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.
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.
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.
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.
How a collaborative action research project between educators and academics is promoting a growth mindset in students and impacting on learning outcomes.
Tom Stehlik recently spent some time in Finland. Here, he reflects on the Finnish school structure and culture, teacher education programs and processes.
‘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.’
Principals, teachers, and the public are increasingly recognising the importance of teaching social and emotional skills to students alongside academic skills.
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.
One educator discusses the process he undertook when tasked with the job of revamping his school's literacy program.