Columnists articles

Students begin each school year at very different stages in their learning and development. Nevertheless, every student should be expected to make excellent progress in their learning regardless of their starting point, Professor Geoff Masters AO writes.

Andreas Schleicher says the road to education technology reform is littered with good ideas that are poorly executed, and explains why educators need to be involved in innovation.

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.