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    Finding the right AI for the right job – it’s still about the evidence

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    Australian schools have a new national framework for using artificial intelligence (AI). With the AI `goldrush’ in full swing, we look at what educators need to know before adopting a new program to support teaching

    Improving remote learning for students with disability

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    ACER and Catholic Schools NSW have identified strategies that contribute to inclusive learning experiences of students with disability during remote learning as well as upon returning to the physical classroom

    ACER 2021-22 Annual Report

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    https://research.acer.edu.au/homepage_mix/1089/thumbnail.jp

    Infographic: Wise words on continuous learning

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    Our ninth annual reader survey recently concluded and in it, we invited you to share a piece of advice you\u27d give to a fellow educator. Here are some of your responses on the topic of continuous learning.https://research.acer.edu.au/teacher_graphics/1209/thumbnail.jp

    Evaluation of Australia\u27s Investment in Teacher Development in Lao PDR: Summary of the 2019 Baseline Report

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    In 2019, the Government of Lao People’s Democratic Republic (Lao PDR) introduced a new primary education curriculum to improve teaching quality and student learning outcomes. The Government’s Education and Sports Sector Development Plan 2021- 25 focuses on improving teacher knowledge and skills as a means to improve student learning outcomes. This report summarises baseline findings just prior to these significant curriculum changes. These changes are supported by the Australian Government through its Basic Education Quality and Access in Laos (BEQUAL) program. The Australian Government’s Department of Foreign Affairs and Trade (DFAT) has commissioned a study to investigate how BEQUAL is making a difference to the Government of Lao PDR’s ongoing primary education reforms. This study is part of a multi-year series undertaken by DFAT’s Education Analytics Service to investigate teacher and learning development initiatives in three countries: Lao PDR, Timor-Leste and Vanuatu. Key findings from this study include: the need for intensive action on Lao language literacy; targeted teacher training on the new curriculum, with a special emphasis on second language learners; and deepened engagement with school communities to reduce student absenteeism and improve student readiness for school

    Infographic: Basic skills and the gap between Indigenous and non-Indigenous students

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    In the National Assessment Program — Literacy and Numeracy (NAPLAN) tests, the national minimum standard (NMS) is the ‘agreed minimum acceptable standard of knowledge and skills without which a student will have difficulty making sufficient progress at school’. This infographic looks at the performance of Indigenous and non-Indigenous students in Year 9, over time.https://research.acer.edu.au/teacher_graphics/1185/thumbnail.jp

    Citizenship education in times of global challenge

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    Results from the latest international study of civic and citizenship education show students’ civic knowledge decreased significantly between 2016 and 2022

    Community-driven, technology-assisted support for Erub Mer language and early literacy in the Torres Strait: Practice and policy

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    The United Nations Declaration on the Rights of Indigenous Peoples states that ‘Indigenous people have the right to revitalise, use, develop and transmit to future generations their histories, languages, oral traditions, philosophies, writing systems and literatures.’ It is also well documented that language and identity are intrinsically linked, and that communities implementing bilingual education programs have reported improvements in wellbeing factors as well as in engagement and learning (Calma & Fillmore, 2020). This paper will focus upon the efforts of the Erub community (Darnley Island, Torres Strait) to foster language and literacy teaching and learning in the Erub Mer Language. This case study of community-driven development and implementation of First Language resources and teaching with learners of all ages includes a key focus on supporting the intergenerational transmission of Erub Mer for the benefit of children’s development. It will examine how the development of a digital Language resource, a mobile early literacy game, a draft grammar guide and teaching practices have encouraged engagement with Erub Mer throughout the whole community (within preschool, school, home and community contexts) to the benefit of children. The paper will update previously published work (Fillmore et al., 2019); reflect on resource development and implementation since that time; examine the enabling factors that have assisted the community; any barriers/obstacles; and the direct and indirect outcomes for children and their families; and place this work with the framework of the recent Queensland Indigenous Cultural and Intellectual Property Protocol for the teaching of Aboriginal languages and Torres Strait Islander languages (2022). This case study presents an exemplar of the many circumstances where English is not children’s home language, and how formative assessments can shine a light on early language and literacy growth in the early years for such children, in preparation for schooling in English

    Unpacking school improvement

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    ACER’s approach to school improvement is grounded in the belief that the purpose of schooling is to ensure that every learner makes excellent progress and is well-prepared for work and life

    Spotlight on teacher supports. Evaluation of Australia’s investment in teacher development in Lao PDR (Lao version)

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    The Australian Government is supporting the Government of Lao PDR to undertake significant primary education reforms through its flagship Basic Education Quality and Access in Lao PDR program (BEQUAL), including the roll-out of a new primary curriculum. Phase 1 of BEQUAL (2015-22) supported the Ministry of Education and Sports (MoES) to roll out the new primary curriculum in schools. BEQUAL support included teaching and learning materials, orientation training on the new curriculum, and education support grants. Phase 2 (2022-26) is focused on inclusive teaching practices, student engagement and improved learning outcomes. To understand progress and to make necessary adjustments, the Australian Government commissioned an independent evaluation. Led by the Australian Council for Educational Research, a multi-year study investigated how BEQUAL supported improved teaching quality and student learning. Here we take a closer look at teacher supports

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