Rosser, B. & Harper, M. (2025, December 17). Edu Research Matters.

Each new year a challenge which many schools face is the very problematic and ongoing issue of teacher retention and induction. The importance of induction for early career teachers is acknowledged as an important factor in teacher retention. The authors discuss this issue, recognising the diversity of induction practices for early career teachers across schools and the many challenges educational communities face in providing valuable experiences. One possible solution is suggested, Quality Teaching Rounds. This is examined as a manageable and well researched response to the challenges schools face.

Key Words: Teacher retention  Teacher induction

Ashenden, D. (2025, December 8). Edu Research Matters.

Ashenden suggests that what needs fixing is not NAPLAN but the system which controls it. He suggests that the ‘system’ is a combination of state/territory and national agencies, including ACARA. The information generated about schools is used to report on the work of schools which in turn has been used to suggest schools and their staff are the ones that need to change rather than the system which uses a narrow cognitive test to assess student, and by inference teacher and school performance. Ashenden makes some very simple suggestions about how a change could be made. Firstly, the tests and the analyses of the results could be offered as a service rather than being mandated. Furthermore, the important learning schools provide, which is not assessed in any of the main tests used in Australia, should be recognised. Perhaps his most important suggestion is understanding that a young person’s experiences in over a decade of schooling are intrinsically important and should not be seen as “just getting ready for something else.”

Key words: NAPLAN  ACARA  League tables

Spina, L. et al. (2025, September 1). Edu Research Matters. 

Through this short, thoughtful article, the authors problematise the current approach to ‘classroom readiness’ and the notion that this is something that can be achieved and measured prior to the completion of a teaching degree. They argue that new teachers need time, personalised support, from colleagues, school leaders and a good mentor to help them to reflect and respond to the learning experiences that arise from daily practice.

Key words: New teachers   Teaching performance   Classroom readiness   Standards   Policies   Professionals

Larsen, S. (2025, Dec. 3). Is the focus on NAPLAN’s ‘top’ schools a good idea? The Conversation.

In discussing what constitutes a top-performing school the author reminds readers that the picture is complex and includes factors like: staffing, resources, explicit teaching, support for parents, wraparound services and funding. We are also reminded that: “…principals and teachers in these schools are clearly doing a wonderful job. But there are other principals and teachers at other schools doing equally good work, but not seeing those same results.” Readers are also reminded that; “the numbers reported on the MySchool website are school year-level averages.” In short, the numbers do not provide detail about individual students but rather about a group of students in a particular year. Taking all these issues into account means that NAPLAN results do not provide parents with a comprehensive guide of what a particular school can provide for their individual child.

Key Words: NAPLAN   League tables

Dwyer, R. Humberstone, J. & Fuller, B. (2025, July, 10)  Edu Research Matters. 

Building on the discussion from their first article, which focussed on the reliability of AERO’s interpretation of evidence, the authors discuss how teachers can be supported in ‘reframing teaching as a tradition of reflective practice’. They revisit the ‘roots of evidence-based practice in its original domain medicine’ and show how far education has moved from David Sackett’s foundational model which they assert was a ‘reflective, individualised context-sensitive endeavour.’ They argue that teaching and learning are problem-solving practices and propose a solution by adapting ‘The five A’s’, which provide a professional framework for teachers in developing evidence-based practices in their individual educational contexts. They acknowledge that implementing this framework will mean that teachers need ‘time, resources and professional learning’ but they call for change and the recognition of ‘teachers, researchers and educational leaders’ as respected professionals.

Key Words: AERO  Evidence-based practice  Education research  Initial teacher education

 Harris, D.X., Murphy, P. Curric Perspect (2025)

This peer reviewed paper goes to the heart of one of the most vexed issues in Australian education in the current era: standardized approaches to teaching with a focus on test scores. The authors contend that the goals of education should be effective and enriching learning experiences for students. Creativity and creative thinking are central to the authors’ argument. Teachers need to be empowered with flexibility and professional agency to adapt curricula to meet student needs and students need to be prepared for a future that will require creative approaches to complex futures. A great paper that should be shared with teachers, school leaders and policy makers. A great discussion starter!

Key Words: Creative thinking  Standardised curricula  Teaching  Learning  Professional agency

Brownlie, N. (2025, May,29)  Edu Research Matters.

This short easy to read post discusses assessment practices in schools and teachers’ experiences in the early stages of their careers. Brownlie focuses on Assessment Literacy specifically highlighting; competence, opportunity and confidence. Confidence is identified by Brownlie as the weakest link, with confidence leading to ‘Voice’. Differences in expectations and support for new teachers are also highlighted. Brownlie challenges teacher educators to reconsider the way assessment is considered in Initial Teacher Education programs. An important issue and a worthwhile read particularly for teacher educators and teachers supporting new teachers in schools.

Key Words: New teachers  Assessment literacy  Initial teacher education  Voice

May 2020
Initial Findings of the SoLD ( Science of Learning & Development) Alliance.
www.soldalliance.org  

This paper proposes that all children can thrive and learn when the ways in which they are educated and developed are transformed. As well as providing some important understandings about learning (see phrases that follow) it outlines 8 key findings that overlap and support learning in integrated ways. These are: Potential; Malleability: Individuality: Context; Relationships; Integration; Continuum & Meaning Making.
The paper provides an explanation of each of these elements that the reader will find useful, as is the diagram of the ways in which they integrate to support learning.
 
While it doesn’t have recommendations for the ways in which systems may need to be redesigned it does provide a starting point. Teachers in classrooms may already, or may begin to reflect upon these elements and weave them into their instructional practices as they continue to develop ways to support the learners in their care.
 
