‘[When] fully embedded and aligned with the Australian Curriculum, AR can be an extraordinary tool for learning, particularly suited to use by primary-aged students.’ Dr Susan O’Donnell and Adrian Rayner give an update on the work of the VR Learning & Design Hub, which has been exploring the benefits of Augmented Reality in the classroom.

A new research paper, Creative self-beliefs among children and adolescents, published in the Australian Journal of Education, seeks to understand more about young people’s confidence in their creative abilities, as well as their beliefs about whether these abilities are fixed or malleable.

School Assembly is the podcast that explores what it takes to build a new school from the ground up. In Series 1 we’re following Principal Dr Ray Boyd and Associate Principal Rachael Lehr at Dayton Primary School in Western Australia. In our series final we reflect on the events of the last 18 months – including achievements, anxieties and imposter syndrome – and look to the future.

Recruiting career changers into teaching has become a strategy to address teacher shortages in hard-to-staff schools. In today’s article we speak to Dr Babak Dadvand from La Trobe University about his research that aims to provide a more nuanced understanding of how career change teachers navigate challenges in these schools in the early years of switching to the profession.

In this episode of School Improvement, we’re joined by Angeline Aow and Sadie Hollins, 2 of the authors of Becoming a Totally Inclusive School: A Guide for Teachers and School Leaders. We’ll be talking about what we mean by Total Inclusivity, and exploring the Continuum on Becoming a Totally Inclusive School – a 6 stage framework to help schools and educators move from theory to practice.

In the final article of a series about a 3-year Australian research project into Problem Based Learning in school-based STEM education, 2 of the teachers who are co-researchers in the project – Melissa Gatt and Frank Fabri – discuss student agency as a necessary condition for meaningful STEM learning.

In the second of 3 articles about research into Problem Based Learning in schools, teachers involved in the project discuss how it has enabled them to reconsider their classroom practice and the conditions necessary for meaningful STEM learning.

As an educator, finding the time to discuss matters you are finding challenging with colleagues, to seek advice and reflect on your practice, might seem impossible. In this episode, we’re joined by Dr Anne Southall and Associate Professor Fiona Gardner to hear about their development of a reflective circles education model.

In the first of 3 articles about a new Australian project researching Problem Based Learning in schools, Associate Professor Kathy Smith and Dr Jennifer Mansfield discuss the role of teachers as co-researchers and share educator insights on 4 key aspects of the experience.

‘Schools everywhere face ongoing challenges in better preparing young people for their future and ensuring that every student learns successfully and meets high expectations.’ Professor Geoff Masters AO argues addressing these challenges will require fundamental reform of the framework within which schools operate.