New Research

Providing current research to our members is a strategic priority for the Alliance. We deliver access to valuable resources and anaylsis of the latest research findings relevant to educators of girls. If you have any suggestions for research topics or feedback on our research collateral, please contact our Research Officer, Jan Richardson (e) [email protected].

Access to some areas listed below is restricted to member schools. For more information or member access, please contact Loren Bridge (t) +61 7 55210749 (e) [email protected].


STEM participation rates of girls at an Australian high school with all-female and co-ed campuses (Panizzon et al., 2018)

July 2020

An Australian study investigating STEM participation and absenteeism in girls at a government high school with all-female and co-educational campuses located on the same site has found that STEM participation is higher and absenteeism from STEM lessons is lower among girls attending the all-female campus (Panizzon, Geer, Paige, O’Keefe, Schultz,…

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Updated — COVID-19 guide: Online teaching and learning

July 2020

To assist schools during the COVID-19 pandemic, the Alliance has compiled a list of digital resources to assist members in locating high-quality advice regarding the implementation of online teaching and learning, including information about using technology. (Last updated 13 July 2020. Please email suggestions for additional resources to [email protected]) Guidance…

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Understanding underachievement in gifted students: Mindset, perfectionism and achievement attitudes (Mofield & Parker Peters, 2019)

July 2020

A US study examining differences in achievement outcomes between gifted achievers and gifted underachievers has found that mindset about intelligence, attitude towards achievement and nature of perfectionist behaviours are individual factors which can enhance or limit the performance potential of gifted students (Mofield & Parker Peters, 2019, p. 108). It…

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Trans @ School (Queensland Human Rights Commission, 2020)

July 2020

The Queensland Human Rights Commission (QHRC) has published a report to assist educators and families of transgender and gender diverse students to navigate government and non-government school environments, including single-sex and faith-based schools. This is an area in which girls’ schools will need to carefully consider their own circumstances, taking…

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Designing a single-sex physical inactivity intervention program for girls (Morgan et al., 2019)

June 2020

A UK study that relied on data from key stakeholders, including girls, parents and teachers, to develop an intervention program for increasing adolescent girls’ engagement in physical activity found that the majority of girls supported separating girls and boys for sports activities. There was also support for girls’ sports activities…

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Educator perspectives on the impact of COVID-19 on teaching and learning in Australia and New Zealand (Pivot Professional Learning, April 2020)

May 2020

A survey of over 3,500 teachers from Australia and New Zealand on the impact of the COVID-19 pandemic has found that teachers’ top three concerns for students are social isolation, a decrease in wellbeing, and potential learning loss. Teachers are also concerned about the impact of the pandemic on their…

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COVID-19 guide: Communications & connecting with community

April 2020

It has never been more important for schools to connect with community — from current students, parents and staff to alumnae and former staff, from prospective families and incoming students to local communities and charities. In some ways this task has become more difficult but, in other ways, it has…

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