Geoff Masters

A willingness to acknowledge and learn from failure is essential for all progress, writes Professor Geoff Masters AO.

There is a well-established way of thinking about schooling. But is there another way? Professor Geoff Masters AO discusses.

One of the biggest challenges we face in improving quality and equity in our schools is to better address the learning needs of the many children who, on entry to school, are at risk of being locked into trajectories of long-term low achievement, writes Professor Geoff Masters AO.

One of the biggest challenges educators face is to find better ways to meet the learning needs of the many students who fall behind in our schools, fail to meet year-level expectations (often year after year) and, as a consequence, become increasingly disengaged, writes Professor Geoff Masters AO.

One of the biggest challenges we face in school education is to identify and develop the knowledge, skills and attributes required for life and work in the 21st Century, writes Professor Geoff Masters AO.

According to Professor Geoff Masters AO, one of the biggest challenges we face in school education is to reduce current disparities in the schooling experiences of students in Australia’s most and least advantaged schools

One of the biggest challenges we face in school education is to raise the status of teaching as a career choice, to attract more able people into teaching and to develop teaching as a knowledge-based profession, writes Professor Geoff Masters AO.

Real reform and significant progress in improving the quality and equity of Australian schooling depend on tackling our deepest and most stubborn educational challenges, writes Professor Geoff Masters AO.

Professor Geoff Masters AO discusses the challenges of closing achievement gaps.

It’s a popular idea – educational assessments are either ‘summative’ assessments of learning or ‘formative’ assessments for learning. But just how fundamental is this distinction?  And is it truly useful?