‘In this home-supported learning environment parents are being called upon to play a broader role in their children’s education. The role of the parent is not to replace the teacher in learning from home …’ Dr Tanya Vaughan and Susannah Schoeffel share evidence on how teachers can work with parents to support students in a rapidly changing education landscape.
In these uncertain times, how do teachers support students to make sense of the coronavirus pandemic and give them the tools to navigate the challenges we may be faced with? In today’s article, Professor Peter O’Connor from the University of Auckland suggests arts-based approaches to building resilience in students in times of disaster.
St Helena Secondary College in Victoria embarked on a journey to improve the quality and accuracy of teacher judgements on their student reports, in order to better reflect student achievement. We’re joined by Kate Williams to hear about the process and where they’re at on their journey.
Having worked with school communities after the devastating Canterbury earthquakes, Professor Carol Mutch offers valuable insights from New Zealand on successful initiatives to support students, teachers and parents after disaster strikes their community.
Teachers and school leaders spend considerable effort and time writing and checking student reports, but how effective are they in communicating student learning? We speak to principal Anthony Hockey about what he found when considering this question in his school context.
When seeking ways to improve students’ academic outcomes, sometimes teachers and school leaders fail to ask for input from those who can offer perhaps the most important perspective – the students themselves.
In this monthly series, we take a look at some further readings available on a particular topic, including open access research papers from various online catalogues. This month’s theme is parental engagement.
Is it time to rethink the traditional end of semester report card? In the final part of a series on ACER’s Communicating Student Learning Progress project, Dr Hilary Hollingsworth and Jonathan Heard share findings from the three-year study.
Developing targeted programs to meet individual learning needs includes making the best use of staff expertise, and working closely with parents. EAL Support and Intervention Leader Kate Plant shares her school’s approach.
How can schools best work with parents to support students and improve their learning? Dr Tanya Vaughan and Susannah Schoeffel explore two evidence-based recommendations from a new guidance report for Australian practitioners, and share practical examples of action.