Reader Submission

209 total results
Piloting a new approach to teacher mentoring
Piloting a new approach to teacher mentoring

The Future-focused mentoring initiative has been working with schools in Queensland and New South Wales. In our latest reader submission, Dr Ellen Larsen, Associate Professor Hoa Nguyen and Dr Elizabeth Curtis share details of the pilot project and its early findings.

Understanding the complexities of twice-exceptional learners
Understanding the complexities of twice-exceptional learners

Learning Specialist Angela Myler says an understanding of the complexities of twice-exceptional students is paramount to be able to cater to their diverse learning needs, so that both disability and gifts are given the attention they deserve.

Teacher tips for projects with tattered texts
Teacher tips for projects with tattered texts

What do you do with copies of old textbooks, battered novels and random pages? While recycling for the benefit of the environment is always a go-to option, Dr Jason DeHart offers some creative ideas for what you can do with old book copies and other ephemera that are lying in classrooms and back rooms.

Research news: Teacher wellbeing, workloads and job control
Research news: Teacher wellbeing, workloads and job control

How can a teacher’s workload and autonomy at the start of term impact their levels of emotional exhaustion and intentions to quit the profession by the time they reach the end of the term? Dr Rebecca J Collie and Dr Annemaree Carroll share the findings of their Australian research and the implications for teachers and schools.

Student re-engagement and attendance for the new year
Student re-engagement and attendance for the new year

‘[The start of the school year can] mean a challenging transition for those who struggle with stressors about returning to the classroom.’ Dr Tom Brunzell, Director of Education at Victoria’s Berry Street School, discusses lessons learned on student re-engagement and attendance that could be helpful to other schools.

Supporting teacher emotions through rolling crises
Supporting teacher emotions through rolling crises

‘Teachers having space to discuss their emotions and the issues that evoke them leads to a higher probability of finding creative and collaborative ways to manage them,’ Dr Jean Hopman writes in her article on how to navigate the emotional work of teaching.

Digital technologies for everyone: Factors contributing to female participation
Digital technologies for everyone: Factors contributing to female participation

A new research study is currently being undertaken to investigate the factors that help or stop young female students participating in digital technologies at school. In this article, the research team share their findings so far, and resources for teachers and students.

From deficit to digital strength – Indigenous learning through gaming
From deficit to digital strength – Indigenous learning through gaming

The Deadly Gaming action research pilot project is investigating how the use of digital gaming might engage and motivate Indigenous learners in the primary school years. In this reader submission, project leader Dr Troy Meston shares details of the initiative and some of the early findings.

Doing fewer things, better: The case for de-implementation
Doing fewer things, better: The case for de-implementation

‘De-implementation is the art and science of removing an approach, practice, initiative, or program that is no longer meeting student and school needs’. In this article, Evidence for Learning’s Susannah Schoeffel and Michael Rosenbrock share what there is to gain from de-implementation, and considerations for schools.

What does the latest global research evidence tell us about impactful professional development?
What does the latest global research evidence tell us about impactful professional development?

‘PD needs to be well-designed, selected, and implemented so that the investment is used well.’ In our latest reader submission, Hannah Matthews and Susannah Schoeffel from Evidence for Learning share the mechanisms of professional development, and how schools can consider the overall quality of PD programs for their school setting.