Indonesia has allocated a huge percentage of education funding to improve the quality of teachers through various reforms. Yet their performance has not improved. What was missing?
Articles on Teaching
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College faculty in Ontario are going back to work after the longest strike in their history. Here one university professor describes her personal experience of undervalued college teaching work.
It’s not enough to base teaching and learning policy on big data analysis, evidence needs to be rich, persuasive and justifiable and provide practical support to develop teaching approaches.
Khanya College’s curriculum was quite different from the one taught at other universities of the time. Its students studied oral African literature and history alongside Western literature.
French is no longer taught as a European language representative of “French” culture in South Africa. New modes of teaching, learning and research speak to an inclusive Africanist agenda.
Digital textbooks might be less cumbersome. But a new series of studies finds that reading from screens can hamper our ability to process and retain information.
“What have we failed to know and at what cost?” An education professor draws upon Indigenous literature to support a personal journey into classroom decolonization.
Many Canadian teachers worry about how to incorporate Indigenous content into the classroom. For one sociology professor, finding Indigenous mentorship was richly rewarding.
A new mentorship program uses fiction to teach children’s rights, and to help kids understand and prevent bullying.
Staffing rural schools has been an issue in Australia for at least 113 years. We need a fresh approach to tackle this persistent problem.
The continuing decline in the numbers of male primary school teachers suggests more attention needs to be placed on retaining those already in the profession.
Writing is a fundamental outcome indicator of learning across subjects and grades. The latest NAPLAN results tell us we need to do more to empower children with these skills.
Students can now see if their £9,000 a year fees are going to a ‘gold-standard’ school. But how cynical should they be?
Math instruction is stuck in the last century. How can we change teaching methods to move past rote memorization and help students develop a more meaningful understanding – and be better at math?
If the government is to continue to spend millions toward sending Indigenous children away to boarding school, we need research into how effective this model is, and its impact on communities.
It takes a combination of formal and informal learning to equip academics to become better teachers. Universities need to encourage both approaches.
Hidden in the detail of the latest higher education reform package, there are talks of creating teaching-only universities.
Four tips for teaching reading.
High school students in America learn two very different perspectives on World War I in their U.S. and world history classes. But which of these competing viewpoints should take center stage?
Teaching-only positions are perceived as second class, with few opportunities for research or career progression.
Top contributors
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Associate Professor in Language, Literacy and TESL, University of Canberra
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Associate Professor in Educational Leadership, Australian Catholic University
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Associate Professor in Education, UNSW
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Professor Emeritus Melbourne Graduate School of Education, The University of Melbourne
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Professor of Learning Sciences, Monash University
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Scientia Professor and Professor of Educational Psychology, UNSW
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Professor and Director of the Centre for Inclusive Education, Queensland University of Technology
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Professor, Melbourne Graduate School of Education, The University of Melbourne
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Laureate Professor of Education, Director Teachers and Teaching Research Centre, University of Newcastle
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School Education Program Director, Grattan Institute
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Senior Lecturer & Bachelor of Education (Secondary) Course Coordinator, Curtin University
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Associate Professor, Digital Transformation, Monash University
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International adviser, Mitchell Institute, Victoria University
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Deputy Program Director, School Education, Grattan Institute
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Professor of Higher Education, Rhodes University, South Africa, Rhodes University