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Professional learning modes. Literature review
Get PDFThis literature review summarises evidence from education research to describe and compare different modes of professional learning. It applies the findings to the question: ‘what works best, and for whom’ in terms of modes of professional learning for Australian teachers, with particular focus on early childhood teachers, casual relief teachers and teachers in rural and remote teaching contexts. A key professional learning challenge common to these teachers is isolation – which can be physical, pedagogical, technological and/or social isolation. The review sought to identify research on modes of professional learning and in particular any studies that compared different modes of professional learning. The reviewers were interested in evidence pointing to the circumstances in which a particular mode of professional learning might have the most impact on teaching practice or school culture, as well as whether particular modes, or combination of modes, had greater impact for specific cohorts of teachers
Rapid review of effective practice principles in the design and delivery of digital resources for teachers
Get PDFThis rapid review, commissioned by Life Education Australia (LEA), gathered evidence about effective practice in the design and delivery of digital professional learning for teachers. Its goal was to inform development of principles to guide the design and delivery of LEA’s own digital resources for teachers. The key research question for the review was: What does the research evidence say about the design and delivery of digital / online resources for teachers and what practice implications and recommendations could be made based on this research evidence
Education in Conflict-Affected and/or Fragile States: Foundation level
Get PDFThe purpose of this module is to provide introductory information about the importance of education in conflict-affected and/or fragile situations. This includes understanding and defining fragility and conflict, education’s relationship to fragility and conflict, and critical links with other sectors. It provides a foundation to engage in this topic and apply advice from staff with operational or expert levels of knowledge in education. On successful completion you will be able to be an informed participant in forums related to education in conflict-affected and/or fragile situations
Global Tracer Facility Longitudinal Global Tracer Survey 2021 (Year 6) - Survey Instrument
Get PDFThis survey instrument for the Year 6 Global Tracer Facility (GTF) Global Tracer Survey 2021 outlines the survey sections, area of focus, type of question and response options.
The research report based on findings collected using this instrument can be read in this report Alumni Growth: Tracking Australia Awards Alumni Over Five Years, Longitudinal Tracer Survey 2021
Lao PDR: Policy insights from a multi-year teaching and learning study series
Get PDFThe Australian Government is supporting significant education reforms in Lao PDR. This policy note summarises baseline findings on primary school teacher practice and student learning outcomes, at a point just prior to major curriculum changes. Key findings include the need for intensive action on Lao language literacy, targeted teacher training on the new curriculum with a special emphasis on second language learners, and deepened engagement with school communities to reduce student absenteeism and improve student readiness for school. Part of a multi-year study series, the Education Analytics Service is investigating how the Basic Education Quality and Access in Laos program (BEQUAL) is making a difference to the Government of Laos’ ongoing primary education reforms. The study series was commissioned by the Australian Government’s Department of Foreign Affairs and Trade (DFAT), to investigate teacher and learning development initiatives in three countries: Lao PDR, Timor-Leste and Vanuatu
Infographic: Women in secondary principal roles
Get PDFA literature review has looked at the current state of female representation in secondary principal roles in New Zealand, Here, we look at how the percentage of women in secondary principal roles has changed over the past three decades.https://research.acer.edu.au/teacher_graphics/1134/thumbnail.jp
Infographic: Global status of teachers
Get PDFA survey of education officials and union leaders from all levels of education in 94 countries has given insight into how the teacher profession is viewed at a global scale. In this infographic, we share some of the survey responses in relation to K-12 settings.https://research.acer.edu.au/teacher_graphics/1153/thumbnail.jp
Inquiry-based science education in India: prospects and challenges
Get PDFDr Garima Bansal discusses the historical development of science education in India, the emergence of inquiry-based education, the current state of science education at the school level, and the role of school leaders in making inquiry-based learning a reality
The impact of the PYP on student well-being [Audio podcast]
No full textIn this podcast, host Zachary Fernebok interviews researchers Katherine Dix and Shani Sniedze about their study looking at the impact of the Primary Years Programme (PYP) on student well-being.
The study investigated the impact of the International Baccalaureate (IB) Primary Years Programme (PYP) on student well-being and related social-emotional outcomes. The mixed-method study involved three phases: a literature review and review of PYP documentation with regard to well-being; a retrospective comparative analysis of PYP and similar non-PYP schools; and surveys of PYP teachers and students. The study found the PYP curriculum and programmatic elements to be imbued with activities and practices that promote well-being. PYP students also demonstrated consistently higher levels of well-being compared with similar non-PYP students. Additionally, PYP schools with strong implementation showed a more positive school climate and higher levels of teacher engagement, student participation and student well-being outcomes attributable to the PYP. These findings offer substantial evidence that the PYP encourages student well-being above and beyond other well-being activities promoted in schools
Using assessment data to improve equity: How teachers use insights from the Scottish National Standardised Assessments
Get PDFEvidence-based decision-making is regarded as an important indicator of quality in schools around the world. Using data gathered from assessments, in conjunction with other insights, can help school leaders and teachers better meet the needs of learners. In schools that cater to disadvantaged learners, using data to design targeted interventions plays an important role in improving equity. In this paper we report on a study with five schools in Scotland. All schools had learner cohorts characterised by multiple layers of disadvantage. Informed by the theoretical underpinnings of sensemaking theory, we investigated how teachers and school leaders used data from the Scottish National Standardised Assessments (SNSA). Our findings suggest that teachers and leaders are adept at combining assessment data with other insights – including their own observations. All schools were active in using data to inform decision-making, both at the whole-school level and at the classroom level. They reported multiple uses of data, from validating their own instincts to targeting support to particular cohorts of learners. We suggest that the way in which SNSA is designed – explicitly providing data to teachers to help inform their professional judgement – is a factor in the positive approach to data usage among these schools