• Cognitive load theory

    Cognitive load theory

    Cognitive load theory is a theory of how the human brain learns and stores knowledge. It was recently described by British educationalist Dylan Wiliam as 'the single most important thing for teachers to know'. Grounded in a robust evidence base, cognitive load theory provides theoretical and empirical support for explicit models of instruction. Visit the CESE website to download the publication or listen to the audiobook. 

     

    Themes: explicit instruction, learning culture
    Date published: 6th September 2017
    Publisher: Centre for Education Statistics and Evaluation

  • Effective reading instruction

    Effective reading instruction

    Research on the teaching of reading in the early years of school has consistently identified five key components of effective reading programs: phonemic awareness, phonics, fluency, vocabulary, and comprehension. This paper summarises the research regarding why these five elements are important, as well as how they should be taught in the classroom. Visit the CESE website to download the publication or listen to the audiobook.


    Themes: phonics, reading, explicit instruction, early years
    Date published: 12th April 2017
    Publisher: Centre for Education Statistics and Evaluation

     

  • Capturing and measuring student voice

    Capturing and measuring student voice

    This publication focuses on capturing and measuring student voice as a way to gain insights into, and improvements in, student engagement. It can be read in conjunction with the Tell Them From Me case studies series produced by CESE. Visit the CESE website to download the publication. 


    Themes: student engagement, wellbeing
    Date published: 1st November 2016
    Publisher: Centre for Education Statistics and Evaluation

     

  • Literacy and numeracy performance

    Literacy and numeracy performance

    The importance of literacy and numeracy skills is well established. They are foundational skills, providing the base on which to learn other, more complex skills. This paper summarises evidence-based practices for improving student outcomes in literacy and numeracy. Visit the CESE website to download the publication. 


    Themes: literacy, numeracy, student performance
    Date published: 20th September 2016
    Publisher: Centre for Education Statistics and Evaluation

     

  • 5 essentials for effective evaluation

    5 essentials for effective evaluation

    This publication sets out five conditions for effective evaluation in education. These are not the only considerations required, however, if these parameters are missing evaluation will not be effective. Visit the CESE website to download the publication or listen to the audiobook.

    Themes: evaluation, data skills, evidence
    Date published: 26th May 2016
    Publisher: Centre for Education Statistics and Evaluation

     

     

  • Six effective practices in high growth schools

    Six effective practices in high growth schools

    This publication describes six effective practices common to NSW government schools that achieved high growth in NAPLAN between 2010 and 2014. High growth schools were identified using methodology that isolates the contribution a school makes to growth in student achievement, whilst controlling for important contextual factors that may influence student performance. Visit the CESE website to download the publication or listen to the audiobook. 

    Themes: value add, student performance, NAPLAN
    Date published: 13th October 2015
    Publisher: Centre for Education Statistics and Evaluation

     

  • What works best: evidence based practices

    What works best: evidence based practices

    This paper addresses seven themes from the growing bank of evidence on what works to improve student educational outcomes. These themes offer helpful ways of thinking about aspects of teaching practice. Visit the CESE website to download the publication. 

    Themes: professional development, student engagement, wellbeing
    Date published: 11th March 2015
    Publisher: Centre for Education Statistics and Evaluation

     

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