Key words/phrases:

- All children can learn and thrive.

- Every child, no matter their background, has the potential to succeed in school and life.

- No two young people learn in precisely the same ways.

- Children's ability to learn is strongly intertwined with their social, emotional, cognitive and physical needs.

- The environments, experiences and cultures of a young person's life are more influential than their genes.

- The human brain is remarkably malleable and can be changed by strong supportive relationships and the conditions they create.

Debra Crouch and Dr Brian Cambourne

The authors have collaborated to discuss the eight Conditions of Learning that Brian has been describing for teachers for quite some time. They also discuss the importance of the Four Processes that Enable Learning in relation to the effectiveness of the conditions. Detailed explanations of the conditions and the processes are described as they would occur in classrooms in the teaching of reading and specific examples are provided to explain what would occur in Read-aloud, Shared Reading, Guided Reading and Independent Reading. Teachers will find this article extremely helpful as they think about their theory and practice about the teaching of reading. For more detailed information educators will be pleased to know that Brian and Debra have written a book,  Made for Learning - How the Conditions of Learning Guide Teaching Decisions, published by Richard Owen, 2020.

Key words: Conditions of Learning  Reading 

Tracy Gleason in The Conversation April 2016

Young children love to engage in imaginative play. This article explains why such play is more than lots of fun: it can also be very beneficial for children’s development of their creativities, understanding of and empathy for others, and social skills. Some children also create an imaginary friend, perhaps to enable them to explore what friendship means without needing to face some of the challenges! Engaging in imaginative play with others also requires negotiation and communication skills. The role of supportive adults is also discussed.
 
Keywords: Imaginative play  Pretend play  Fantasy play  Imaginary friends    Childhood development   Perspective taking  Negotiation

Cue Learning

The Teacher’s Tool Kit For Literacy is a free podcast for motivated teachers and school leaders who want the latest tips, tricks and tools to inspire their students and school community in literacy learning. 

In each episode, the authors draw on our 30+ years of literacy teaching and consulting experience to provide you with practical insights and resources that you can apply in the classroom straight away. They also regularly bring in amazing guests to share their literacy learnings and stories.

It’s live now on Apple Podcasts, Spotify and other major podcast players, so  subscribe now. Check it out: https://the-teachers-tool-kit-for-literacy.simplecast.com/

Key words: Literacy  Reading  Writing 

Gambrell, Linda B. (2011) The Reading Teacher Vol.65 Issue 3 pp 172-178

International Reading Association

Linda Gambrell shares the findings from a major international study – that interest in reading predicted students’ reading comprehension and that students who enjoyed reading the most performed significantly better than students who enjoyed reading the least. Then Gambrell gives clear guidelines and practical tips about research-based classroom experiences that help all students to be intrinsically motivated to read. ‘Clearly, instruction that provides students with decoding and comprehension skills and strategies is not sufficient’ but Gambrell’s guidelines help teachers to fill the gap. It is refreshing to read about the importance of motivation and engagement in reading.

Key words: Reading  Comprehension  Engagement  Motivation  Sustained Reading  Classroom Libraries

Touchstones: 1, 3, 6, 7, 9, 10 

The critical pushback suggested in the title of this blog is a pushback against the concept that one pedagogical strategy can meet the needs of the diverse range of learners found in the 2200 schools in NSW. The author, Associate Professor Jill Brown, has published widely and is internationally recognised for her research in mathematics education. She argues that explicit teaching is only one aspect of the pedagogical approach of successful teachers who use their expertise to select from a range of teaching strategies which will engage their students and develop student agency in their own learning.

Key words: Explicit instruction  Theories of learning  Mathematics education  High impact teaching strategies  Teacher expertise
Touchstones: 2, 6, 7, 8, 9,10

Misty Adoniou,
Cue Learning website Podcasts
In these two Cue Learning Teacher's Toolkit for Literacy Podcasts, Adjunct Associate Professor Misty Adoniou provides a comprehensive overview of evidence-based teaching, emphasising its fundamental principles rooted in scientific methodology. She underscores the importance of observable positive learning outcomes as the cornerstone of evidence-based teaching. She highlights the importance of understanding learning theories and criticises the neglect of Australia's educational history. Adoniou urges teachers to trust their expertise and advocate for evidence-based practices.
Key words: Evidence-based teaching Educational research Educational scientific methodology Literacy learning theories Teacher expertise
Touchstones: 1, 6, 8, 9, 10

In August 2015 ALEA released Literacy in 21st Century Australia: ALEA Declaration, endorsed by the ALEA National Council on behalf of the ALEA membership.
The document was developed over a substantial period of time with input from a wide variety of ALEA members and with the aim of embedding the document into ALEA's ongoing work.
In July 2023 the National Council updated the ALEA Declaration and can be viewed here.

Key words: Literacy  Equitable opportunities  Authentic assessment  Quality literature Meaning-making

Links to Touchstones: 1,2,3,4,5,6,7,8,9,10,11

Peter O’Connor. (2024, August 13) Newsroom
Professor O’Connor’s commentary on education in New Zealand prompts us to consider the similarities and synergies in the Australian context. He explores the limitations created when the accumulation of item knowledge is pitted against creative, complex, and critical learning experiences. He argues that educational binaries of any kind are rarely inclusive of all learners, that they position certain knowledges as superior to others, and that they are a misrepresentation of the ways knowledge is really used. His article argues for rich, complex, challenging, and multidisciplinary experiences for all learners, for agentic pedagogies that embrace the social and cultural capital of each learner (and teacher!), and the valuing of all disciplines by aligning rather than ranking them.

