While the constructs of Tasmania's Essential Learnings Framework
have been influenced by outcomes-based education, the essential learnings have their origins in curriculum thinking refined over a long period by the State's Department of Education. They are supported by a research base encompassing child development, brain activity and intelligence. However, the Essential Learnings Framework
fails to give sufficient prominence to the core academic areas. The assessment system relies heavily on individual teacher’s assessments, raising concerns about consistency.
Karin Barty, Pat Thomson, Jill Blackmore, Judyth Sachs
A study in Victoria and South Australia finds many influences on the willingness of potential candidates to apply for a position as principal – The Australian Educational Researcher
The education research community needs to develop and promote quality indicators relating to their work – 2005 AARE Conference