A new study suggests ‘effective teaching’ in Year 9 may play an important role in supporting students to stay on and finish Year 12.
- Professor of Learning Sciences, Monash University
There are 3 key things high schools can do right from the start to support students to stay until Year 12.
The study looked at students’ levels of confidence and anxiety, while monitoring their brain waves and sweat glands while they did a test.
A new international study confirms boys have more ‘academic buoyancy’ or resilience when it comes to common setbacks, such as a poor test result or heavy workloads.
Our research shows teaching support is significantly linked with students’ motivation during adolescence. And this link strengthens as they get older.
Research shows students who are confident about their ability to succeed tend to be more academically successful. A new Australian study shows how to boost student confidence.
New research shows how collaboration between teachers is linked to greater job satisfaction.
Our study – based on a survey of more than 70,000 NSW high school students – looked at what impacts upon their ‘academic buoyancy’.
With teachers reporting record-high levels of burnout, and more burnout than any other profession in the US, scholars examine what’s going on and what it may mean for education.
High-stress schools undermine teachers’ commitment and risk losing even more from the profession at a time of growing staff shortages. But schools can take steps to reduce the causes of stress.
A study of Australian students affected by COVID restrictions found the more adaptable ones had more confidence about online learning and made greater progress. So how can this skill be taught?
We conducted a study to see if students who set goals to try to improve on their past efforts were more engaged in school. We found the strategy was particularly helpful to disadvantaged students.
When teachers are more adaptable, they’re better able to respond to the changing nature of teaching, and navigate a complex workplace.
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