Read the latest research on leadership and educational practice.
Designed to assist principals to design a school organisation structure that achieves effective leadership and decision making and maximises student outcomes, including best practices in organisation design.
Larry Rosenstock and Rob Riordan (High Tech High), Jan Owen (Foundation for Young Australians), Dr Kimberly Schonert-Reichl and Pippa Rowcliffe (Uni of British Colombia) consider how to better educate and support students to be successful in the 21st century.
Academics from the Science of Learning and Research Centre focuses on the role of social interaction in promoting learning in mathematics classroom settings, and examining the important role that confusion, error and feedback play in learning.
The Centre for Education Policy and Practice investigates the human aspect of professional learning and the ways in which data, conversations and observations can be used as professional learning tools to support school improvement.
ACER examines Indigenous school attendance, including a synthesis of publicly available data on school attendance by Indigenous Australians, highlighting areas of major risk.
Yvonne Goddard, Roger Goddard and Greg Cameron consider the importance of instructional leadership. Their research indicates that there is a strong relationship between instructional leadership, collaboration, collective efficacy and student achievement.
Professor David Hopkins and Professor Geoff Masters AO explore a model of System Leadership and consider how assessment can shape student, parent and community beliefs about learning.
Valerie Hannon examines how should we frame our learning designs to meet the challenges of the 21st century, and Eric Sheninger shares how his views towards digital technologies, particularly social media, significantly changed
Leading school change: what school leaders can learn from social entrepreneurs offers personal reflections and enlightening stories about successful social entrepreneurs.
From the first day at UP, Frank was completely re-engaged in learning and began to really see himself as a principal.