What you should know about our 2023 top ten

Hello and happy new year. We are back for 2024 and looking forward to your contributions. Here’s what you need to know about writing posts for EduResearch Matters.

We publish an annual list of our top ten most read blogs – and this year, there was one post which recorded huge interest from the outset. It reflected the zeitgeist – the national concern about what’s happening in our schools. Research on why teachers were leaving the profession by Alyson SimpsonEllen LarsenJason ClareRichard SallisRobyn Brandenburg struck a chord.

Number two: Judith Howard on the growing movement in trauma-aware education in Australia and her new book, “Trauma-aware education: Essential information and guidance for educators, education sites and education systems”.

Number three: Pasi Sahlberg and Sharon Goldfeld on what schools could be: “We believe a whole-child and whole-school approach optimises the opportunities for all children to grow up as the individuals they want to become.”

Number four: Donna Pendergast on what was wrong with the Report of the Teacher Education Expert Panel.

Number five: Pauline Roberts on NAPLAN taking the fun out of early childhood learning.

Number six: Nathaniel Swain, Pamela Snow, Tanya Serry, Tessa Weadman and Eamon Charles respond to Pasi Sahlberg and Sharon Goldfeld on what schools could be.

Number seven: Teachers continue to be bombarded with a dazzling array of possibilities, seemingly without limit – the great plains and prairies of the AI “wild west”! One estimate recently made the claim “that around 2000 new AI tools were launched in March” alone! Paul Kidson, Sarah Jefferson and Leon Furze have some advice.

Number eight: Andrew Martin on why teaching about the brain matters: “When they understand and teach to the human memory system, gone is the false dichotomy of positivism (e.g., explicit instruction) and constructivism (e.g., discovery learning) that has plagued initial teacher education for decades: as far as the human memory system is concerned, the success of one instructional approach is inextricably tied to the success of the other.” 

Number nine: John Fischetti, Simon Vaughan and Kylie Shaw on why we “can’t ‘ban’ our way to the future as smart tools get smarter; we should trust that our young people, with our informed guidance, will make good choices. The importance of vigilance in using smart tools is crucial, but most of our participants are doing fine in their juggling act in and out of cyberspace.” 

Number ten: Kate de Bruin, Eugénie Kestel, Mariko Francis, Helen Forgasz and Rachelle Fries on how to get the classroom right.