Improving outcomes through accessible assessment and inclusive practices. Complex assessment tasks and pedagogies present barriers to the learning and achievement of students with disability, including those with language and/or attentional difficulties. This research will test: 1) whether accessible assessment task design leads to improved student outcomes; 2) whether enhancing teachers’ inclusive practice improves student access to formative assessment pedagogies, enabling more accurate studen ....Improving outcomes through accessible assessment and inclusive practices. Complex assessment tasks and pedagogies present barriers to the learning and achievement of students with disability, including those with language and/or attentional difficulties. This research will test: 1) whether accessible assessment task design leads to improved student outcomes; 2) whether enhancing teachers’ inclusive practice improves student access to formative assessment pedagogies, enabling more accurate student understanding of assessment aims and requirements; and 3) how improvements in task design and teacher practice can be sustained and upscaled across secondary school departments. Expected outcomes of international significance are more inclusive learning and assessment practices with the potential to benefit all students.Read moreRead less
Investing in our disadvantaged youth: new school-wide approaches to understanding and improving school engagement and social connectedness. This project will be the first to test a model of social connectedness to explain the contribution of social exclusion to long-term disadvantage of youths. The outcomes will be a sustainable professional learning program for school staff nationally and internationally and a school-based approach to promote the healthy development of Australian youths.
Bridging the gap for at-risk readers: reading theory into classroom practice. This project will merge theoretical and practical aspects of teaching reading through assimilating research with teachers' pedagogical knowledge and experiences to ensure sustainable, differentiated classroom reading interventions for all P-3 (preparatory year to year three) readers, particularly at-risk students.