Despite initially being envisaged as a temporary program in response to COVID-19 pandemic school closures, small-group tutoring has attracted a great deal of attention from various policymakers as a potential solution to Australia’s student achievement problem. However, while the appeal of small-group tutoring as a permanent feature of Australian education is understandable, policymakers should carefully...

This study examines the ways that whānau (extended family) believe they, and teachers, can best support ākonga (learners) to successfully navigate their educational experiences and contexts both at school and at home.

Australian students’ results on international tests of mathematics (TIMMS) and numeracy (PISA) lag behind many comparable countries and have stagnated or declined compared to previous years. Policy responses to address disappointing educational outcomes have enjoyed limited overall success. The author of this paper argues that this is because a piece of practice and policy has...

This report focuses on the perspectives of whānau Pasifika as they express their attitudes and beliefs about what success looks like for their tamariki and why success is important. It employs the Indigenous practice of wayfinding to frame discussions of success through a range of values whānau Pasifika hold, and supportive characteristics they enact that...

International data have repeatedly shown many Australian school students struggle with mathematics. Around 10% of students achieve at a level that requires additional support, or are below international benchmarks. The author of this paper argues that education policymakers should take action to widely implement effective screening and intervention.