Key words: Cross disciplinary Learning Policy Rich learning experiences

Touchstones: 1, 4, 6, 10, 11

Davis, B., & Dunn, R. (2023). Children’s Meaning Making: Listening to Encounters with Complex Aesthetic Experience. Education Sciences, 13(1), 74.

This paper describes a research project conducted by researchers in partnership with the Museum of Contemporary Art (MCA, Sydney, Australia). The project was designed to bring young children to the MCA in order to experience a diverse range of artworks, provide sensorial responses and engage with materials and production techniques. The focus of the project described was to understand how young children make meaning and bring meaning to art, and to consider engagement of young children in museum spaces. Much of what is described relates to young children’s language development and how this is impacted upon by arts-based experiences, with a specific focus on what the museum space enables for young children as they develop language.

Key words: Arts-based learning  Language learning   Contemporary art   Museum contexts

Burke, R., & Field, R. S. (2023). Arts-Based Approaches to Languages Education with Refugee-Background Learners in the Early Years: Co-Creating Spaces of Hope. Education Sciences, 13(1), 85.
In the paper, Burke and Field review recent research related to arts-based approaches to languages teaching and learning for young children who have refugee and asylum-seeker backgrounds. The paper is a strong example of a scoping review and provides some examples of research informed strategies and also implications for scholar-practitioners.

Key words: Languages education The Arts  Refugee and asylum-seeker backgrounds  Children

Cronin, L., Kervin, L. & Mantei, J. (2022) in Australian Journal of Language and Literacy, a journal from the Australian Literacy Educators' Association

This article reports on the perspectives of two children, firstly in their preschool and then in the first formal year of school. Digital storytelling was used as the main data collection method to capture the voices of the children as they annotate images and describe their chosen literacy events in each setting. An important finding revealed in this article (and the larger study within which the paper sits) is that teachers need to better understand the literacy practices of children in preschool settings so they can be better equipped to support them as they transition to their first year of formal schooling.

Keywords: Early years Transition to school Children’s perspectives Literacy events Literacy practices

The Conversation 24 November 2021 by Martina Tassone

This article cites the author’s doctoral research that found “datafication” defined early years schooling and puts a spotlight on the consequences of the expectations on teachers to undertake regular formal assessment and provide numerical data. Consequences include children as young as six being labelled a failure and teachers feeling frustrated with ‘death by assessment’ in the early years. Tassone’s research stated, ’

Key words: Early years Assessment Data Early childhood learning

Touchstones 3, 8

Dutton J, & Rushton K. (2021) Language Teaching Research 25(1): 105-133 doi10.1177/1362168820951215

This research explores the use of the translanguaging space (Li Wei, 2017) in confirming identity and student agency and developing a creative pedagogy. It offers insights into how the translanguaging space can be used to support English as an Additional Language or Dialect (EAL/D) students from low socio-economic backgrounds to develop and use all their linguistic and cultural resources in the production of Identity texts (Cummins & Early, 2011; Cummins, Hu, Markus & Montero, 2015). An Identity text can be an oral, written or multimodal text but it will be a text that connects to the students’ community and disrupts a transmission pedagogy that views the student as a blank slate (Freire,1975). By producing identity texts in the translanguaging space, students are able to choose which language or languages they will use.

Key Words: English  Literacy T ranslanguaging  Cultural Identity

Touchstones 1, 3, 4, 6, 8 and 10.

Karaolis, O. (2023). Being with a Puppet: Literacy through Experiencing Puppetry and Drama with Young Children. Education Sciences, 13(2) 291.
In this article, Karaolis discusses the usefulness of using puppets when teaching young children who experience a disability literacy. Among the impacts demonstrated through the project enabled literacy learning especially in relation to encouraging the children to express their ideas, and to invite children to engage in conversations. Most interesting though is the discussion of how using – or ‘being with’ – a puppet reframed educators’ relationship building with the young children experiencing a disability. Educators reported their perceptions of the children had altered as they were encouraged to have a better understanding of the children’s non-verbal communication skills and capacities.

Keywords: Puppets  Early childhood literacy  Learning inclusion

Jackie Mader The Hechinger Report March 24, 2022

This article provides a brief synopsis of the seventeen studies that reviewed play. The full study can be accessed via a link on the “Hechinger Report’ site online.

It is very interesting to note that the studies of children ages three to eight showed a tendency to function in many domains of literacy and mathematics more deeply when guided or ‘gently steered’ than those left to play ‘freely’.

 While the findings reiterate, the need as expressed by experts, that children need to engage in more play they clearly show that guided play enhances the learning domains the children engaged in.

 The definition of guided play is one that the author suggest needs more clarification and calls for more research on factors that influence guided play.

Key words: Guided play  Early childhood development  Learning goals  Hands on  Active engagement

Nell K. Duke and Nicole M. Martin

The Reading Teacher Vol. 65 Issue 1 pp. 9–22 DOI:10.1598/RT.65.1.2 International Reading Association (now International Literacy Association) Free Access

“Research-based,” “research-proven,” “scientifically based”—in the reading world these days, it seems that the term research is being used everywhere. It is also being misused and misunderstood. The authors of this article Nell K. Duke and Nicole M. Martin,  wrote this article to argue for the value of research for literacy educators, including classroom teachers, coaches, specialists, and professors, and provide some information to help them make better use of research and, at the same time, guard against misuse as schools and teachers plan for and teach literacy. They discuss 10 things they believe every literacy educator should know about research.

