Articles

Introducing evidence-based programs and interventions is one strategy that can be used by schools to target specific improvements in student outcomes. For this principal, having ongoing support mechanisms for staff is a crucial part of the implementation process.

An international assessment of 15-year-old students' financial literacy includes data on their experiences, attitudes and behaviours, as well as their academic performance. Here are some of the findings from Australia.

Three Deakin University academics ­– Dr Linda Hobbs, Associate Professor Coral Campbell and Associate Professor Colleen Vale – recently visited ACER to share their research on out-of-field teaching. In today’s School Improvement podcast, we share some highlights from their presentation.

In today’s leadership Q&A, Teacher talks to Distinguished Professor Viviane Robinson from New Zealand about the challenges and complexities of school leadership, good goal setting and principal professional development.

A two-year research project aimed at improving student participation in STEM-related disciplines, and encouraging them to consider further study and careers in STEM, involved schools partnering with industry professionals.

It’s often asserted that some things can’t be measured, Professor Geoff Masters AO writes in his latest column. But how true is this? And if we can’t measure something, should we stop pretending we can teach or develop it?

Once a fortnight Teacher ventures down to Room 3 – the basement library archives at the Australian Council for Educational Research – to bring you education quotes from yesteryear.

The 2017 Teacher reader survey is now live. We invite you to not only share your feedback or suggestions for future stories, but to also let us know how you’re using Teacher articles, videos, podcasts and infographics in your role as an educator.

A new Australian Education Review argues active engagement of Indigenous families and communities is critical to addressing Indigenous education disadvantage.

‘We know that self-concept or self-esteem has a significant effect on student learning but the mistake we’ve made is to try and boost student self-esteem and self-concept artificially and that doesn’t work,’ Professor Stephen Dinham shares with Jo Earp in today’s video.