Columnists articles

Traditional ways of thinking about learning, assessment and educational qualifications are being challenged. Professor Geoff Masters AO discusses the three challenges that a senior secondary school can expect to face.

In her first article for Teacher magazine, Julia Gillard outlines the priorities of the new Education Cannot Wait campaign and calls on Australian educators to lend their expertise to the cause.

It’s important to keep in mind that there are three central uses of data in school education. Professor Geoff Masters AO discusses.

In any given classroom, students are likely to be at very different points in their learning and development. Professor Geoff Masters AO explores why it is important for teachers to be able to track the long-term progress that each student makes.

In his first quarterly column for Teacher, Andreas Schleicher, Director of the OECD's Directorate for Education and Skills explores the long-term consequences of students’ poor performance and how this could lead to further disengagement from school.

School improvement is most likely when an entire school has a shared improvement agenda and is committed to learning how to improve. Professor Geoff Masters AO discusses a five-step improvement cycle.

A willingness to acknowledge and learn from failure is essential for all progress, writes Professor Geoff Masters AO.

There is a well-established way of thinking about schooling. But is there another way? Professor Geoff Masters AO discusses.

One of the biggest challenges we face in improving quality and equity in our schools is to better address the learning needs of the many children who, on entry to school, are at risk of being locked into trajectories of long-term low achievement, writes Professor Geoff Masters AO.

One of the biggest challenges educators face is to find better ways to meet the learning needs of the many students who fall behind in our schools, fail to meet year-level expectations (often year after year) and, as a consequence, become increasingly disengaged, writes Professor Geoff Masters AO.