One-to-one and small-group tutoring have emerged as a catch-up strategy for schools to address student learning gaps as a result of the COVID-19 pandemic, with government funded programs announced here in Australia and overseas. Dr Pauline Ho and Dr Tanya Vaughan look at the evidence and give five key takeaways for school leaders and teachers.
Dr Pauline Ho and Dr Katherine Dix share the findings of a systematic review investigating the impact of wellbeing-related interventions on student academic and wellbeing outcomes, including four ingredients for effective implementation and three recommended actions for schools.
All Australian schools and school leaders are currently managing change in response to the COVID-19 pandemic. Even under ‘normal’ circumstances, change is a difficult process to lead. How can schools implement effectively and efficiently, to support student learning in such unprecedented times?
If we are to scale and sustain good practices to benefit more students, then we want to know whether these practices work so schools and systems can use the results to inform decisions to improve, further expand, or cut the program.
Educators across Australia are always trying new ways to improve outcomes for their students. Not all changes result in improvements. Is there a way that we increase the likelihood of a change leading to improvement?