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    Technical support for a micro-scholarship programme to improve learning: Project brief

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    Sri Aurobindo Society (SAS), one of the largest Indian non-government organisations launched the AuroScholar, a micro-scholarship initiative for students in grades 1 to 12 in India. The scholarships are expected to improve student motivation and encourage positive behavioural patterns which are critical for improving engagement in learning, eventually leading to better outcomes. The Australian Council for Educational Research (India) provided technical support in improving the quality of the 10-minute, daily, curriculum-aligned qualifying quiz for the scholarship. Students are awarded a micro-scholarship of INR 50 upon correctly answering 80% questions in each quiz

    Infographic: Wise words on teacher workload

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    Our ninth annual reader survey recently concluded and many of you took the opportunity to let us know you’d like more support on managing teacher workload. You also shared some advice to your fellow educators on this very topic. In this infographic, we share some of those words of wisdom.https://research.acer.edu.au/teacher_graphics/1206/thumbnail.jp

    More than phonics to teach spelling

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    This poster presents research into using more than phonics to teach students, in the middle primary school years, to spell. It uses document analyses and grounded theory to consider two research questions: Could instruction in metacognition and self regulation also improve skills in spelling? Is there evidence of instruction in metacognition and self regulation in current spelling lessons

    Ensuring a safety net: Supporting low achievers in school contexts

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    An ongoing challenge in schools is the early identification of children who are struggling to learn to read, while at the same time not overtesting children who are progressing normally. In this talk, I will use a cognitive model of reading to provide a roadmap for teachers. This provides a safety net for struggling readers and guidelines for a detailed evidence-based evaluation of their difficulties, while also ensuring that initial screens are not onerous in the broader classroom context

    Contributing to continuity: Supporting children to progress in their learning across our education system

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    This presentation will discuss the connections between learning continuity and educational outcomes. It will explore ways to more effectively support children’s learning progression during their early experiences of moving through different stages of education. Jenny will share evidence[1]-based solutions for removing obstacles and improving continuity in learning that can be used by policymakers, service and school leaders, and educators and teachers

    Worry about COVID-19 and other extreme events amongst educators in Australia

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    The significant disruption of COVID-19 on schooling has heightened concerns about its impact on educators’ wellbeing. The current study examined how educators’ worry regarding the COVID-19 pandemic compared to their worry about other extreme events, such as natural disasters and critical incidents (a death or suicide of a child, young person, or colleague). Educators report that they were most worried about COVID-19. Educators working in preschools were more worried about COVID-19 and natural disasters than those in primary and secondary schools. However, worry regarding critical incidents increased with the age of students taught. Worry was influenced by socio-economic advantage (SEIFA), whereby educators working in higher SEIFA communities were less worried about natural disasters and critical incidents but shared similar levels of worry about COVID-19 as educators in lower SEIFA communities. With a better understanding about how different types of worry and levels of worry vary across different educator groups and different contexts, more effective supports can be developed and offered

    Infographic: Classroom disciplinary climate – global comparisons

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    The new country report Education Policy Outlook in Australia has highlighted the fact that \u27The disciplinary climate in schools in Australia was among the least favourable in the OECD according to students\u27 reports in PISA 2018\u27. In this infographic we take a look at those PISA survey statistics, and how Australia compares with 11 other countries.https://research.acer.edu.au/teacher_graphics/1190/thumbnail.jp

    School-based interventions that support mental health and psychosocial wellbeing in low- and middle-income countries

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    It is encouraging to see a focus on student mental health increasingly reflected in international education policies. However, the growing number of school-based mental health and wellbeing programs makes it challenging to identify quality interventions that effectively support student mental health, and even harder to identify evidence-based programs that link mental health support to learning. There is also a lack of comprehensive evidence on the effectiveness of mental health and wellbeing interventions in relation to student academic outcomes, particularly in low- and middle-income countries (LMIC). In response to renewed interest in understanding how the education sector can provide effective mental health support in LMIC, this Rapid Evidence Assessment aimed to provide new evidence on mental health programs that support both student wellbeing as well as academic outcomes in LMIC. In particular this review investigated: the effectiveness of school-based interventions that support mental health promotion and psychosocial wellbeing for students aged 5–19 years in LMIC, and the influence of such programs on academic readiness and student academic achievement. This rapid evidence assessment was funded by the Global Education Monitoring (GEM) Centre, a long-term partnership between ACER and the Australian Government’s Department of Foreign Affairs and Trade

    Teachers sharing their work and expertise

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    Research shows that high quality teaching and leadership teams regularly share their skills, knowledge, expertise and best practice. In our latest expert Q&A we talk to Pru Mitchell – Manager of Information Services at the Australian Council for Educational Research – about the different ways to share and tips for getting started

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

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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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