Research+Papers

This week [|ACARA] published a new curriculum paper, //Shape of the Australian Curriculum: The Arts//. The paper will be available for public consultation until 17 December 2010. Feedback on the paper may be submitted via an online questionnaire, which can be accessed on ACARA's [|arts] page, which also sets out the timeline for the development of the arts curriculum. The paper incorporates feedback on an initial Advice Paper on the arts curriculum from the public and from expert advisors. See also [|article] in //The Age// and [|article] and in //The Australian// both 8 October 2010.

National Workforce Literacy Project: Report on Employers' Views on Workplace Literacy and Numeracy Skills Australian Industry Group, May 2010

Australian employers' views about their employees' literacy and numercy skills are presented in this report, based on evidence obtained as part of the National Workforce Literacy Project. The majority of employers reflected that their business was affected by poor levels of literacy and numeracy; this was particularly an issue in manual labour and process industries.While employers saw that they had a role in improving literacy outcomes, they also saw a role for government and education bodies in doing so.



Generational Change, Learning and Remote Australian Indigenous Youth I. Kral Centre for Aboriginal Economic Policy Research, May 2010

While children in remote Australia have been engaged, to various degrees, in education and schooling their achievement is being affected by underlying western cultural assumptions. Although some Indigenous youth are succeeding in the mainstream trajectory, there is an 'engagement gap', particularly in the post-school years and among school leavers. In addition to mainstream models of achievement and employment, educators need to take creative approaches such as community-based learning environments to improve the engagement and outcomes of Indigenous youth.



Education Futures, Teachers and Technology Dan Sutch Futurelab, April 2010

This report draws on information obtained from a meeting examining the future of teaching, particularly in relation to technological developments, and what implications this has for initial teacher education and continuing professional development. It examines the challenges that may arise when learning increasingly shifts to more flexible arrangements such as distance and online learning, and looks at ways of developing open flexible networks between different institutions. It also examines ways to develop a workforce that engages in teaching and mentoring, and that also engages the wider school community.



A Better System for Schools: Developing, Supporting and Retaining Effective Teachers Barnett Berry, Alesha Daughtrey, Alan Wieder Center for Teaching Quality, 2010

Evidence from the Teachers' Network Survey is used to examine what is needed to develop, support and retain good quality teachers. The report notes that teachers whose students achieve at high levels tend to have extensive experience and expertise; collaboration and collective approaches to teaching are linked with high achievement; accomplished teachers who have opportunities to share their knowledge are more likely to remain in the profession; and teachers need to be supported by key individuals such as principals, as well as by appropriate resources and policies. Adapted from the executive summary.

"Opportunities to work with like-minded, similarly accomplished colleagues - and to build and share collective expertise - are also strongly associated with effective teaching."

Retaining Teacher Talent: The View from Generation Y Jane G. Coggshall, Amber Ott, Ellen Behrstock, Molly Lasagna Learning Point Associates, 2010 This document reports on the findings of a survey designed to examine the causes of the high levels of attrition among Gen Y teachers in Britain. The participants were 890 Gen Y teachers in Britain. The findings indicated that to retain more teachers of all generations, policymakers and others need to support teachers' ability to be effective with their students, as teachers who can see that they are making a difference in their students' learning are more likely to remain in the profession. Teachers need to be surrounded by effective colleagues, given time to collaborate with these colleagues, provided with constructive feedback on their performance, and provided with rich professional development opportunities. While performance pay may serve as a motivator, such approaches should be accompanied by a comprehensive set of policies and practices that will support their teaching. Adapted from the summary section.



Young People’s Reading: The Importance of the Home Environment and Family Support Christina Clark, Lucy Hawkins National Literacy Trust, 2010 Drawing on survey data, this paper examines young people's home literacy resources, how these resources differ according to demographic background, and how home resources relate to reading enjoyment, attitudes and attainment. Having books in the home was associated with enjoyment of reading and positive attitudes towards reading, while reading attainment was associated with having access to books and magazines, a desk at which to work and a home computer. Parental encouragement, particularly from mothers, was associated with higher reading achievement, as were parents' reading habits and whether books and reading were discussed in the home.



Low Socio-Economic Forums These short vodcasts look at the following topic, "//Data is the question not the answer - using qualitative and quantitative data//." []