Long reads

‘The ability to spell is without doubt a literacy skill that does span the entire curriculum.’ Peter Westwood discusses a cross-curricular approach to spelling.

How often do you provide feedback to students? Now, how often do you ask for it? Student voice is at the heart of a push to build stronger teacher-student relationships at this school.

Recognising the social impact of Snapchat, a team of researchers from the University of New England’s School of Education conducted a research project to find out more about the ways that the media is used by young people and its influence in schools.

Video games have been widely used in education for decades now. The challenge is finding games that engage students while meeting curriculum needs.

Mollie Tobin outlines research from neuroscience, psychology and education to highlight new understandings in childhood trauma research and how it can be applied.

In any given classroom, students are likely to be at very different points in their learning and development. Professor Geoff Masters AO explores why it is important for teachers to be able to track the long-term progress that each student makes.

In the second in a series of papers discussing neuroscience, psychology and research Dr Kate Reid explores preschool early numeracy development and how to help foster it.

In his first quarterly column for Teacher, Andreas Schleicher, Director of the OECD's Directorate for Education and Skills explores the long-term consequences of students’ poor performance and how this could lead to further disengagement from school.

Teacher takes a sneak peek at Professor Stephen Dinham’s new book Leading Learning and Teaching. This extract explores the impact of leadership on student outcomes.

For well over a century, lesson study (jugyou kenkyuu) has been an important part of ongoing teacher training in Japan. Teacher finds out more about this collaborative professional learning model.