Evidence-based practice

Dr Drew Miller, a Senior Lecturer from the University of Newcastle, addresses some frequently asked questions about the use of Randomised Controlled Trials in school settings.

Work in schools long enough and we all get to know the bitter experience of a good idea poorly executed. So, what makes the difference between good implementation and another missed opportunity?

After surveying staff to assess where their strengths and areas for improvement lie, Principal Daryll Kinnane of Maningrida College in the Northern Territory began working on the next steps for growing the college as a Professional Learning Community (PLC).

Researchers from the University of the Sunshine Coast have been working with staff at a Queensland high school to ensure student voice is an integral part in the development of student leadership programs.

Principal Kerrie Russell explains why Professional Learning Communities with a particular focus on feedback were implemented at Alice Springs School of the Air, and how they could be set up with a small team of teaching staff.

Dr Lyn Sharratt explores three practical learning, teaching and leading approaches – writing to improve critical literacy skills, bump-it-up walls, and collaborative assessment of student work – that each support teachers’ focus on creating critically literate graduates.

At Bradshaw Primary School in the Northern Territory, the use of Professional Learning Communities has included implementing Collaborative Learning Teams (CLTs) in order to improve the reading results of students.

What are some practical strategies teachers could use in the classroom to assist students with ADHD? Dr Emma Sciberras from Deakin University joins Teacher to discuss her research on children with ADHD and their behaviour, learning and day-to-day living.

In today’s Q&A, we speak with Dr Drew Miller, a senior lecturer from the University of Newcastle, about what Randomised Controlled Trials involve and how this research method can be beneficial to both the school and educational research communities.

Professor Geoff Masters AO has been saying recently that the Gonski 2.0 recommendations may provide our best hope of reversing the long-term decline in the reading, mathematics and science levels of Australian 15-year-olds. Why does he say this? Find out more in his latest Teacher column.