Differences in how positive Australian boys and girls feel about maths

There is a persistent gender gap in Australian schools. Boys, on average, outperform girls in maths. We see this in national tests such as NAPLAN, as well as international assessments. New Australian Council for Educational Research (ACER) analysis shows how boys, on average, are also more confident and positive about maths than girls.

Research suggests students’ confidence has an impact on their academic performance. Researchers can call this ‘self-efficacy’, or the belief in your ability to successfully perform tasks and solve problems. Students with high mathematical self-efficacy embrace challenges, use effective problem-solving strategies, and persevere despite difficulties. Those with low self-efficacy may avoid tasks, experience anxiety, and ultimately underperform due to a lack of confidence in their maths abilities.

To read the full article, visit the ACER Discover website.
Image source: ACER

Experts appointed to lead anti-bullying rapid review

The Australian Government is working together with states and territories on a national standard to address bullying in Australian schools. This includes a new Anti-Bullying Rapid Review to examine current school procedures and best practice methods to address bullying behaviours. Dr Charlotte Keating and Dr Jo Robinson have been appointed as co-chairs of the Review.

The Review will inform the development of a national standard to addressing bullying in schools. Dr Keating and Dr Robinson will consult broadly with key stakeholders across Australia, including parents, teachers, students, parent groups, state education departments and the non-government sector. The Review will be conducted over the next six months with recommendations then provided to Education Ministers.

To read the full media release, visit the Education Minister website.

New research on how to improve student engagement

A study of more than 1,200 Australian students shows that while 40% of those in primary school strongly agreed they were good learners, less than half this number (18%) believed this of themselves in secondary school. Overall, 28% of students described challenges in their learning, with common responses including feeling disengaged and demotivated, finding work too hard, feeling unsuccessful and being distracted.

A special Australian Council for Educational Research (ACER) research project led by Dr Amy Berry and Dr Kellie Picker worked with co-educational and girls’ and boys’ schools in the government and Catholic education sectors in Melbourne to gather the student views through online surveys and focus groups in 2023. Students shared their top tips on how teachers could help students get more engaged in learning at school.

To read the full article, visit the ACER Discover website.

New resources to manage classroom behaviour

The Australian Government is supporting teachers with a new range of free resources to help them manage classroom behaviour. Supporting teachers to minimise classroom disruption will result in a boost to student learning and teacher retention. The new resources include tools on classroom management practices, coaching colleagues and practice guides on supporting students with diverse learning needs.

This is the third set of ‘Engaged Classrooms’ resources developed by the Australian Education Research Organisation (AERO) in consultation with teachers and classrooms management expert, Dr Tim McDonald. The free resources will help teachers starting out, those working in new environments, and experienced teachers who want to refine or refresh their classroom management practice.

To read the full media release, visit the Education Minister website.

 

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