After all this time, are we in Accord now?

Federal Minister for Education Jason Clare released the final Universities Accord report on Sunday. Experts for EduResearch Matters respond. From left to right: Andrew Norton, professor in the Practice of Higher Education Policy at the Australian National University; Gwilym Croucher, associate professor, in the Melbourne Centre for the Study of Higher Education; Jess Harris, associate

Dude, here’s how to get fizzle in your conclusion?

For students in ancient history, generic writing advice is insufficient. Advice about structure, such as, say what you are going to say, say it, then say what you have said, or acronyms, such as PEEL (Point Example Elaboration Link) emphasize repetition and connecting ideas. They aren’t much help to students needing to evaluate historical figures

School choice: why are more parents picking private over public?

By Helen Proctor in conversation with EduResearch Matters

More students than ever before are being enrolled in Australia’s private schools, according to new data on school choice from the Australian Bureau of Statistics. Most states and territories have experienced a similar trend. Even before current increases Australia had among the highest proportion of kids enrolled at non government schools in the OECD. Why

Excellent: why do we need that rating for early childhood care?

By Melissa Duffy Fagan

Professional identity in the Australian early childhood education and care sector (ECEC) is strongly linked to quality assurance

What teachers need now to survive (hint: not this old trick)

By Julianna Libro

The advice given to teachers entering the classroom for the first time is often ‘Don’t smile until Easter’. The expression suggests hostility, attempting to place the teacher as the enforcer and the one who will wield the power for the year.  While the phrase might still ring true for some teachers, we, as teachers, are

Toil and trouble: why time-poor teachers choose these texts today

By Alison Bedford

When Queensland introduced a prescribed text list in 2019, teachers had a smorgasbord of choice, but they went with the bread and butter options. New data from the Queensland Curriculum And Assessment Authority about the texts shows English teachers play it safe when it comes to the texts they teach in Units 3 and 4

Australia doesn’t need a ‘Behaviour Curriculum’. We need to implement Social and Emotional Learning now

By Melissa Close and Linda Graham

Last month, the Senate Education and Employment References Committee released an interim report on the Senate Inquiry into increasing disruption in Australian school classrooms – and it looks like we will get the final report today. It used an unsubstantiated decline in Australia’s rank in the OECD’s disciplinary climate index to claim Australian classrooms as

School funding: Is this Australia’s most important moment for reform?

By Elisa Di Gregorio, Matthew P. Sinclair and Jane Kenway

School funding policy burst back onto the national agenda last Tuesday. Federal Education Minister Jason Clare announced a ‘statement of intent’ had been signed with Western Australia to fully fund the state’s public schools by 2026. This language is important. A statement of intent is not  a signed, five-year, bilateral funding agreement. There is still

Youth voice, dissent, marginalisation: reflections for our AARE community

By Melanie Baak, Sophie Rudolph, Eve Mayes and Jenn Brown

Like many AARE members, in late 2023 we were in Naarm attending the AARE conference ‘Voice, Truth, Place:

Part two: A new way forward for toddlers, teens, educators, parents

By Marg Rogers and Margaret Sims

Educators and parents often complain about toddlers and teenagers. In the first article of this two-part series, we explained similarities in their physical, social and emotional development. In this second article, we explore the cognitive similarities, share tips on building positive relationships, and provide ways to address their mental health and wellbeing. What are the