Publications

Tim Pitman writes in The Conversation (18.1.17) about how lower completion rates for rural and remote universities are being used by some in government to argue

Hua-Chen Wang writes in The Conversation (17.1.17) about the role of a phonics-based approach in teaching children to read, summarising some of the recent debate in

Tony Moore reports in the Brisbane Times (15.1.17) on the federal government’s proposed cuts to university sector research funds to help fill a funding shortfall in

Andrew Gunn and Michael Mintrom write in The Conversation (13.1.17) about proposed federal government measurements of academic research impact. The authors highlight how the move to

Megan O’Connell and Kate Torii (The Conversation, 14.12.16) examine government spending on education in Australia: ‘While all education stages may not need the same amount of money,

The ABC’s Kathy McLeish reports (16.12.16) on growing concerns among some parents, educators and the Teachers’ Union over the increasing reliance on IT devices in the

Chris Bonnor and Bernie Shepherd (The Guardian, 15.12.16) consider the most resent school test results (PISA and NAPLAN), and conclude: ‘If current trends continue we can

Paul Karp reports in The Guardian (15.12.16) that States are on a collision course with Malcolm Turnbull’s government before the education ministers’ meeting on 16 December:

Linda Simon (on John Menadue’s Pearls and Irritations, 12.12.16) writes that not enough ministers turned up to the COAG Industry and Skills Council to form a

Call for Year 1 Phonics Screening Check Jennifer Buckingham (Centre for Independent Studies, Report 22, 2016) writes: ‘A Year 1 Phonics Screening Check would be an

Radhika Gorur writes in The Conversation (5.12.16) about the ‘furore’ over Australia’s international rankings in science, maths and English, suggesting that this obscures what educators should

Russell Tytler writes in The Conversation (2.12.16) about how Australia’s performance in science education continues to slide due to ineffective, traditional teaching practices and an outdated curriculum.