Bookmarked Academics and Twitter: the good, the bad and how to survive out there (

Twitter is the social media of choice for many academics. At least one in forty academics in an institution is on twitter, contributing to the 4.2 million tweets about education every day. If you are involved in education in any way it is probably a good idea to get on there and see what is happenin…

Amanda Heffernan and Rachel Buchanan discuss the benefits and considerations associated with Twitter. It is interesting to read this alongside the interview with Stewart Riddle on the TER podcast, as well as Sherri Spelic’s discussion of Twitter rage.

In this edition of Meet the Education Researcher:

  • Prof. Dragan Gasevic suggests that rather than talking about ‘learning styles’, we should be thinking about ‘metacognitive abilities’, ‘study tactics’ and ‘desirable difficulties’
  • Dr. Amanda Heffernan explains how good school principals are not ‘born leaders’ but need to learn the art of leadership from others
  • Dr. Carlo Perrotta unpacks why young people are not ‘digital natives’.

I really like Perrotta’s claim that:

If someone is using the term ‘digital native’ in 2019 then they are probably trying to sell you something.

Bookmarked How school principals respond to govt policies on NAPLAN. (Be surprised how some are resisting) by By Dr Amanda Heffernan (EduResearch Matters)

My study found two main ways that she managed to resist the more performative influences of school improvement policies. Firstly, the school had a collaboratively-developed school vision that focused on valuing individual students and valuing the aspects of education that can’t be easily measured. The power of the vision was that it served as a filter for all policy enactment decisions made at the school. If it didn’t align with their vision, it didn’t happen. There was also agreement in this vision from the staff, students, and community members, who kept that vision at the forefront of their work with the school.

The second key aspect was that Anne had developed a strong ‘track record’ with her supervisors, and this engendered trust in her judgment as a leader. She was given more autonomy to make her policy enactment decisions as a result, because of this sense of trust. It was developed over a long time in the same school and in the same region before that. To develop her track record, Anne worked hard to comply with departmental requirements (deadlines, paperwork, and other basic compliance requirements).

Dr Amanda Heffernan reflects upon a case study investigating ‘policy enactment’.

How principals implement, or carry out, policy in their schools.

An example of this is the focus on growth, testing and NAPLAN results. She highlights two methods used to refocus things. Firstly, have a clear school vision and secondly, build trust with her system supervisors.

This continues some of the discussions had in the collect National Testing in Schools.

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I saw a Sleeping Beauty set today with my girls and nearly bought it, but thought it was maybe a bit indulgent =, Interesting how Lego has started marketing to adults