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Articles 1 - 30 of 52
Full-Text Articles in Education
Putting Creative Thinking At The Core Of The English School Curriculum: An Exploratory Study, Sladana Krstic
Putting Creative Thinking At The Core Of The English School Curriculum: An Exploratory Study, Sladana Krstic
Assessment and Reporting
Across much of the world, in more than 20 educational jurisdictions, the ability to think creatively is seen as a core aspect of what it is to be a successful learner today and, consequently, it has been included within various national curricula (Taylor et al., 2020). In England this is not yet the case, despite strong arguments being made for creative thinking being a core part of the curriculum in the Durham Commission on Creativity and Education (2019). In 2023 Rethinking Assessment and ACER UK conducted an exploratory study to examine the feasibility of integrating creative thinking into five subjects …
Infographic: My 12th Teacher Alphabet, Jo Earp
Infographic: My 12th Teacher Alphabet, Jo Earp
Teacher infographics
What do you need information on? Technology in the classroom? Inclusivity? Making the most of your planning time? Music education? The 12th Teacher alphabet brings you quick links to popular content that you might find useful. Download the PDF for a hyperlinked version.
Report Highlights: Evaluation Of Australia's Investment In Teacher Development In Lao Pdr: Final Report, Debbie Wong, Hilary Hollingsworth, Prue Anderson, Payal Goundar, Agnes Mercer
Report Highlights: Evaluation Of Australia's Investment In Teacher Development In Lao Pdr: Final Report, Debbie Wong, Hilary Hollingsworth, Prue Anderson, Payal Goundar, Agnes Mercer
Education Analytics Service
The 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 …
Evaluation Of Australia's Investment In Teacher Development In Lao Pdr: Summary Of The 2019 Baseline Report (Lao Version), Australian Council For Educational Research (Acer)
Evaluation Of Australia's Investment In Teacher Development In Lao Pdr: Summary Of The 2019 Baseline Report (Lao Version), Australian Council For Educational Research (Acer)
Education Analytics Service
In 2019, the Government of Lao People’s Democratic Republic (Lao PDR) introduced a new primary education curriculum to improve teaching quality and student learning outcomes. The Government’s Education and Sports Sector Development Plan 2021- 25 focuses on improving teacher knowledge and skills as a means to improve student learning outcomes. This report summarises baseline findings just prior to these significant curriculum changes. These changes are supported by the Australian Government through its Basic Education Quality and Access in Laos (BEQUAL) program. The Australian Government’s Department of Foreign Affairs and Trade (DFAT) has commissioned a study to investigate how BEQUAL is …
Teacher Development Multi-Year Study Series. Evaluation Of Australia’S Investment In Teacher Development In Lao Pdr: Final Report, Debbie Wong, Hilary Hollingsworth, Prue Anderson, Payal Goundar, Agnes Mercer
Teacher Development Multi-Year Study Series. Evaluation Of Australia’S Investment In Teacher Development In Lao Pdr: Final Report, Debbie Wong, Hilary Hollingsworth, Prue Anderson, Payal Goundar, Agnes Mercer
Education Analytics Service
The 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). A key focus of these reforms is the rollout of a new national primary curriculum intended to improve teaching quality and learning outcomes for students. As part of a multi-year study series, the Education Analytics Service (EAS) investigated how the BEQUAL program made a difference to improving these teaching and learning outcomes.