Key words: Literacy research  Research-based  Research-proven  Scientifically-based  literacy improvement  Reading  Writing  Evidence for educators

Selkrig, M. (2024, Oct,28). Edu Research Matters

The author makes a very strong argument for rethinking the place of creativity and the arts in education. Selkrig highlights the risk of losing our capacities for creative understanding, ethical reasoning and collaborative problem solving. What is causing this? According to Selkrig it is a fixation on standardized test scores and the drilling of basic competencies in reading, writing and maths. Who does this potentially effect? Children, teachers and society. A short but important blog post. Well worth reading. 

Key words: Creativity  Arts

Selkrig, M. (2024, Oct,28). Edu Research Matters

The author makes a very strong argument for rethinking the place of creativity and the arts in education. Selkrig highlights the risk of losing our capacities for creative understanding, ethical reasoning and collaborative problem solving. What is causing this? According to Selkrig it is a fixation on standardized test scores and the drilling of basic competencies in reading, writing and maths. Who does this potentially effect? Children, teachers and society. A short but important blog post. Well worth reading. 

Key words: Creativity  Arts

Anderson, P. (2024, Oct,14). Edu Research Matters

In the wake of the 2023 Aboriginal and Torres Strait Islander Voice referendum, Professor Anderson urges non-Indigenous Australian educators to take action and use their voices to advocate for change. He nominates seven key actions that we can take to meet the rights of Indigenous peoples as defined by the United Nations Declaration on the Rights of Indigenous peoples (UNDRIP). Rights, like the right to an education in your own language which reflects your own cultural traditions and history, may be taken for granted by many Australians but is still not available to all Indigenous students. He reminds us that a rights-based approach to education can improve educational outcomes and that it is our moral and social obligation to work alongside Indigenous educators to initiate this framework for change. An excellent article that provides practical suggestions for the way forward for all of us.

Key words: Indigenous education  Literacy  Social Justice  Equity

Ewing, Robyn

Foundation for Learning and Literacy co-convenor Robyn Ewing AM was invited to write this article for Australia Reads, one of the Foundation’s symposium partners.
Robyn has provided a blueprint for teachers to design their literacy programs. Rather than the lock step scripted linear programs that many teachers are provided, Robyn sets out a research informed set of principles to support teachers to shape their literacy program to meet the needs of their school context and their learners’ needs. When these principles are incorporated into a teacher’s literacy programming, they will work together to foster a love of stories, books, and reading in every child.

Key words: Reading Literacy Programming Literacy strategies

Links to Touchstones: 1,2,3,4,5,6,7,8,9,10,11,12

van Bergen,P.; Ryan,M. & Youdell,D. (2024, September,9). Edu Research Matters
This post from van Bergen and colleagues is a well-argued response to recent claims that evidence-based practice has become weaponised in policy and practice (see: our review on Brunker’s original post). They argue that while Brunker’s claims have some validity, the wording can be unhelpfully mischaracterised as a denial of the importance of evidence. Instead, they argue that policymakers should be made aware of the kinds of evidence that count beyond narrow strands of cognitive science, and raise the need for better educational research advocacy. This post is an excellent defence of the need for renewed efforts toward robust educational research and the unique contextual insights it affords.

Key words: Evidence-based practice  Education policy   Research

The Conversation Sally Larsen. (2024, Aug 14)
Every year the results of the annual NAPLAN tests are accompanied by a flurry of opinions about teachers and teaching, many of which are uninformed by research. It is reassuring that Sally Larsen’s article draws on research that shows the sky is not falling, there is no ‘epic fail’. Increasing numbers of our students are not failing to meet standards. The sky is not falling but our view of the sky has changed. Her research shows that the most disadvantaged students have always been over-represented in the lowest groups, and this unfortunately remains unchanged. However students were previously assessed and categorised into ten bands, which have now been reduced to four proficiency levels, resulting in more students in each category including the lowest. NAPLAN results are therefore an annual reminder of how social and economic realities impact on the lives of individual students and their learning. This short article provides a lot of food for thought about both teaching and assessment as well as the importance of critically analysing data.

Key words: Assessment Literacy  NAPLAN  Equity

Touchstones: 1, 6, 8

Poulton, P. (2024, Sept,27) Edu Research Matters.

With reference to Nicole Mockler’s forthcoming discussion paper, the author also questions the prevailing attitudes to teachers’ professionalism. He refers to curriculum work as a ‘dynamic interpretive process’, one which requires time. It is this issue, allowing teachers time to creatively develop curriculum, that he posits as the opposite of ‘externally vetted curriculum materials’ which are often proffered as the solution to onerous workloads. In response he poses the question of the teacher as deliverer or maker of curriculum and argues that teachers enter the profession because they want the opportunity to be creative curriculum makers who meet the needs of their students.
He concludes his article by suggesting that ‘curriculum made by teachers, not others, shapes the quality of students’ access to knowledge and new ways of thinking for their future.’ I think many teachers and parents may agree, an article well worth reading at a time when major changes are being made to curriculum.

Key Words: Curriculum  Teacher professionalism

Rudolph, S. (2024, August ,29) Edu Research Matters

Rudolf provides an insightful review of NAPLAN and both it’s intended and unintended outcomes. The issue of student mental health is touched on with a correlation made between mental health and NAPLAN scores. Rudolf challenges NAPLAN’s purpose, and refers to the work of Wayne Au, who describes high stakes testing such as NAPLAN as unequal by design. A call is made to abolish standardized testing and the MySchool website, to revisit school funding and undo the market-based system of schooling. A well written, thought-provoking post.

