How often have we all sat through those frustrating meetings where someone from head office or a university articulates with such commitment the first lie – if you can’t measure it then it’s not worth doing. This quantification of education based on an economically rational approach started in the sixties. This was the dawn of outcomes-based learning.Continue reading “The Dishonourable Lie”
A research paper published today by Save Our Schools shows that Australia allocates more and better teacher resources to socio-economically advantaged schools than to disadvantaged schools. SOS National Convenor, Trevor Cobbold, said there is a shocking mis-allocation of teaching resources between disadvantaged and advantaged schools in Australia that ranks alongside the worst in the OECD.Continue reading “Media Release: Advantaged Schools Get First Call on the Best Teachers”
Public discourse about schooling generally assumes that it’s in crisis. The script goes something like this: There’s a problem and it’s big – really big! Test results show us Australia is going downhill and teachers need to be accountable. There are ‘evidence-based’ solutions but teachers are not using them. If they did, literacy standards would improve, test results would improve, and Australia would be among the best in the world again.
Well we have some good news and bad news for you. Continue reading “New research shows what makes a difference in teaching literacy and why ‘evidence-based’ is not enough”
What conclusion can be drawn from the Turnbull government’s announcement that a national review of teacher registration, will examine ways in which the process for becoming a teacher around Australia will be streamlined in order to make it easier for people in the trades and other professions to switch careers? It begs the question of why aren’t teachers being encouraged to rapidly retrain as tradies, nurses or for other professions, to fill skill shortages in rural Australia? Continue reading “Who is for teaching?”
The introduction of a National Year 1 Literacy and Numeracy Check has been heavily criticised by the Australian Literacy Educators’ Association (ALEA) in a position statement. It says that there is an unreasonable over-emphasis on phonics in the new assessment tool. Continue reading “Does Australia need an assessment tool to measure literacy and numeracy achievement in Year 1 classrooms?”
Emeritus Professor of Education at Stanford University, Larry Cuban, offers the principles that have guided his thinking and actions as a practitioner, scholar, and blogger about teaching, learning, and school reform. Professor Cuban has published extensively on the history of curriculum and teaching, educational leadership, school reform and the uses of technology in classrooms. This article was originally published on the 8th anniversary of his blog School Reform and Classroom Practice and is reprinted with permission. Continue reading “Guiding Principles for School Reform and Classroom Practice”
Couple insensitivity with ignorance and very little good will follow. With a little luck, we will avoid the worst of the damage that could come from Senator Pauline Hanson’s public outburst, in which she argued for the removal of children with autism from mainstream schools. The public outrage her remarks evoked has been encouraging.
Much ado has been made of Gonski 2.0 and the Turnbull Government’s claim that it is a uniform, needs based and fair model for the resourcing of Australian schools. The implication is that it will lead to better learning outcomes for all children. It is certainly not uniform, though it does bring in a measure of fairness not in existence in Gonski 1.0. In the sense that it may disrupt our public/private model of education though, it is a failure. Its major consequence is the ‘segregation’ of children in their school age years based on religious beliefs, socio-economic background and even educational ability. Continue reading “The Soap Opera That Masquerades as Debate on Education Policy”
The following is an abridged media release announcing a new report by the Bankwest Curtin Economics Centre (BCEC) at Curtin University on inequality in education in Australia.
The BCEC’s latest report, Educate Australia Fair?: Education Inequality in Australia, examines the extent of educational disadvantage across and within Australia’s states and territories and among vulnerable groups.
Girls’ Uniform Agenda are leading a movement across Australia to challenge and change current school uniforms. Many schools across Australia, at both the primary and secondary level, require girls to wear dresses and skirts to school, and turning up in shorts or pants will see girls given detention. As girls wear shorts and pants in every other aspect of their lives in Australia, and boys wear shorts and pants to school, it is direct discrimination to refuse to allow them to wear shorts and pants to school because of their gender. Continue reading “Call to Change School Uniforms for Girls”