Evaluation Of Australia's Investment In Teacher Development In Lao Pdr: Summary Of The 2019 Baseline Report, Yung Nietschke, Anna Dabrowski Phd, Aris Huang, Jeaniene Spink
Evaluation Of Australia's Investment In Teacher Development In Lao Pdr: Summary Of The 2019 Baseline Report, Yung Nietschke, Anna Dabrowski Phd, Aris Huang, Jeaniene Spink
Education Analytics Service
In 2019, the Government of Lao People’s Democratic Republic (Lao PDR) introduced a new primary education curriculum to improve teaching quality and student learning outcomes. The Government’s Education and Sports Sector Development Plan 2021- 25 focuses on improving teacher knowledge and skills as a means to improve student learning outcomes. This report summarises baseline findings just prior to these significant curriculum changes. These changes are supported by the Australian Government through its Basic Education Quality and Access in Laos (BEQUAL) program. The Australian Government’s Department of Foreign Affairs and Trade (DFAT) has commissioned a study to investigate how BEQUAL is …
Halt Certification: Reducing The Workload, Increasing The Rigour And Cutting The Cost, Lawrence Ingvarson, Hilary Hollingsworth
Halt Certification: Reducing The Workload, Increasing The Rigour And Cutting The Cost, Lawrence Ingvarson, Hilary Hollingsworth
Teacher workforce and careers
In 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 …
Professional Learning Conversations: Adaptive Expertise For Schools. Supplementary Digital Materials, Helen Timperley
Professional Learning Conversations: Adaptive Expertise For Schools. Supplementary Digital Materials, Helen Timperley
Educational leadership
School leaders face complex challenges, that typically have multiple causes and often persist despite everyone’s best attempts to address them. Addressing complex challenges requires juggling both the big picture, and the specific parts of the challenge. Without a roadmap, this process is fraught and unlikely to succeed in improving outcomes. In order to make a difference, schools need adaptive expertise; a skill which can be learnt through professional conversations and inquiry. In Leading professional conversations, Emeritus Professor Helen Timperley deftly outlines the key enablers for effective professional conversations – relationships, resources, processes, knowledge and culture – which support teachers to …
Building Capacity For Quality Teaching Rounds – Victoria. Final Report, Tanya Vaughan, Sarah Richardson, Toby Carslake, Trisha Reimers, Greg Macaskill, Toby Newton, Nathan Zoanetti, Andrew Mannion, Martin Murphy
Building Capacity For Quality Teaching Rounds – Victoria. Final Report, Tanya Vaughan, Sarah Richardson, Toby Carslake, Trisha Reimers, Greg Macaskill, Toby Newton, Nathan Zoanetti, Andrew Mannion, Martin Murphy
Professional learning for teachers and school leaders
The Australian Council for Educational Research (ACER) was commissioned by the Teachers and Teaching Research Centre (TTRC) at the University of Newcastle to conduct an independent randomised controlled trial (RCT), with the goal of examining effects of Quality Teaching Rounds (QTR) on student outcomes and teachers’ practice in Victorian high schools. A total of 19 schools participated in Quality Teaching Rounds in 2022, with 20 schools in the wait list control. Data were gathered in an ongoing manner during the evaluation with: Progressive Assessment Tests in Mathematics (PAT-M) and reading (PAT-R) – baseline and follow up; student self-efficacy and aspiration …
Policy Brief: Teacher Professional Development For Students With Disability In The Asia-Pacific, Syeda Kashfee Ahmed, Anannya Chakraborty
Policy Brief: Teacher Professional Development For Students With Disability In The Asia-Pacific, Syeda Kashfee Ahmed, Anannya Chakraborty
Global education monitoring
Around the world, policymakers and development organisations are increasingly supporting the education of students with disability, particularly in the bid to achieve United Nations Sustainable Development Goal 4 – to ensure ‘inclusive and equitable quality education for all’. Yet globally, more than half of students with disability drop out of secondary school due to the lack of support in classrooms (UNESCAP, 2019). In the Asia-Pacific region, resource shortages and high student drop-out rates significantly impact the shift to inclusive education. Additionally, educational segregation of students with disability is widely accepted in low- and middle-income countries in the region, despite international …
Spotlight On Teacher Supports. Evaluation Of Australia’S Investment In Teacher Development In Lao Pdr, Australian Council For Educational Research
Spotlight On Teacher Supports. Evaluation Of Australia’S Investment In Teacher Development In Lao Pdr, Australian Council For Educational Research
Education Analytics Service
The 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 …
Teacher Development Multi-Year Study Series. Report Highlights. Timor-Leste: Final Report, Elizabeth Cassity, Jennie Chainey, Debbie Wong
Teacher Development Multi-Year Study Series. Report Highlights. Timor-Leste: Final Report, Elizabeth Cassity, Jennie Chainey, Debbie Wong
Education Analytics Service
