AEU Victoria's Professional Voice journal aims to stimulate debate on contemporary professional and curriculum issues.
Edition 14.3
The articles in this edition of Professional Voice cover differentiated instruction with an interview with Carol Ann Tomlinson, ability streaming, trauma-informed practice, and how teachers might approach issues posed by a rising tide of populism in the ‘post-truth’ environment. There are also articles critically evaluating the nature of ‘evidence’ and the role of ‘evidence brokers’ in promoting specific types of policies and practices in schooling.
Carol Ann Tomlinson on Differentiated Instruction and meeting the needs of all students
John Graham
Student ability streaming
John Graham
Populism, teachers and schooling
Associate Professor Jessica Gerrard
Intimate Partner Homicide (IPH), the needs of bereaved children and support at school
John Frederick and Eva Alisic
The Australian Education Research Organisation and corporate philanthropy
Emma Rowe and Sarah Langman
Evidence-based practice: Education’s panacea?
Stephanie Wescott
Edition 14.2: Re-evaluations
The articles in this edition of Professional Voice provide new ideas and understandings about climate futures education, pedagogy, staff welfare, professional autonomy, school autonomy, autobiographical episodic memory and a re-imagining of schooling reform.
Editorial: Re-evaluations
John Graham
Australia needs a climate change education policy
Hilary Whitehouse
Climate justice education: The need for climate action in education
Natalie Purves
Explicit instruction v Inquiry-based teaching: A case study in narrowing the education debate
Alan Reid
What can schools do to support teacher wellbeing?
Rebecca Collie
Autobiographical episodic memory: A missing link in remote teaching
John Munro
Public Education and school autonomy reform: Implications for social justice
Katrina MacDonald, Jill Blackmore and Amanda Keddie
Australia’s failed quest to revolutionise schools
Glenn C Savage
Edition 14.1: Assessment, technology and the impact of social concerns
This edition is about the impact of social concerns on education and reassessing two of the longstanding and still current debates within schooling – assessment and technology.
Editorial: Assessment, technology and the impact of social concerns
John Graham
Putting NAPLAN to the test: Towards a new national assessment system
Rachel Wilson and Pasi Sahlberg
How well do grades convey student attainment and progress?
Geoff Masters
Addressing issues of sexual consent: key considerations for schools and teachers
Amanda Keddie
Early childhood: The invisible scars of domestic and family violence
Jodi Dorney
Understanding racism: students must empathise with its impact and teachers must embrace discomfort
Niranjan Casinader
ADHD affects girls too, and it can present differently to the way it does in boys. Here’s what to look out for
Rachael Murrihy
Neil Selwyn on technology: issues, dilemmas and futures
Interview by John Graham
Edition 13.3: The new basics
The articles in this journal make a case for reinterpreting the basics of schooling to ensure that education is fit for the sort of evolving society and economy we want to live in.
Editorial: The new basics: equity, wellbeing and technology
John Graham
How do Australian students see their teachers?
Sue Thomson
The politics of ‘back to basics’
Naomi Barnes
The decline and fall of NAPLAN’s objectives
John Graham
Music education in Australian schools: An essential place for all students
Leon de Bruin
Victorian teachers: stressed but still dedicated
Cathy Sheehan
Deep fakes, authenticity and authentication in the age of artificial intelligence
Erica Southgate
Trevor Cobbold on equity, public education and the role of private schools
Interview by John Graham
Edition 13.2: Learning in the shadow of the pandemic
This winter edition is being published in the shadow of the COVID-19 pandemic. The articles we feature either implicitly, or in some cases explicitly acknowledge this situation.
Editorial: Learning in the shadow of the pandemic
John Graham
Artificial intelligence, machine learning and why educators need to skill up now
Erica Southgate
Student voice, agency and participation
Roger Holdsworth
What the Arts teach and how it shows (in the time of COVID-19)
Mark Selkrig, Kathryn Coleman and Abbey MacDonald
Attracting and Retaining Australia’s Teachers
Amanda Heffernan, David Bright and Fiona Longmuir
The National Exceptional Teaching for Disadvantaged Schools Program
Diane Toe and Lynette Longaretti
Remote learning in pandemic times
Steven Kolber
Barbara Preston on public education, the digital divide and teacher professionalism
Interview by John Graham