Open Access. Powered by Scholars. Published by Universities.®
- Keyword
-
- Curriculum (2)
- Educational policy (2)
- Policy Insights (2)
- STEM education (2)
- Schools (2)
-
- Teacher supply and demand (2)
- Aspirations (1)
- Completion (1)
- Data review (1)
- Education Act (1)
- Enrolments (1)
- NAPLAN (1)
- PISA (1)
- Policy options (1)
- Recommendations (1)
- Retention (1)
- Review of the Tasmanian curriculum (1)
- School participation (1)
- TIMSS (1)
- Tasmanian Secondary Student Survey (1)
- Teacher workforce (1)
- VET and VEL in schools (1)
Articles 1 - 3 of 3
Full-Text Articles in Education
Challenges In Stem Learning In Australian Schools: Literature And Policy Review, Michael J. Timms, Kathryn Moyle, Paul R. Weldon, Pru Mitchell
Challenges In Stem Learning In Australian Schools: Literature And Policy Review, Michael J. Timms, Kathryn Moyle, Paul R. Weldon, Pru Mitchell
Professor Kathryn Moyle (consultant)
This literature and policy review outlines the complex context related to STEM learning in Australian schools and focuses on student outcomes, the teacher workforce and the curriculum. This paper also sheds light on possible policy directions by examining lessons from other countries. STEM education is a broad enterprise that starts in early childhood education, continues through the years of schooling and extends into tertiary education supported by contributions from extracurricular and enrichment activities, science centres and museums. However, the focus in this document is on primary and secondary schooling. Australian STEM education seems caught in a whirlpool of problems that …
Challenges In Stem Learning In Australian Schools, Michael J. Timms, Kathryn Moyle, Paul R. Weldon, Pru Mitchell
Challenges In Stem Learning In Australian Schools, Michael J. Timms, Kathryn Moyle, Paul R. Weldon, Pru Mitchell
Professor Kathryn Moyle (consultant)
Australian STEM education seems caught in a whirlpool of problems that are contributing to one another. Student engagement and performance in STEM are declining, but we do not have the supply of qualified teachers we need to improve learning. The STEM curriculum is unbalanced and fragmented, leading to less interest among students. It is not possible to break out of the downward cycle from within the current system and it requires policy changes that address the issues raised in this report. This means developing well-considered, systemic and joined-up policies that address the following challenges: Improving student outcomes, building the STEM …
Review Of Years 9 To 12 Tasmania : Final Report, Geoff N. Masters, Kathryn Moyle, Sheldon Rothman, Hilary Hollingsworth, Bill Perrett, Paul R. Weldon, Kate Perkins, Justin Brown, Ali Radloff, Patricia Freeman, Sofi Damianidis
Review Of Years 9 To 12 Tasmania : Final Report, Geoff N. Masters, Kathryn Moyle, Sheldon Rothman, Hilary Hollingsworth, Bill Perrett, Paul R. Weldon, Kate Perkins, Justin Brown, Ali Radloff, Patricia Freeman, Sofi Damianidis
Professor Kathryn Moyle (consultant)
The Tasmanian Government is currently implementing significant reforms to improve students’ retention and attainment in Tasmania’s schools. There is a concern in the Tasmanian community however, that their students’ performances are among the lowest in the nation. Reasons nominated for these results include weak literacy and numeracy levels; low attendance rates; high anxiety around transitions between Year 10 and Year 11 by some students, especially among those living outside of the larger cities; students seeking alternative education options; and family, financial, health and carer based issues. It is against this backdrop that the Australian Council for Educational Research (ACER) was …