The Australian Government is supporting the Government of Timor-Leste to undertake educational reforms through the Partnership for Human Development (PHD) and Apoiu Lideransa liuhosi Mentoria no Apredizajen (ALMA). ALMA enables the Ministry of Education, Youth and Sport (MoEYS) to develop teacher professional learning to support the implementation of its National Basic Education Curriculum. Under the Teacher Development Multi-Year Study for Timor-Leste, the Education Analytics Service (EAS) is investigating how ALMA is making a difference to teaching and learning outcomes. The new curriculum was developed in 2013 as a staged approach for pre-school to grade 6, with a focus on improving …
Spotlight On Teacher Supports. Evaluation Of Australia’S Investment In Teacher Development In Lao Pdr (Lao Version), Australian Council For Educational Research
Spotlight On Teacher Supports. Evaluation Of Australia’S Investment In Teacher Development In Lao Pdr (Lao Version), Australian Council For Educational Research
Education Analytics Service
The 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 …
Report Highlights: Evaluation Of Australia's Investment In Teacher Development In Lao Pdr: Final Report (Lao Version), Debbie Wong, Hilary Hollingsworth, Prue Anderson, Payal Goundar, Agnes Mercer
Report Highlights: Evaluation Of Australia's Investment In Teacher Development In Lao Pdr: Final Report (Lao Version), Debbie Wong, Hilary Hollingsworth, Prue Anderson, Payal Goundar, Agnes Mercer
Education Analytics Service
The 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 …
Teacher Development Multi-Year Study Series. Multi-Country Report, Hilary Hollingsworth, Debbie Wong, Elizabeth Cassity, Payal Goundar
Teacher Development Multi-Year Study Series. Multi-Country Report, Hilary Hollingsworth, Debbie Wong, Elizabeth Cassity, Payal Goundar
Education Analytics Service
The Teacher Development Multi-Year Studies were initiated by the Australian Government’s Department of Foreign Affairs and Trade (DFAT) to provide evidence about the impact of DFAT’s investments in teacher development and how teacher development investments can be more effective. This Multi-Country Report is the culmination of five years of research across three countries, Timor-Leste, Vanuatu and Lao PDR (Laos), involving in-depth interviews, observations and learning assessments. Teacher development is at the heart of many education systems’ policies and programs aiming to improve teaching and student learning. The Multi-Country Report highlights how teacher professional learning can work together with system and …
Teacher Development Multi-Year Study Series. Report Highlights. Multi-Country Report, Hilary Hollingsworth, Debbie Wong, Elizabeth Cassity, Payal Goundar
Teacher Development Multi-Year Study Series. Report Highlights. Multi-Country Report, Hilary Hollingsworth, Debbie Wong, Elizabeth Cassity, Payal Goundar
Education Analytics Service
The global learning crisis is driving a focus on improving learning. Teacher development and improving teaching quality, is therefore at the heart of many education systems’ policies and programs. The Teacher Development Multi-Year Studies were initiated by the Australian Government’s Department of Foreign Affairs and Trade (DFAT) to provide evidence on the impact of its investments in teacher development and how they can be more effective. Over 5 years, the Australian Council for Educational Research (ACER) conducted research in 3 countries: Timor-Leste, Vanuatu and Lao People’s Democratic Republic (PDR). The research investigated the extent to which Australian investments in the …
Teacher Professional Development For Disability Inclusion In Low- And Middle-Income Asia-Pacific Countries: An Evidence And Gap Map, Syeda Kashfee Ahmed, David Jeffries, Anannya Chakraborty, Toby Carslake, Petra Lietz, Budiarti Rahayu, David Armstrong, Amit Kaushik, Kris Sundarsagar
Teacher Professional Development For Disability Inclusion In Low- And Middle-Income Asia-Pacific Countries: An Evidence And Gap Map, Syeda Kashfee Ahmed, David Jeffries, Anannya Chakraborty, Toby Carslake, Petra Lietz, Budiarti Rahayu, David Armstrong, Amit Kaushik, Kris Sundarsagar
Assessment and Reporting
In the Asia‐Pacific region, around one‐third of the children who are out‐of‐school have a disability and given that teacher readiness and capability are key contributors for inclusive education, it is high time for a mapping of disability inclusive teacher professional development (TPD) interventions in this region. The key objective of this evidence and gap map (EGM) is to locate evidence on interventions for in‐service TPD focussing on education for the inclusion of students with a disability in low‐ and middle‐income countries (LMICs) in the Asia‐Pacific region. A broad range of bibliographic databases and repositories were searched electronically to identify the …
Infographic: School Funding – What Are Educators Seeking Support For?, Dominique Russell
Infographic: School Funding – What Are Educators Seeking Support For?, Dominique Russell
Teacher infographics
Philanthropic funding is one way school leaders can access support to implement and enhance initiatives and projects. Australian charity Schools Plus recently published details of applications for its latest round of grants. The requests from schools provide a snapshot of the initiatives and projects educators are seeking funding for.
