 data to explore the question: How aware of global issues are Australian 15-year-olds? Students were asked to report the extent to which they knew about seven issues. Today’s infographic looks at some of the results.https://research.acer.edu.au/teacher_graphics/1150/thumbnail.jp
Teacher Development Multi-Year Study Series: Evaluation of Australia’s Investment in Teacher Development in Lao PDR: Baseline Report
Get PDFThis report constitutes the Baseline Report of the multi-year study of the Australian Government Department of Foreign Affairs and Trade’s (DFAT) investment in teacher development in Lao PDR through the Basic Education Quality and Access in Laos program (BEQUAL). This Lao PDR study is part of a three-country multi-year study series on teacher development, in response to DFAT’s Office of Development Effectiveness’ 2015 Investing in Teachers report. This study is framed within the context of Lao PDR’s staged introduction of a new primary education curriculum, and accompanying in-service teacher professional development support. The overall aim of this study is to investigate the teacher professional development component to answer the question: to what extent does BEQUAL support improve teaching quality and student literacy in Lao PDR
Research Snapshot: UNICEF Philippines Early Childhood Education Kindergarten to Grade 4 Longitudinal Study
Get PDFThe Philippines Early Childhood Care and Development (ECCD) Longitudinal Study was a major research investment by UNICEF, the Philippines Department of Education, and the Australian Government. It was designed to investigate the impact of one of the most significant education reforms in Philippines history: the introduction of the Kindergarten year as part of the K-12 Basic Education System. It offers useful insights into the impact of Philippines Mother Tongue-Based Multilingual Education (MTB-MLE) and key language transition points for students from Kindergarten to Grade 4. This longitudinal study measured not only the impact of Kindergarten, but also the contribution that preschool education made to student achievement and growth across the first five years of school