This report presents an initial snapshot of public opinion in Australia regarding schools and schooling, including an examination of differences between voters of the main political parties, between parents and non-parents, people living in different areas, and those with different educational backgrounds.
This report presents findings of a survey of 120 people across Australia who are connected to schools, and examines their beliefs, attitudes and experiences relating to the impact of their built environment on health and learning outcomes.
Second in a four-part series of articles about NZ's Tomorrow’s Schools Review, this post focuses on the ‘framing’ of the report – the underlying messages about the agenda, value system and goals that are evident in the introduction and summary sections of the report.
This piece begins a four-part series about the Tomorrow’s Schools Review Taskforce report released in December 2018 reviewing the administrative arrangements for New Zealand schooling over the last three decades.
This report presents one of the first accounts of public opinion in Australia regarding digital technology and schools.
As part of the national Education Conversation | Kōrero Mātauranga, the NZ Government is reviewing Tomorrow’s Schools – the name given to the reforms that dramatically changed the governance, management and administration of our schools nearly 30 years ago.
This report shows just how much solar energy could benefit Victorian high schools. If a 100kW solar system was installed in all of the 418 Victorian public high schools, the results would be game-changing.
The following guidance is for boards when developing a policy involving activities on and off school grounds where students are interacting with firearms in some way. The guidance will also clarify the requirements that need to be considered when drafting a school firearms policy.
This audit examines whether school councils are meeting their objectives under the Education and Training Reform Act 2006. It considers the Victorian Department of Education and Training's guidance, and whether the DET effectively oversees school councils and keeps the minister informed on their performance.
This report outlines a systematic review of evidence that different learning environments have an impact on student learning outcomes. This review investigated how researchers measure changes in academic outcomes attributed to changes to both primary and secondary schools learning environments.
What is a highly effective school principal, and what do they do that makes them so effective? The Principal Performance Improvement Tool sets out to answer these questions. It provides a point of reference that principals can use to reflect on their current practices and...
New Zealand now has its first national picture of teaching and school practices, and principal leadership in English-medium schools.
Ever wonder if Australia was alone in spending millions of dollars on publishing meaningless data on schools? This American research argues that providing data to parents within the context of a market-driven school choice ecosystem is not an effective tool for equalizing educational opportunity, but...
There is limited evidence to support the idea that making physical changes to classrooms boosts learning outcomes. The reason for this is schools are complex places.
New Zealand's Principal Recruitment Allowance is an allowance available to boards of trustees in schools which face significant challenges and have a principal vacancy. This formative evaluation seeks to understand how a programme is operating and inform decision making aimed at improvement.
In this chapter, Robert Hattam explores notions of citizenship and global citizenship through the prism of the culturally responsive school.
The first phase of this project focused on collecting baseline data on the types of learning spaces, teaching practices and learning in Australian and New Zealand schools. This report outlines the survey of school leaders conducted in late 2016.
This Super Synthesis identifies which interventions have the greatest impact on student learning and education participation in developing country contexts.
The aim of this research was to critically examine the perceptions and understandings of culturally responsive practices carried out by secondary school middle leaders in low decile, multi-ethnic school settings in New Zealand. Semi-structured interviews were conducted with seven middle leaders from six different secondary...