Key words: NAPLAN  High stakes testing  Assessment  Inequity  Neo liberalism

Drummy, M., Fullan, M., Gardner, M., Quinn, J. New Pedagogies for Deep Learning Global Partnership. 2021

This article provides a fresh re-framing of the deficit language around the return to on campus learning for schools across the globe and provokes educators to ‘resist the quick fix’. Instead, the authors pose ‘we must seize this unique moment to activate the students’ innate desire to connect and be curious through authentic deep learning experiences. Not only will this re-engage them in school but it will also accelerate the learning as motivation and engagement combine to lift them from learning loss. Schools and students will thrive when they embrace a unified purpose that focuses on equity, well-being and deep learning.’ The authors ‘propose educators execute 10 priorities to activate deep learning and lift students from the loss they have encountered during this fragile period. These priorities will set schools on this energizing path.’

Key words: Deep learning Learning gains Well-being Engagement Authenticity
Touchstones 1, 3, 4, 6, 8 and 10.

D’warte, J., & Woodrow, C. (2023). Engaging Methods for Exploring ‘Funds of Identity’ in Early Childhood Contexts. Education Sciences 13(1), 4.

D’warte and Woodrow draw on data collected across two countries, Australia and Chili, where children attending the early years of school worked in creative ways with their educators through arts-based methods. Children were assumed to be researchers, with their educators learning more about them through research partnerships. In the Australian context, language mapping and bilingual storytelling were utilised as strategies to help children to represent their strengths, and their lives. In the Chilian context, arts-based approaches were utilised to bring more family experiences into the education contexts as a way to improve educators’ understandings about the children that they were teaching. Strategies such as technology-enabled travelling media, families’ literacies trees and Literacy Cafes were utilised and all are described within this paper. All of the strategies and arts-based approaches were focused on improving educators’ knowledge of the lives of the children that they taught as a way to improve inclusive teaching and learning practices in schools.

Keywords: Literacies and languages   Arts-based approaches  Children  Families  Communities

Guy Claxton
This blog post by Guy Claxton provides a handy ‘crib-sheet’ outlining some areas of contention and misunderstanding around the Sciences of Learning and their impact on teaching practice. Claxton reminds educators that, in reality, the craft of teaching involves a ‘judicious and dynamic’ mixture of both explanation and exploration and that effective teachers are sensitive and responsive to a variety of factors that determine their pedagogical choices.

Key words: Science of learning   Explicit teaching   Cognitive science

Australian Institute of Teaching and School Leadership (aitsl) 11 March 2021

Evidence is a contested notion and debates continue about how to best determine its quality. Besides research evidence, educators may encounter forms of evidence in their daily life through classroom observations, talking with their students and reviewing their students’ work. These forms of evidence, are legitimate, and can be considered alongside other evidence and triangulated to inform future teaching and learning decisions.
This Spotlight article published by aitsl addresses five questions to consider when navigating best practice in education:

- Quality - How supported is the research?

- Reliability, validity and design study - How robust is the research?

- Sampling - Is the sample appropriate?

- Significance - Are the findings meaningful?

- Implementation - How can this research be applied in practice?

Key words: Evidence informed  Research based  Best practice  Research evidence  Informing practice

Bonnor, C. & Greenwell, T. (2025, August 18). Edu Research Matters
In response to the recently published Lessons From Canada: An Equal School System is Possible, this article examines two of the largest Canadian provinces Ontario and Quebec. Levels of social segregation are examined in relation to the level of needs-based funding in supporting educational outcomes and social integration. Comparisons are made to the Australian context, and suggestions are given on how social integration can be better supported in Australia. Needs-based funding is an important consideration when the socio-economic diversity of schools and school systems is so wide. This is an interesting article which examines how “a fair, equitable and effective school system” can be developed and supported.
Key Words: Social Integration  Needs-based funding Equity

Marchbank, T & Larsen,S. (2025, August 11). Edu Research Matters

There are media reports indicating NAPLAN (National Assessment Program – Literacy and Numeracy) results in Australia have significantly declined. These interpretations may not accurately reflect the data or Australia’s educational context. In 2023, ACARA shifted from a 10-band framework to a 4-level proficiency standard while also moving NAPLAN online to an adaptive framework. This change compressed achievement categories leading to more students placed at a below proficiency standard, though the actual achievement did not decline. The ‘Strong’ proficiency now corresponds to higher past bands, so students previously considered solid performers are now labelled "Developing" without a drop in skills. There have also been changes in reporting and comparisons. The new proficiency standards are year specific, removing direct vertical comparisons across year levels that the old bands allowed. Raw scores still enable comparison, but standards do not. NAPLAN results have not declined significantly rather, changes in reporting frameworks and statistical interpretations have caused confusion.

Key Words: NAPLAN Proficiency standards Reporting framework  Student achievement

Marchbank, T & Larsen,S. (2025, August 11). Edu Research Matters

NAPLAN (National Assessment Program – Literacy and Numeracy) outcomes are influenced by a variety of factors other than simple measures of student ability or school performance.
Some media are reporting that student achievement in NAPLAN is declining despite more school funding. Opposing this idea is the NAPLAN data from 2008 to 2022 which shows no real decline with improvement in certain areas, especially in Years 3 and 5. The 2023 to 2025 results remain stable across all years and domains. In terms of funding, before 2011 and Gonski reforms, schools were relatively underfunded, and funding has increased since then partly to address this shortfall. Related to this are government policies which require students to stay in school or training longer. The number of students in schools has increased by 20% from 2006 to 2024 resulting in higher costs for schools. The idea that students who start behind never catch up is also incorrect. Research shows only about 33-37% of students below the minimum standard in Year 3 remain at this standard in Year 9. Many students improve achievement levels over time and teachers consistently support students in their learning. The media often repeats inaccurate claims despite research showing otherwise. Careful and accurate interpretation of NAPLAN data is required.

