Articles

2241 total results
Connecting the dots
Connecting the dots

Educators in Melbourne are carrying out school-based action research to identify links between professional learning, classroom practice and student achievement.

Essential teaching practices – do they exist?
Essential teaching practices – do they exist?

Professor Geoff Masters discusses several practices that he would advance are part of the generic ‘essence’ of effective teaching.

Imagining the schools of the future

What will schools look like in 2030? Take a look at this Teacher infographic to find out what a panel of global educators said.

Modelling the molecule of life
Modelling the molecule of life

Modular kits can help students in the science classroom understand molecules, processes and forces that cannot be seen. Here, educator Britt Gow reviews a few ready-made kits.

Mixing literacy with innovation
Mixing literacy with innovation

Two teachers explain how an approach to literacy that incorporates an in-school book publishing program has contributed to an increase in engagement levels.

Learning from others: Options to explore
Learning from others: Options to explore

Research shows that learning from other educators is a great way to improve your own practice. Here are a few development options to explore.

Step in the right direction
Step in the right direction

In the second of two articles exploring Indigenous education in a Navajo community, editor Jo Earp finds out how cultural traditions are used to assess learning.

Evidence – a key driver for improvement
Evidence – a key driver for improvement

Educators are embarking on a two year journey to evaluate fresh approaches through school-based research and share effective practice across sectors.

Up against the clock
Up against the clock

Australian educators believe insufficient time to prepare for lessons and a lack of skills are hindering the use of ICT in teaching and learning, a new study suggests.

Assessing end-of-school attainment
Assessing end-of-school attainment

Is there a ‘best’ way to establish the levels of knowledge, understanding and skill that students have attained in a subject by the end of Year 12?