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Implementing a cross-curricular approach
Implementing a cross-curricular approach

The phrase ‘cross-curricular’ is often referred to in schools. David Roy, a Lecturer in Education and Creative Arts, explores why it’s important and how it can be implemented.

Promoting growth mindset and effort in mathematics classrooms
Promoting growth mindset and effort in mathematics classrooms

Associate Professor Jane Mitchell, Associate Professor Sara Murray and Jeffrey Larsen share a feedback strategy to encourage students to make a consistent effort in mathematics class, and to help them see a connection between their effort and achievement.

Understanding and developing global citizenship
Understanding and developing global citizenship

How a new certification process using a developmental continuum is helping school communities define what global citizenship means for them and what it looks like in action.

Teaching methods: Phonics FAQs
Teaching methods: Phonics FAQs

A recent large-scale study explored the benefits of a synthetic phonics program. Here, Dr Jennifer Buckingham addresses seven frequently asked questions about the teaching method.

Motivated Minds - putting mindset theory into practice
Motivated Minds - putting mindset theory into practice

How a collaborative action research project between educators and academics is promoting a growth mindset in students and impacting on learning outcomes.

Finland – where ‘equality starts at the blackboard’
Finland – where ‘equality starts at the blackboard’

Tom Stehlik recently spent some time in Finland. Here, he reflects on the Finnish school structure and culture, teacher education programs and processes.

Service learning in schools
Service learning in schools

‘Too often service is given a polite pat on the back for being “nice” while simultaneously being positioned somewhere to the left of the “serious business of education”. But both research and practice tell a different story.’

Social and emotional learning in schools
Social and emotional learning in schools

Principals, teachers, and the public are increasingly recognising the importance of teaching social and emotional skills to students alongside academic skills.

Supporting staff in implementing a new literacy program
Supporting staff in implementing a new literacy program

Andrew Nicholls discusses how staff professional development supported the implementation of a literacy program at his school, as well as the program’s impact on student learning outcomes.

Designing a whole-school literacy program
Designing a whole-school literacy program

One educator discusses the process he undertook when tasked with the job of revamping his school's literacy program.