Longitudinal study which asked: Does multiage grouping make a difference to the students in terms of their learning environment or their social adjustment?
Faced with the tom-tom beat of competitive marketing, there is a strong interest in what makes for a "good" school rather than a "hyped up" school. This study looks at how two value-added schools have made a difference to student achievement even under the most difficult circumstances.
This article reports on research from two surveys: one which investigated the prevalence of students with emotional/behavioural disorders; the other investigated students' views on schoolwork, behaviour, and violence.
Teachers can find themselves isolated in the busy life of schools. This climate is not conducive to effective appraisal and professional growth. Here are some specific strategies that school leaders can utilise to work towards achieving their schools' and teachers' professional development goals, through the enhancement of teacher interactions and conversations.
Today's educational leaders are faced with the task of solving complex problems. The author suggests that if principals understand how they have learnt educational management, what they have learnt, and how to analyse their school community to identify their own learning needs, they will be better able to rethink ways of approaching their challenges.
Study of student teachers' knowledge and attitudes towards Australian indigenous people which gives an indication of the sorts of stereotypes and misconceptions about indigenous people which teachers are likely to need to address in their classrooms.
Analysing the pattern of incorrect answers to Assessment Resource Bank items is providing valuable diagnostic information. This can enable teachers to identify roadblocks to student understanding and learning, and develop appropriate strategies to remedy them. ARB data also enables a broad range of curriculum outcomes to be assessed.
The National Education Monitoring Project has taken up the challenge of assessing what children can do in groups. Using tasks in science, language and technology, this NEMP study showed that while boys and girls both disliked being in a minority of one, overall, a shared goal united groups and reduced the significance of gender.
The requirement to report school entry assessment data to the Ministry of Education makes SEA a high stakes activity. But how well is it working? In this study, all teachers raised concerns such as timing, how to manage SEA tasks in the classroom, and how dependable the scoring is. Critical issues to emerge include consistency of standards, the crucial importance of context, and the undermining of teachers’ confidence in their own professional ability.