Key Words: NAPLAN Proficiency standards Reporting framework Student achievement

Ashenden, D. (2025, Mar,13) Edu Research Matters
Dean Ashenden continues his discussion of the intellectual basis of the policies and practices endorsed by AERO in this article. He offers a concise history of the development of AERO and again questions AERO’s definition of the “evidence-based practices” which are purported to support effective teaching. Ashenden suggests that AERO has a “deeply hierarchical idea of the relationship between researchers and practitioner” which is repeated by the way teachers and students are positioned. He argues that AERO should draw on a wider range of academic sources and the types of evidence it uses. Similarly, he calls on a review of the resources produced by AERO’s partner Ochre in the light of what actually happens in schools and how students learn in a range of contexts. 

Key words: Learning Leadership Assessment Research

Dwyer, R. Humberstone, J. & Fuller, B. (2025, July, 10) Edu Research Matters. 

In this, the first of two articles by these authors, they ask if teachers can trust the ‘evidence’ that AERO provides. The current performance evaluation of AERO, being conducted by KPMG, is discussed as is the establishment of AERO and its current role. Of most interest, for teachers and those who are concerned with AERO’s impact on classrooms, is AERO’s interpretation of the term ‘evidence-based practice’. Rather than informing teachers about current research on ‘evidence-based practice’ these authors suggest that teachers are being positioned as technicians and having practice prescribed. They conclude this discussion but prompt further dialogue by asking the very relevant question: What if AERO treated teachers not as technicians, but as thinking professionals in relationship with their students?

Key Words: AERO Evidence-based practice Education research Initial teacher education

Sawatzki, C. & Rowe, E. (2025, July 18) Edu Research Matters.

A comprehensive table presented in this article allows the reader to compare the revenue received by a range of organisations which influence educational policy including ACER, The Grattan Institute and the Centre for Independent Studies. The main premise of this article, to evaluate AERO’s independence, is supported by an examination of AERO’s status and structure. The authors state that ‘Scrutiny is a public duty’ as they examine funding bodies and the influence of individuals who through their networks are connected to both business and education. The authors warn ‘Make no mistake, AERO has influential and cashed-up backers.’ as they provide a timeline for the development of AERO and the ‘what works’ network which presents as independent but promotes marketable ideas benefitting business rather than education.

Key Words: AERO Evidence-based practice  Education research  Initial teacher education

Lu,L. & Hammond, J. (17 June2025).

This research was conducted in NSW with more than 110.000 primary and secondary students. NSW is a state with a significant number of students who are learning English as they learn through English at school. The article states that there are around 25% of Australian students who are ‘learning English as an additional language or dialect’. Some of the most important findings of this research were identified by analysing the NAPLAN results of these students. Bilingual students were found to be at a distinct academic advantage, performing better than monolingual peers. It was also found that more targeted support is needed for students learning English as ‘each stage in their progression took longer to achieve than the one before’. To move from developing to consolidating phases took learners almost three times longer than moving from beginning to emerging. This is significant research with implications for all school leaders and classroom teachers.

Key Words: Literacy EAL/D

Ashenden, D. (2025, Mar,12).
In this article, Dean Ashenden, who is a senior honorary fellow at the University of Melbourne, questions the intellectual basis of the policies and practices which effect teachers across Australia. He examines the influence of Hattie’s work and offers this quote from Hattie: “I want broader. I want schools and systems to value music, art, history, entrepreneurship, curiosity, creativity, and much more.” Hattie has stated that quantitative studies have been privileged over qualitative and that research outcomes may not truly reflect what is happening in schools, or even what should be happening. Ashenden argues for respect for the work of teachers and an understanding of the individual complexity of the contexts in which they work. This is a current and refreshing review of recent trends in educational policy and practice, a must read for all school leaders and interested teachers.

Key words: Learning  Leadership  Assessment  Research

Manak, J. A. and Puig, E. A., 2021
Science and Children National Science Teaching Association

The authors argue that for students to become global solution-seekers of personal and real-world issues, teachers need to foster students to become engaged, motivated, and literate citizens who are able to work across disciplines, cultures, and identities.
The article outlines a framework that builds upon traditional STEM ideas proposing that stamina, transdisciplinarity, engagement, and mindfulness are interdependent factors that support learning.
The framework is about creating conditions of learning that motivate students to look, wonder, and reflect across disciplines and to integrate their developing literacy knowledge and lived experiences as they engage in their world.
Taking these factors into account will assist in curriculum design when enhancing STEM education.

Key words: Stamina Engagement Mindfulness Transdisciplinary STEM Project-Based Learning Inquiry Literacy

Sahlberg, P. (2025, May,25) Pasi Sahlberg.com

Pasi Sahlberg suggests that fewer young people want to become teachers and experienced teachers are leaving the profession for the same reason. This reason, he argues, is that ‘teaching is getting harder’ and the support teachers’ need is not always available. It is in this context that he finds that many students are not engaged in learning. The future he hopes for is one in which teachers are supported to ‘inspire young minds and build strong relationships’. He also argues that the current focus on test scores should be replaced by a context in which ‘relationships matter just as much as academic results.’ These are challenging ideas as they imply that standardised testing as well as standardised teaching programs are obstacles to engagement and creativity. The implication for much contemporary practice is immense.

