Child-directed educational technology can deliver high quality education for millions of marginalised children worldwide.
Articles on literacy and numeracy
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Students who perform below standards in Year 3 require more support to catch up to their peers.
How to make a ‘fortune teller’ or ‘chatterbox’ with children, and why the paper activity targets many developmental domains at once.
The new version of the Australian Curriculum should be approved for use by 2022. With the ongoing controversy around the document, ministers must remember three crucial things.
The national average in literacy and numeracy has been unaffected by 2020’s disruptions. But will have to wait until the full NAPLAN data is released to understand the affect on vulnerable students.
A parliamentary inquiry is looking into how to improve literacy levels among Australian adults. But the government can act now to make some information and services more accessible.
At the heart of accusations of a crowded curriculum are concerns key areas — such as literacy and numeracy — will be compromised by an insidious creep towards content such as gender issues.
Australia’s curriculum is being reviewed for the first time since 2014. The proposed changes include positive additions to acknowledge our many cultures. But there are some reductive changes, too.
Our report examines Australia’s educational performance against equity and excellence benchmarks. It finds the inequality gap is large and growing.
A study found no statistically significant difference between the literacy and numeracy scores of school children who had attended preschool or childcare and children who didn’t.
Many reports over the 12 years of NAPLAN’s existence have highlighted a plethora of issues with the test that need to be urgently addressed. And the most recent review is not exception.
Student teachers need to pass a test to put them in the top 30% of Australia’s literacy and numeracy abilities. This test costs more money than some students have and can be discriminatory.
Top contributors
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Lecturer in Arts and Teacher Education, University of the Sunshine Coast
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Deputy Lead of Education Policy, Mitchell Institute, Victoria University
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Senior Lecturer, School of Education, The University of Queensland
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Principal Researcher, Curtin University
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Professor, Werklund School of Education, University of Calgary
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Professor, School of Education, University of Southern Queensland
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School Education Program Director, Grattan Institute
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Lecturer in Leadership Studies, Monash University
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Adjunct Senior Lecturer, Faculty of Education and Social Work, University of Sydney
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Senior research fellow, Edith Cowan University
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Deputy Program Director, School Education, Grattan Institute
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Professor of Developmental Psychology, University of Nottingham
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Director, Peter Noonan Policy Impact Program, Mitchell Institute, Victoria University
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Postdoctoral research fellow, University of New England
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Emeritus Professor, University of New England