Reader Submission

Why do some children learn to read without explicit teaching? Dr Jennifer Buckingham and Professor Anne Castles explore in today’s reader submission.

What are the enablers and challenges for high school teachers using a project-based learning approach in the classroom? In today’s reader submission, learning designer and educator Lisa Aitken shares findings from her research in New South Wales schools.

Through an instructional scaffolding model, today’s article explores the importance of students taking responsibility for their learning and provides a practical framework for cultivating student independency and interdependency in the learning process.

Today’s article explores findings from a recent Australian study that examined two forms of social support from teachers and peers, and their role in reducing adolescent girls’ disengagement over three years of high school.

In today’s reader submission, Dr Kevin F. McGrath and Dr Penny Van Bergen discuss their new research which seeks to better understand how teachers build close relationships with disruptive students.

In today’s reader submission, Year 9 Learning Leader Rachael Williams shares how watching a video of yourself teach can be an uncomfortable experience in the beginning, but it’s a great opportunity to reflect, learn and improve.

Researchers from the University of the Sunshine Coast have been working with staff at a Queensland high school to ensure student voice is an integral part in the development of student leadership programs.

In today’s reader submission, teacher educators Dr Dawn Castagno-Dysart and Dr Bryan Matera consider the importance of learner persistence and the role of both teacher and student in the ‘productive struggle’.

Teachers Leah Carter and Hugo Engele are undertaking a two-year action research project to investigate the impact of physical activity on student writing ability. Here, they share the research aims and what has happened so far.

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