Most of what happens in schools is based on the solid, peer-reviewed evidence of what works in the classroom, but the reality is that there is often little time to reflect on new research that can improve teaching and learning.
However, conferences can provide educators with an opportunity to hear about cutting-edge research from the world’s leading education academics and thought leaders.
On Sunday, ACER’s Research Conference 2018 kicked off at the International Convention Centre in Sydney with the theme ‘Teaching practices that make a difference: evidence from research’.
Discussions on subjects as diverse as early literacy, advances in student reporting, online group work, innovations in teacher professional development, the value of learning progressions, and the link between disadvantage and development.
ACER chief executive, professor Geoff Masters, said highly effective teachers have a broad range of strengths, and an important one of these is making evidence-informed decisions.
“Effective teachers use evidence to establish the points learners have reached and then choose the most appropriate evidence-informed teaching strategies to address individual learning needs,” Professor Masters told The Educator.
“They also use evidence to monitor the progress of individual students.”
Professor Masters said the Conference has significant value to Australian principals who are seeking to use research to inform best practice.
“The Research Conference 2018 provides an opportunity for teachers, school leaders and policymakers to find out what the latest research tells us about what works – and what doesn't,” Professor Masters said.
“When practitioners, policy makers and academics connect and interact in this kind of environment, there's an opportunity to bring about real change.”