evidence-based policy

The evidence says teachers need more time and more money. Why is the government ignoring it?

By Carmel Patterson

Governments must stop telling teachers to scale up practice by copying strategies developed for another school’s context. The latest change in NSW education policy again confuses teacher learning from their own evidence-based practice with guidance from practice developed elsewhere. Scaling up won’t work for improved learning outcomes. Here’s why.  The context of our schools is

The government knows how to help teachers. And it’s not more reform.

By Mihajla Gavin, Meghan Stacey, Rachel Wilson, Susan McGrath-Champ

A decade after LSLD was implemented, it became evident there were no improved educational outcomes across the State’s schools.

QandA:‘what works’ in ed with Bob Lingard, Jessica Gerrard, Adrian Piccoli, Rob Randall,Glenn Savage (chair)

By Glenn Savage

See the full video here Evidence, expertise and influence are increasingly contested in the making of Australian schooling policy. More than ever, policy makers, researchers and practitioners are being asked to defend the evidence they use, justify why the voices of some experts are given preference over others, and be critically aware of the networks

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