Here’s what is going wrong with ‘evidence-based’ policies and practices in schools in Australia

By James Ladwig

An academic‘s job is, quite often, to name what others might not see. Scholars of school reform in particular are used to seeing paradoxes and ironies. The contradictions we come across are a source of intellectual intrigue, theoretical development and at times, humour. But the point of naming them in our work is often a

Embracing the past: creatively using millennials’ growing interest in ceremonies of commemoration

By Alison O'Grady

This week many teachers will be turning their attention to the next event in the school calendar, the

How it feels to slay the dragon: handing in my PhD thesis

By George Variyan

As I come to the end of my doctoral journey, having recently submitted my thesis, I have been

Which national publication is responsible for (almost) all Australian children wearing school uniform?

By Heather Weaver and Helen Proctor

Recently unisex uniforms have taken centre stage in the annual school uniform debate in Australia. Our research has

Labor proposes a new $280m Evidence Institute for Schools, but where is the evidence we need it?

By Emma Rowe and Trevor Gale

The Australian Labor Party recently announced it would invest $280 million to fund a new educational research institute

New research shows what makes a difference in teaching literacy and why ‘evidence-based’ is not enough

By Debra Hayes

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

Seven things teachers agree on about teaching reading in Australia. Stop all the political haranguing over phonics

By Robyn Ewing

There is widespread agreement among educators and school communities about the importance of teaching phonics and other code-based literacy practices in early years classrooms. Why, however, is phonics instruction, one of the processes teachers use in helping children learn to read, so foregrounded by government policymakers and bureaucrats in Australia these days?  Why is one

PISA-shock: how we are sold the idea our PISA rankings are shocking and the damage it is doing to schooling in Australia

By Aspa Baroutsis and Bob Lingard

When the first PISA results were released in 2001, there was a reaction in Germany that is now

Building creative futures from the powerful stories and voice of First Nations peoples

By Susan Davis

Australia Day this year was marked by thousands of people marching against holding our national celebration on 26th January.