Key words: Assessment Creativity Student engagement Professional agency Student agency Professional learning

Brunker, N. (2024, June,13). Edu Research Matters

An Australian Association for Research in Education (AARE) event, “What counts as evidence in teacher education research and policy?” has inspired this post and an upcoming white paper being prepared by the University of Sydney. Designed for school leaders and policy makers, it particularly draws attention to the ways in which the term, ‘evidence-based practice’ (EBP) has been weaponised for political purposes. Brunker highlights the false promises made under EBP, in which the complexity of teaching and learning boils down to a simple set of practices that supposedly yield dependable causal results. Sweepingly ill-defined terms such as ‘explicit teaching’ is pitted against ‘inquiry’ and is ultimately designed to undermine and subordinate teachers. As a researcher herself, Brunker defends the importance of evidence and argues that such terms should be reclaimed in their full sense to enhance “stronger relationships between teaching and learning”. The white paper is tabled for late 2024.

Key words: Evidence-based practice Education policy Research

Workman, E.2017

This article briefly summarises a range of North American research that demonstrates how integrating the arts into other core subjects — including dance, music, drama/theatre, media arts and visual arts — can foster children’s deeper learning skills. Critical thinking skills, collaboration, creativity and perseverance are important predictors of long term success.

Key words: Arts-based instruction  Critical thinking  Deeper learning,

Adam,H. (2025, November 14) Edu Research Matters

The disconnect between policy and practice is examined in this article through a lens provided by Dr Adam’s research over the last decade. Three interconnected problems are identified: Instructional, opportunity and representation inequity. The policy opportunities and risks regarding the development of the new Teaching and Learning Commission are also discussed. Her plea is that flexible frameworks and wide- ranging research will inform culturally responsive teaching which acknowledges the diversity of contemporary Australian classrooms. She calls on Ministers to both acknowledge the existing policies that already support this stance and to support their practical implementation in classrooms and schools.

Key words: Mparntwe Declaration Equity and educational outcomes

Thomson, P. (2025, October 31). Edu Research Matters.
The formation of the new Teaching and Learning Commission will bring together AERO, ACARA. AITSL and Education Services Australia. In this article Professor Pat Thomson compares the stated goals of AERO and of the English Educational Endowment Foundation (EEF), on which AERO was modelled. She puts forward several learning points from this comparison. These include the need for AERO to be stronger:
• ‘on equity’
• ‘in commitment to, and practices of, rigorous and independent knowledge production’
And the need to ‘broaden work with schools and teachers’.
While she acknowledges the short comings of the EEF, Professor Thomson suggests that there is need for further development of these practices in Australia. At this current moment of change in the Australian Federal Government’s management of education, this is a very useful and informative summary of the issues which concern all teachers.

Key words: Educational policy

Graham, L. (2025,July,15) Edu Research Matters.

This short and thoughtful post discusses a KPMG review of the Australian Educational Research Organisation (AERO). Graham points out a clear division between those who support AERO and those who have put forward valid concerns or critiques. Graham also identifies flaws in the methodology of the ‘easily-gamed survey’ being employed by KPMG in their review. Graham also supports others who have questioned research evidence used to inform AERO and the advice they provide to teachers. KPMG is charged with getting their review right. Well worth a read. 

Key words: AERO  KPMG Evidence-based practice Education research Teacher Academic Researcher Initial teacher education

This series of podcasts is based on the practical resource edited by Marnee Shay and Rhonda Oliver (2021) Indigenous Education in Australia Learning and Teaching for Deadly Futures'. 

The podcasts follow the chapters and feature a wide range of presenters and topics. Teachers will find useful and thought-provoking discussion of issues from well-being in schools to developing relationships with Aboriginal communities. Similarly, there are practical suggestions for working with Aboriginal and Torres Strait Island students from a wide range of linguistic backgrounds as well as suggestions for developing culturally responsive pedagogies. Co-creating with students and selecting appropriate curriculum materials are also suggested as ways to embed Indigenous knowledges and perspectives. A very useful group of podcasts which can be explored at leisure to both inform and inspire.

Key words: Indigenous Culturally Responsive Pedagogy

Karaolis, O. (2025, September 25). Edu Research Matters.

Over the past three years, researchers have been exploring whether joy still exists in early childhood education, especially during a time with the sector is under intense pressure and scrutiny. Despite troubling reports about some centres facing through his issues like abuse and poor practises, most early childhood centres are caring places where many dedicated educators work with joy and commitment. Educators feel distressed by negative media coverage; however, joy remains a vital and uplifting part of educators’ daily experiences. They find joy in meaningful connections with children - smiling, faces laughter, and emotional bonds. When joy is deliberately nurtured in Early Learning Centres, it improves educator sense of worth and creates a positive atmosphere. One practise that helps is the ‘Tree of Joy’ where educators write and display joyful moments. This simple act builds connection among staff and families, promotes gratitude and kindness and helps rebuild trust especially after damaging reports. Focusing on joy enables educators to show emotion support one another and see joy alongside challenges. The profession depends on the small powerful moments of joy. It reconnects educators with their purpose and strength in Early Childhood Education. As a whole joy connection and care are not optional extras. They are central to quality Early Education and key to overcoming challenges in the sector.

Key Words: Early Education Joy Purpose Connections

Martin, A. et al. (2025, September 8). Edu Research Matters.

