What should Australian schools and teachers focus on in order to improve students’ general understanding of mathematics and science? In her final Teacher column of the year, Dr Sue Thomson explores newly released TIMSS 2019 data to highlight some of the strengths and weaknesses of Australian students at the national level.
‘In a year that has seen a great deal of disruption to classes, the relationship between students and their teachers has become far more important.’ In her new column, Dr Sue Thomson explores the latest report from the Programme for International Student Assessment (PISA) and offers insights into how Australian students perceive their teachers.
In her new Teacher column, Dr Sue Thomson examines the importance of financial knowledge and skills in addressing socioeconomic disadvantage during the current global economic downturn.
The OECD’s Teaching and Learning International Survey shows almost six in 10 Australian teachers say they feel quite a bit or a lot of stress in their jobs, significantly higher than the average across participating OECD countries. In her latest column, Dr Sue Thomson explores the factors that contribute to teachers’ stress at work.
Dr Sue Thomson explores how the COVID-19 crisis has propelled schools to an online learning environment, and draws on data from the OECD’s 2018 Programme for International Student Assessment (PISA) and 2018 Teaching and Learning International Survey (TALIS) to shed light on students’, teachers’ and schools’ preparedness for the ‘new normal’.
In her last column, Dr Sue Thomson examined secondary school teacher and principal views on resourcing issues that hinder quality teaching, as revealed by the OECD Teaching and Learning International Survey. What, then, do these teachers see as the spending priorities for Australian education? And are the priorities different in primary schools?
In her new Teacher column, Dr Sue Thomson discusses some of the latest results from the OECD Teaching and Learning International Survey (TALIS), including issues of resourcing and student achievement.
In this edited version of her presentation at ACER’s Research Conference Dr Sue Thomson looks at the assessment of social and emotional skills in an increasingly fast-changing and diverse world.
Most people would argue that children should feel safe at school. For some children, school is possibly the only place in which they feel safe. In her first column for 2019, Dr Sue Thomson explores student perceptions of school safety.
Dr Sue Thomson addresses three broad areas that may hold females back from participation in STEM subjects in school and in entering these careers, providing teachers with the knowledge to address the underlying issues.