We have recently published two audio papers:
Access these and CESE's other audio papers on CESE's soundcloud.
What works best in schools to improve student outcomes? This paper will look at the following seven themes from the growing bank of evidence.
1. Setting high expectations (5:32)
2. Using explicit teaching practices (15:30)
3. Providing effective feedback (23:33)
4. Using data to inform future practice (30:01)
5. Establishing and maintaining effective classroom management (38:00)
6. Supporting student wellbeing (43:35)
7. Engaging in effective professional collaboration (53:28)
This audio paper summarises four evidence-based practices to improve student literacy and numeracy outcomes at school.
1. Intervene early and maintain the focus.
2. Know what students can do and target teaching accordingly.
3. Have clear and transparent learning goals
4. Focus on teacher professional learning that improves the teaching of literacy and numeracy.
The paper also examines the research on the importance of literacy and numeracy skills to individuals and to society more broadly, including employment outcomes, the economy, social inclusion, health, and other variables.
This audio paper summarises the evidence on the effectiveness of school-based anti-bullying interventions, and describes the characteristics common to effective interventions. A significant body of research indicates that school-based anti-bullying interventions can be successful in reducing bullying behaviours. Effective anti-bullying interventions are characterised by a whole-school approach, evidence-based educational content, support and professional development for teachers, and rigorous program implementation and evaluation.
Read by Bridget O'Keefe, CESE.
Read the full publication.
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.
CESE's Cognitive load theory audio paper describes:
• what cognitive load theory is
• types of cognitive load
• recommendations for the classroom based on the cognitive load evidence base.
Teachers discuss how data can make a difference in schools.
In this podcast, high school Head Teacher, Ben North, and Deputy Principals, Karyn O'Brien and Daniel French, give us an insight into how data can make a difference in schools. They discuss why knowing how to use data is important for teachers, the tools and resources that are available to schools and examples of where using data has improved student engagement and achievement in schools. Ben, Karyn and Daniel are all teachers who are currently on secondment in CESE. They work on a range of projects, including delivering Scout training and professional learning sessions about using data with confidence.
Read the transcript (PDF, 130kB).
Using data to inform practice is one of the seven key themes outlined in CESE's What works best report.
CESE research has found that High Value-Add (HVA) schools share a common focus on six key practices.
This audio paper describes six effective practices common to NSW government schools that achieved high growth in NAPLAN between 2010 and 2014. These HVA schools showed a strong positive institutional culture that emphasised academic, professional and personal development and strong engagement among students, teachers and the leadership group.
Read by Natalie Johnston-Anderson, CESE.
Read our paper on Six effective practices in high growth schools. This research has recently been extended in-depth in the new CESE publication, Sustaining Success: A case study of effective practices in Fairfield HVA schools.
Principals have a substantial impact on student outcomes.
This audio paper outlines the research evidence on what makes an effective principal and the best ways to identify, develop and support aspiring school principals.
Read by Rachel Smith, CESE.
Read our full paper on Effective leadership.
Reading is a foundational, yet complex cognitive skill upon which other skills are built.
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 audio paper summarises the research regarding why these five elements are important, as well as how they should be taught in the classroom.
Read by Sally Kohlmayer, CESE.
Read our report on Effective Reading Instruction in the Early Years of School.