Michael Noonan talks about the research ISV is conducting into metacognition and learning, and how a program such as this would have helped his 15-year-old self see himself and the world more clearly.
It’s not unusual for academic research to conclude with the finding that, well, more research is needed. The fact that the conclusion is inconclusive doesn’t mean the research wasn’t worth doing. After all, research that concludes with new unanswered questions has served a genuine purpose.
A year ago, in a moment of optimism, I expressed the hope that we were about to declare an end to the so-called school funding war.
If there’s one myth about teaching that’s sure to send a collective groan through school staff rooms, it’s this one: ‘It must be great being a teacher – all those holidays, all that time off.’
In recent months, I have watched with a degree of disappointment as Independent schools have been used as a whipping boy in a political campaign by the Catholic Education Commission of Victoria against changes to the Australian Government’s school funding system.
For the past three years, teachers in all schools in all states have been collecting data in an attempt to do the right thing: to identify, record and meet the needs of students with disability.
When an argument seeks to assert ‘facts’ that are based solely on what the news media has reported, you can end up with a flimsy argument. When the reported ‘facts’ are selectively cited to confirm preconceived beliefs, you end up with prejudice masquerading as research.