Harnessing the Academic and Cultural-Demands Resources (ACD-R) framework and using PISA data as the basis for assessing academic achievement, the scholarly research reported in this article examined the ways in which schools could support immigrant students to achieve academically. The research was conducted with 545 schools in Australia and New Zealand and included nearly 5000 immigrant students. The measures in the study include: Academic demands and resources, Cultural demands, Motivation and Achievement. The authors summarise the findings of the research and provide a practical framework for teachers and schools to examine and develop their current strategies for working with students. There are also practical suggestions on how to implement supportive strategies. For instance, Valuing/Motivation could be demonstrated by “setting schoolwork that arouses curiosity or is enjoyable”. This research provides insights which will be valuable for teachers and school executives in planning to meet the needs of immigrant students.

Key words: ACD-R EAL/D  Immigrant students  Diversity

Savage, G. (2025, September10). Edu Research Matters.
The proposed merger of four key educational agencies: ACARA, AITSL, ESA and AERO, into a new Teaching and Learning Commission (TLC) to align with the Better and Fairer Schools Agreement will have repercussions for all educational institutions and their personnel. In this article the author discusses both the possible advantages like improved transparency and the disadvantages such as accounting for the diversity of contexts across the nation. One key statement is that “History shows that reforms which sideline the professional wisdom of teachers rarely produce lasting improvement’. Every teacher needs to be informed about the proposed framework and how it may impact on the policies and programs which inform their work. This article provides a concise snapshot of the current context and the proposed changes as well as the possible impact on classrooms and teachers.

Key words: Educational policy  National Australian education

Mockler, N. (2025, April,28) Edu Research Matters.

Respect for teachers and for their knowledge is called for in this article while it foregrounds a lack of respect for the profession as one of the causes for the current teacher shortage. The plea ‘to stop infantalizing teachers’ is accompanied by a strong argument, which is based on decades of research, against the efficacy of standardised lesson plans and programs. The article suggests that support for a profession ‘in crisis’ means laypeople especially politicians must first understand and acknowledge the complexities of the profession. Meeting the individual needs of 25-30 students at a time requires much more than a standardised lesson plan. 

Key Words: Literacy  Differentiation Teaching profession  Teacher Knowledge

August 2021 Alan Reid, Professor Emeritus, University of South Australia The Conversation

In this article Alan Reid challenges the dichotomy constantly raised by various academics and the media. Most recently an article in the Weekend Australian by Noel Pearson has raised this dichotomy again that ‘explicit teaching is the answer’ and we should ‘forget inquiry-based learning’.

Reid points out there are three major flaws in this argument. First, teachers use more than one approach and second, not all inquiry-based methods are the same. Finally, Reid states that the data used to justify this argument are flawed.

Keywords: Explicit teaching   Inquiry-based learning   Education debate  PISA scores

A research team led by Professor Nell Duke at Michigan University USA has informed the development of a set of resources about what is essential for effective literacy classroom practice every day in every classroom.

Key words: Literacy  Research  Reading  Writing  Read aloud  Family engagement  Motivation  Vocabulary  Phonological awareness  Letter sound relationships  Assessment

AARE blog, Arts Education in Australia, Robyn Ewing May 2022

The Arts are imperative for making meaning in today’s world. They are core to our health, learning and wellbeing. While research has demonstrated that the transformative and educative benefits of the Arts in and through education is unequivocal, Australian education policymakers have taken a very limited view of Arts education for more than thirty years. Learners continue to be judged on performance in technical and reductive tests in literacy and numeracy. Arts companies, artists and arts educators remain severely underfunded and under-resourced. Despite policy rhetoric there is a lack of focus on the Arts as central to imagination and creativity in learning. This article asserts that arts education is in crisis and that State and Federal governments need to reimagine Arts Education policy as a matter of urgency. 

Keywords: The Arts  Arts  Education crisis in arts and arts education

A research team led by Professor Nell Duke at Michigan University USA has informed the development of a set of resources about what is essential for effective literacy classroom practice every day in every classroom, see Essential Instructional Practices in Literacy - Years K-3.
This resource, created by Christine Topfer, has suggestions for how to implement the Essential Instructional Practices in Literacy when working in a remote learning context. This resource will support both teachers and leaders.

Key words: Remote learning  Literacy  Research

2019 edition Edited by Julie Dyson, National Advocates for Arts Education (NAAE) naae.org.au

A view of literacy through the arts. 

Key words: The Arts  Literacy  Multimedia

28 June 2021
FFLL Response to Australian Curriculum Consultation Survey Questions

Julie Hayes and Bronwyn Parkin - PETAA

While Sustainability has been identified as a priority in the Australian Curriculum, teachers are left to work out for themselves how to use the science curriculum to support student understanding of climate change and the relationship to human activity. This PETAA project developed a teaching and learning progression with an aim to support teachers and students in gradually making the links between science and climate change at an appropriate level of understanding for each year level and with support for teachers to teach the language required to make sense of the concepts at each stage.

Key words: Language  Literacy  Australian Curriculum  Science  Learning progressions

Touchstones: 1, 2, 3, 5, 7, 9, 10

Ewing, R. 2018 Australian Council for Educational Research Conference

This brief article highlights the role drama can play in enhancing learners’ social and emotional well-being as well as English and literacy outcomes. Making art through drama and literature enables students to move into transformative spaces in which they can play with possibilities that take them beyond their own perspectives to encourage openness and mindfulness towards the others who share their worlds. Creative arts-rich pedagogies enable students to develop communicative, collaborative and critical literacies (NEA, 2013) that go beyond surface and literal interpretations of literature.

Key words: Arts-rich pedagogy  School drama  Literacy