This paper examines the effects of individual teacher characteristics and school context on out-of-field teaching in STEM subjects. In particular, it examines the role of school autonomy and staff shortages.
‘I spoke about Dreamtime, I ticked a box’: teachers say they lack confidence to teach Indigenous perspectives
Many teachers don’t feel confident or capable to include Indigenous perspectives in their classrooms. However, curriculums are needing Indigenous perspectives beyond tokenistic inclusion.
This paper investigates the determinants of parents’ investment in their children by analyzing parental investment change when their children are assigned to more qualified teachers.
This research took a qualitative phenomenological approach to explore teachers’ experiences of consciously using positive psychology strategies. Findings reveal that when teachers intentionally use PERMA positive psychology strategies that they report flow on effects to their own wellbeing, teaching practice and to students’ learning.
The objective of this audit was to assess the effectiveness of the NSW Department of Education's and the NSW Education Standards Authority's arrangements to ensure teaching quality in NSW public schools.
This report shares some of the strategies and approaches used by schools that are focusing on improving achievement in writing. It also shares some simple strategies used in classrooms where achievement in writing had been accelerated.
Ready for work: stories of innovative vocational education and training for regional and remote Indigenous students at Charles Darwin University
This report provides a series of case studies of Vocational Education and Training (VET) programs at Charles Darwin University (CDU) that are recognised for delivering positive outcomes for regional and remote Indigenous students in the Northern Territory (NT).
AER 61 discusses the contemporary influences on initial teacher education, with particular attention to the notion of quality teaching, and the role of teacher education and teacher educators in the development of quality teachers. Section 1 introduces the key concept of ‘quality’ and explores the...
This paper presents preliminary findings from an exploratory multi-method study into pre-service teachers’ perspectives regarding legal and ethical issues relevant to the use of ICT in schools. It identifies requirements for legal literacy that not only support legally compliant behaviour, but which can also support...
This brief presents the first analysis of the New Zealand Teaching and Learning International Survey (TALIS) data and concentrates on teacher and principal demographics. We are continuing our analysis of TALIS data, and will publish further information on topics such as teacher beliefs and practices...