Teacher Development Multi-Year Study Series. Timor-Leste: Final Report, Elizabeth Cassity, Jennie Chainey, Debbie Wong
Teacher Development Multi-Year Study Series. Timor-Leste: Final Report, Elizabeth Cassity, Jennie Chainey, Debbie Wong
Education Analytics Service
The Australian Government is supporting the Government of Timor-Leste in education through the Partnership for Human Development (PHD) and Apoiu Lideransa liuhosi Mentoria no Apredizajen (ALMA). ALMA supports the Ministry of Education, Youth and Sport (MoEYS) to develop teacher professional learning, particularly in support of its major reform of rolling out and implementing the National Basic Education Curriculum (new curriculum) across schools in Timor-Leste. Under the Teacher Development Multi-Year Study for Timor-Leste (the Study), the Education Analytics Service (EAS) is investigating how ALMA is making a difference to these teaching and learning outcomes. The new curriculum was developed in 2013 …
Protocol: Teacher Professional Development For Disability Inclusion In Low- And Middle-Income Asia-Pacific Countries: An Evidence And Gap Map, Syeda Kashfee Ahmed, David Jeffries, Anannya Chakraborty, Petra Lietz, Amit Kaushik, Budiarti Rahayu, David Armstrong, Kris Sundarsagar
Protocol: Teacher Professional Development For Disability Inclusion In Low- And Middle-Income Asia-Pacific Countries: An Evidence And Gap Map, Syeda Kashfee Ahmed, David Jeffries, Anannya Chakraborty, Petra Lietz, Amit Kaushik, Budiarti Rahayu, David Armstrong, Kris Sundarsagar
Assessment and Reporting
According to prior research, teacher readiness and capability are key contributors for successful transition towards disability inclusive education, yet in-service teacher professional development for disability inclusion remains an under-researched area. The key objective of this evidence and gap map (EGM) is to locate evidence on interventions for disability inclusion focused teacher professional development (TPD) in low-to-middle-income-countries (LMICs) in the Asia-Pacific region. As such, it will illustrate different levels of evidence for TPD interventions as well as where there is no evidence (i.e., gaps). In other words, the EGM can make agencies aware where they might be operating in an area …
Online Training On Formative Assessment For Early Language, Literacy, And Numeracy (Elln) In The Philippines: Final Report, Rti International
Online Training On Formative Assessment For Early Language, Literacy, And Numeracy (Elln) In The Philippines: Final Report, Rti International
Teacher education
This report describes findings and lessons learned from an online teacher training course in the Philippines. "Becoming a Learning Detective" is a 5-day online course that focuses on the design and use of formative assessment to improve literacy and numeracy outcomes in Kindergarten to Grade 3 (K–3) classrooms. The emphasis is on classroom-based assessment strategies that are embedded within daily teaching and learning experiences, involving an active partnership between teacher and students. The course brings together asynchronous and synchronous elements, as well as whole group, small group, and individual learning experiences. The course was implemented for the first time among …
Vanuatu: Policy Insights From A Multi-Year Teaching And Learning Study Series, Elizabeth Cassity, Debbie Wong
Vanuatu: Policy Insights From A Multi-Year Teaching And Learning Study Series, Elizabeth Cassity, Debbie Wong
Education Analytics Service
The Australian Government is supporting significant education reforms in Vanuatu. This policy note summarises findings on primary school teacher practice and student learning outcomes, during the first phase of major curriculum changes. Key findings include the need for consistent investment in ongoing professional learning given that new content and pedagogies require significant change and learning for teachers and other education actors. In addition, better engagement with school communities builds understanding of the reforms and encourages greater parental involvement in education. Part of a multi-year study, the Education Analytics Service is investigating how the Vanuatu Education Support Program (VESP) is making …
