The emerging definition of ‘student voice’ involves young people in a true partnership with adults, so they can influence what happens to them in school, and become meaningfully involved in their own learning. In today’s article Roger Holdsworth from the Youth Research Centre at The University of Melbourne discusses how the definition has evolved since it first emerged in the 1980s.

In order to better respond to the learning needs of students, Emmaus Christian School in Canberra has moved to a new model of classroom integration for Teaching Assistants. Here, Luke Willsmore, Dr Tanya Vaughan and Susannah Schoeffel discuss the new way of working and the research that informed the change process.

With Indigenous Literacy Day coming up, in this edition of Researching Education: Five further readings, we’re bringing you five resources that relate to Indigenous literacy.

The International Mathematical Modeling Challenge asks students to work collaboratively on a mathematical task related to the real world. Here, Ross Turner, who leads Australia’s involvement in the challenge, describes this year’s task.

In this monthly series, we take a look at some further readings available on a particular topic, including open access research papers from various online catalogues. This month’s theme is digital literacy.

As educators in Australia return to face-to-face teaching, and schools around the world grapple with new ways of working to provide continuing support to students during the pandemic restrictions, readers have been getting in touch to share what’s been happening in their own context.

‘A quality education always starts with a great teacher’. In her final column of the year, Julia Gillard shares details of some of the programs aimed at improving the recruitment, training and support of teachers in developing nations.

Much discussion of evidence-based teaching is based on a narrow definition that would benefit from a broader recognition of the role of evidence in teaching and learning, Professor Geoff Masters AO writes in his latest Teacher column.

In his new Teacher column, OECD Director of Education and Skills Andreas Schleicher outlines several strategies for elevating the teaching profession, including strengthening professional autonomy, trust and the collaborative culture.

It’s a popular idea – educational assessments are either ‘summative’ assessments of learning or ‘formative’ assessments for learning. But just how fundamental is this distinction? And is it truly useful?