Articles

You’ve been to a great workshop, picked up information from a PD session, or read a research paper, but how do take the next step and use what you’ve learned to improve your own practice?

In this extract from Early Childhood Playgrounds: Planning an outside learning environment, Prue Walsh discusses why outside play is important for children with special needs.

Since Eltham High School began using a collaborative problem solving assessment tool to collect meaningful data, they now have a clear idea about students’ skills in both of these areas.

How well do we help students recognise and reflect on the long-term progress they make at school? Could progress in school mathematics learning be more like progress in music learning? Professor Geoff Masters AO discusses.

In the 2015 PISA cycle, students were asked to respond to five statements about the disciplinary climate in their science classes. Here are the results from 10 participating countries.

In this month’s Research Files we discuss the findings of a three-year project in New Zealand that included analysis of pretend play – where students give voices to toys, objects and digital characters – and early literacy practices.

Educators working across the school age range can now access a new teaching resource to help them develop the financial literacy skills of Indigenous students.

Could some of the strategies being used as a way to get more students into STEM learning actually be making the gap wider? That’s what one teacher found on a study trip to the US.

You’ve probably heard the claim that you learn better when information is presented in your preferred ‘learning style’. Where did this neuromyth come from? Dr Tanya Vaughan explains.

Tasmanian teacher Cath Apanah joins Teacher to discuss how her school has been using data to inform its strategic plan and how they went about upskilling staff to use data effectively.