Tanya Vaughan

Using simple physical objects that students can visualise, touch and move to express their thinking is an inexpensive and effective classroom resource to explore mathematical concepts and encourage learning.

Dr Tanya Vaughan and Susannah Schoeffel share seven evidence-based recommendations on how to encourage metacognition and self-regulated learning to improve students’ learning outcomes, and investigate how to explicitly teach students to organise their learning.

How can schools best work with parents to support students and improve their learning? Dr Tanya Vaughan and Susannah Schoeffel explore two evidence-based recommendations from a new guidance report for Australian practitioners, and share practical examples of action.

Dr Tanya Vaughan and Susannah Schoeffel from Evidence for Learning draw on the latest Guidance Report, Making best use of Teaching Assistants, to outline some practical suggestions to help teachers and school leaders apply evidence-based practices to their schools and classrooms.

Work in schools long enough and we all get to know the bitter experience of a good idea poorly executed. So, what makes the difference between good implementation and another missed opportunity?

What are the most effective ways to improve student learning with a teaching assistant? In today’s article, Associate Director at Evidence for Learning Dr Tanya Vaughan explores this question.

In our latest reader submission, Dr Tanya Vaughan discusses the growth and advancement of evidence in education, and the parallels with scientific progress.

Educators across Australia are always trying new ways to improve outcomes for their students. Not all changes result in improvements. Is there a way that we increase the likelihood of a change leading to improvement?

Quality implementation of educational approaches can have a significant impact on student outcomes. That’s why the quality of the implementation is as important as the program itself.

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.