Long reads

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.

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.

Kate Perkins discusses the benefits of effective teacher-parent relationships, how to get reluctant parents involved in the classroom, and how to best manage parent-teacher interviews.

The Global Teacher prize awards US $1 million to an exceptional educator who has made an outstanding contribution to their profession. Here, we take a look at those who made the coveted top 10 shortlist.

What effect do different classroom seating arrangements have on student participation? Should teachers or students decide who sits where? We take a look at what the research says.

Further analysis of Australian results from two large-scale international assessments highlight a ‘worrying’ decline in the achievement of disadvantaged students.

In today's article Donna Cross and Leanne Lester from the University of Western Australia discuss 10 key strategies to enhance student transition to secondary school.

When Little J & Big Cuz is broadcast in late April, educators will have access to a range of innovative resources to support the transition from home to school for Indigenous children.

Dr Jasmine Green and Professor Andrew Martin explore adolescent motivation and engagement using personal best goal-setting and values driven action.

'Targeted teaching is characterised by an unrelenting focus on "big ideas", without which students’ progress in mathematics will be seriously impacted.' Professor Di Siemon discusses how targeted teaching in relation to six ‘big ideas’ in number can lift student achievement in mathematics.