Education research through the Wesley College Institute fosters the development of teacher professional practice in support of student learning and growth.
Launched by Founding patron Sir Gustav Nossal in 2005, the Institute conducts evidence-based research approaches to teaching and learning, and curriculum development and assessment to identify what works and has a direct impact on the learning of every student in our classrooms.
The Institute functions as:
- an observatory of excellence, investigating best practice in education
- a laboratory where innovative educational practices are generated, implemented and evaluated, and
- a conservatory of effective professional practice and educational innovation.
Latest research
The Institute’s research has direct application for teachers in our classrooms and beyond, to support students in their learning.
Real-time information on students’ progress
Research is shaping how Wesley teachers use information about student learning to improve their learning outcomes by taking a ‘biopsy’ approach, rather than a ‘post-mortem’ approach, to data analysis.
Engaging girls in STEM-related fields
Research is investigating girls’ participation and engagement in science, technology, engineering, the arts and mathematics.
Residential learning, engagement and empowerment
Research undertaken by Dr Radhika Gorur has found that residential learning engages students in learning, but also empowers them to learn.
Learning about Indigenous ways of knowing
Research by Annette Rome and Kim Anderson has found that non-Indigenous teachers and students develop a robust understanding of Indigenous ways of knowing through an inquiry-based approach to learning.
