A commonly proposed strategy for raising achievement levels in schools is to specify high expectations or ‘standards’ of student performance and to hold students, teachers and schools accountable for achieving those standards. On the surface, it seems like an eminently sensible strategy. But is it?
By the turn of the century, the observation had been made in many countries that substantial increases in expenditure on schools had failed to deliver measurable improvements in student performance. But just how effective are incentives as an improvement strategy?
Educators at Melbourne's Mill Park Secondary College are getting more out of Year 12 exam data. There, teachers use it to identify patterns and inform future practice.
Educators have a range of data sources at their fingertips. At this Tasmanian school, the emphasis is on interpreting this data and putting it to good use.
Two Melbourne educators have created developmental rubrics to teach students in what Vygotsky called the Zone of Proximal Development (ZPD) - just outside their learning comfort zone.
Dave Tout explains why Australia’s 2012 PISA results in mathematics and numeracy paint a worrying picture.
Principal of Perth’s Quinns Baptist College, Maryann Malzer, talks to Teacher about the school’s ‘Students as Researchers’ program and the impact it’s making in the school.
Four passionate educators elaborate on the findings of their own action research projects.
Is a change in mindset – one that focuses on ‘personal best’ rather than ‘world records’ – needed to help improve Indigenous student outcomes?
A new report into the role of research in teaching and teacher education has set out a vision to develop research-rich schools and classrooms.