It takes two to tango: Parent-teacher partnerships are not just about engaging parents. Teachers need to be engaged too!
In this blog, C4IE members, Dr Glenys Mann and Professor Linda Gilmore, talk about the need for more research into parent-teacher partnerships, and the critical role of teachers in determining the quality of that relationship. There is no doubt that a positive productive partnership between parents and teachers is critical to the…
Making visible the invisible…
In this C4IE blog, Dr Callula Killingly, a postdoctoral fellow in C4IE’s Accessible Assessment ARC Linkage team, explains what eye tracking is, and why we are using this innovative technique with Grade 10 English students. Eye tracking: what is it and what does it do? The learning process is largely invisible. Knowing what helps or…
Schools going vertical and students going well
In this post, C4IE Voice and Wellbeing Program Co-Leader, Associate Professor Jill Willis, discusses a new research project exploring innovative Urban Vertical Schools. Schools are notorious for worn wooden stairs, hot bitumen quadrangles, and classrooms with narrow doorways, slow fans and flickering lights. These older structures must…
Are school lockdowns necessary in Australia?
Many schools in Queensland are being locked down and drills are seen as an important procedure for student safety. In this blog Professor Marilyn Campbell, Associate Professor Beth Saggers and Associate Professor Adrian Kelly explore whether these drills are effective at keeping students safe and what impact they might have on students’…
Why do we need kids to help design our cities?
In this blog, Dr Natalie Wright discusses the importance of providing educational opportunities for childrens’ participation in urban design to increase citizenship, social interaction and personal development. Thirty years from now, today’s primary school students will be taking their own children to school. But what kind of cities…
Professional collaboration: an essential ingredient for inclusive education
In this blog, Ms Haley Tancredi discusses the power of genuine professional collaboration as an essential ingredient in supporting teachers to enact inclusive pedagogies in their classrooms. Inclusive education is a human right for all students with disability, and educators and others working in schools are obligated to uphold this…
Job-Ready? The gap between policy and practice for Australian students on the autism spectrum transitioning out of secondary school
In this blog post, PhD candidate Lara Maia-Pike describes her research, which aims to map the post-school transition planning experiences and aspirations of students on the autism spectrum over time. If this important research interests you or someone you know, please visit the project website. In October this year, the Australian…
Do universities take peer student bullying seriously?
In this blog post, PhD candidate Ms Zoe Vaill discusses her research on the quality, usability and implementation of university student anti-bullying policies in Australia and the UK. Zoe has also investigated student knowledge and use of these policies and students’ experiences with bullying at university. Does bullying actually…
What does exclusionary discipline do and why should it only ever be used as a last resort?
In this blog , C4IE’s Director, Professor Linda Graham explains why suspensions and exclusions do not work and why they should only ever be used for serious incidents or as a last resort. In a follow-up paper investigating overrepresentation of Indigenous students in QLD state school suspensions and exclusions, she points to recent…
Cultivating an inclusive environment for Aboriginal and Torres Strait Islander Boarding Students
In the next few months, many Indigenous students will be preparing to leave their communities and move to the city to attend boarding school in 2021. In this blog, Dr Francis Bobongie-Harris explains how urban boarding schools can establish inclusive environments and support Indigenous students who move to regional areas to attend…