Teacher Development Multi-Year Study Series: Evaluation Of Australia’S Investment In Teacher Development In Lao Pdr: Baseline Report, Debbie Wong, Hilary Hollingsworth, Prue Anderson, Paul R. Weldon, Louise Ockwell, Renee Kwong, Clare Ozolins
Teacher Development Multi-Year Study Series: Evaluation Of Australia’S Investment In Teacher Development In Lao Pdr: Baseline Report, Debbie Wong, Hilary Hollingsworth, Prue Anderson, Paul R. Weldon, Louise Ockwell, Renee Kwong, Clare Ozolins
Teacher education
This 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 …
Rapid Review Of Effective Practice Principles In The Design And Delivery Of Digital Resources For Teachers, Syeda Kashfee Ahmed, Pru Mitchell, Jenny Trevitt
Rapid Review Of Effective Practice Principles In The Design And Delivery Of Digital Resources For Teachers, Syeda Kashfee Ahmed, Pru Mitchell, Jenny Trevitt
Wellbeing
This 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?
Professional Learning Modes. Literature Review, Anna Dabrowski, Pru Mitchell
Professional Learning Modes. Literature Review, Anna Dabrowski, Pru Mitchell
Professional learning for teachers and school leaders
This 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 …
Teacher Development Multi-Year Study Series. Vanuatu: Interim Report 1, Elizabeth Cassity, Jacqueline Cheng, Debbie Wong
Teacher Development Multi-Year Study Series. Vanuatu: Interim Report 1, Elizabeth Cassity, Jacqueline Cheng, Debbie Wong
Education Analytics Service
The Government of Vanuatu is undertaking significant primary education reforms, including major curriculum changes, to improve equitable access to and the quality of education. Since 2016, a new primary education curriculum has been introduced by stages, accompanied by a suite of in-service teacher training. The new curriculum promotes teaching practices that support new pedagogies focused on student-centred learning and community support, language transition and class-based assessment practices. These reforms are being supported by the Australian Government, through its Vanuatu Education Support Program (VESP). The Australian Government's Department of Foreign Affairs and Trade (DFAT) has commissioned a study to investigate how …
Peer Observation: A Collaborative And Mutually Rewarding Activity, Deepali Dharmaraj
Peer Observation: A Collaborative And Mutually Rewarding Activity, Deepali Dharmaraj
Teacher India
Peer observation is an effective tool for improving teaching instructions and career development, says Deepali Dharmaraj.
Peer Observation: Enhancing The Experience Of Giving And Receiving Feedback, Deepali Dharmaraj
Peer Observation: Enhancing The Experience Of Giving And Receiving Feedback, Deepali Dharmaraj
Teacher India
In this article, Deepali Dharmaraj explores the role of feedback in the context of peer observation and identifies key principles and practices that enable the experience to be mutually beneficial for both the observer and observed.
Designing A Bottom-Up Professional Development Programme, Ashok Pandey
Designing A Bottom-Up Professional Development Programme, Ashok Pandey
Teacher India
Ashok Pandey describes a recent professional development activity undertaken at his school.
Teacher Resources On Numeracy, Anannya Chakraborty
Teacher Resources On Numeracy, Anannya Chakraborty
Teacher India
Teachers have to persistently orient mathematics teaching towards building a strong foundation and improving achievements of students. This article provides a list of short topical online readings on teaching and learning mathematics published by ACER.