The latest OECD report on teaching and learning has underlined the importance of continuing education and professional learning for school teachers and principals.
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.
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.’
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.
As followers of Dialogue will have noticed, I have written more than once in recent weeks to challenge criticisms of Independent schools in the media and to correct some of the more persistent stereotypes: that they are elitist and exclusive or that their students are somehow isolated from the ‘real world’.
We welcome research showing that many parents are using My School as a ‘starting point’ when making a decision about the education of their children.
New research has calculated the economic and social benefits of early learning by modelling the impacts of early childhood education and care on women in the workforce, productivity and vulnerable children.
We can’t immediately solve complex issues that surround play-based learning, but we are working hard to make sense of them by reviewing the latest resources and implementing research projects with our Member Schools and in partnership with leading universities.
International research reveals that only one in ten Australian teachers undertaking professional learning participate in programs that provide formal qualifications compared with 18 per cent in more than 30 countries surveyed by the Organisation for Economic Development (OECD).