Carolyn Gentle-Genitty, PhD’s Post

The Minister of Education, Science and Innovation has admitted that there are still “more than 200 thousand students” without classes, but made a positive assessment, one week after the start of the school year, which began with “tranquillity and normality”. #theportugalnews #Portugal #education #schooling

Plaudits for the Australian government's recent announcement of increases to funding of public schools. Boos to the attached strings. The Prime Minister tied the funding to 'methods and resources that work, that make the biggest difference'. This part is fine but what followed is worrisome. 'These include evidence-based instruction, phonics and numeracy testing in Year 1 ...' So we are going to get a NAPLAN-plus testing scheme in Year 1, with the aim of 'identifying students who need that extra help early on'. Is there any evidence that NAPLAN works that way in Years 3, 5, 7 and 9? Not to my knowledge. NAPLAN invariably reflects what teachers already know about their students, only in a much more limited, expensive and cumbersome way. Why don't we trust, support and encourage classroom teachers to make their own evaluations of students? They will always be much better situated and skilled to identify individual issues and offer personalised assistance than whatever a formal, standardised testing regime might deliver. And do Year 1s really need to sit tests? There exist many reasons why we may want to rethink this idea. For more views on how we may improve Australian education, don't miss our forthcoming book: Creating Schools where students and teachers want to be Available soon.

Want to understand why Georgia lags the nation in postsecondary affordability and its impact on students and our economy? Come out to this important conversation tomorrow!

The future of England's excellent Academy's and Free schools as we know them is under risk from the Governments proposals . See this debate to understand the issues https://lnkd.in/ef_QuFB6

Are you looking to explore cutting-edge solutions to education challenges worldwide and read about research on a range of topics in education?    Subscribe for articles sharing unique, interesting, and stimulating innovations in our bimonthly Childhood Education Innovations magazine, and for peer-reviewed research in our Journal of Research in Childhood Education ➡ https://lnkd.in/dkcf7gA Image description: A graphic featuring covers of Childhood Education Innovations and the Journal of Research in Childhood Education. Below the cover is text that says, "Sharing unique, interesting, and stimulating information from schools and other learning environments around the world."

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This week in education research: 1. Schools should be allowed to radically cut content in subjects to reduce the burden of a 'bloated curriculum' on learners, according to the Social Market Foundation. 2. Students at all-girls schools get better exam results than girls with similar records and backgrounds at mixed schools, new research by FFT Education Datalab found. 3. Praise is the most common and meaningful way in which teachers reinforce positive behaviour, but positive feedback gets less frequent as students get older, according to a new report from Children in Scotland. Subscribe to get the full Education Insights roundup, shared every Wednesday. ➡️https://lnkd.in/e92iyzuz

Delighted to announce a new journal article written with Ben Eley- A critical evaluation of the impact online education platforms can have on disadvantaged students at a post-16 secondary academy: A case analysis in Advances in Online Education: A Peer-Reviewed Journal Disadvantaged students have underperformed in comparison to non-disadvantaged students, with the COVID-19 pandemic further widening this disparity. Therefore we investigated the use of online education platforms to supplement the learning of disadvantaged learners, which resulted in an average grade of C+ being achieved by the disadvantaged cohort compared to the non-disadvantaged students’ average overall grade of C. You can read the article for free at this link: https://lnkd.in/diaftDTJ Salford Business School

It’s interesting to see parental expectations as a factor for teacher attrition. It’s mentioned in this article, as it has been in my conversations with teachers and colleagues in schools. If so, how can we effectively address this? My first thought is key messaging from the school; explicit messaging about trust in staff, the importance of professional learning, teachers as experts, amongst others. I’ll continue looking into this as part of my research. How can we empower teachers to take back ownership of their profession?