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Posted on 23 Jun 2015 with 0 comments
In this report, John Hattie Professor and Director of the Melbourne Education Research Institute at the University of Melbourne, Australia, and Deputy Director of the Science of Learning Research Centre, outlines the policy responses commonly used by systems aspiring to be in the world’s ‘top five’ for education. He argues that these responses are ‘fixes’ that fail to address the important questions, and so are unlikely to make a difference, despite costing many billions of dollars. Such responses are part of what he call the ‘politics of distraction’.
Featured category: 21st century skills
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› 21st century skills (206)
› Assessment online (103)
› Blended learning (128)
› Collaboration (248)
› Digital literacy (239)
› Educational leadership (107)
› Engagement and performance (279)
› Evaluating ICT effects (98)
› ICT in education (475)
› Information (78)
› Information sources (107)
› Innovation (175)
› Interactive personal networking (99)
› Internet use (157)
› Learning communities (115)
› Learning environment (633)
› Learning systems (77)
› Mobile learning (218)
› Multimedia (65)
› Open scholarship (129)
› Pedagogy (441)
› Personalising learning (114)
› Social Media (176)
› Teacher capacity (144)
› Teacher education (96)
› Training (102)
› Trends (162)
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