Researchers from the University of the Sunshine Coast have been working with staff at a Queensland high school to ensure student voice is an integral part in the development of student leadership programs.

In this Q&A, a secondary school Mathematics teacher from Shanghai sits down with Teacher to give a snapshot of Mathematics education at their school.

At Kilvington Grammar in Melbourne’s south-east, Growth Mindset is embedded throughout the school – in lessons, extra-curricular opportunities, student-teacher interactions and within the learning intentions for lessons themselves.

To explore the nature of quality induction and mentoring practices and develop cases of ‘good practice’, the Teachers Registration Board of South Australia conducted a research project. In today’s article Research Analyst Debra Panizzon shares some of the findings.

The Teacher team is on the road this week at the ACER Research Conference 2018 in Sydney. In this special podcast episode, we share highlights from the ‘In Conversation’ session on evidence-based teaching practices between Laureate Professor John Hattie and ACER CEO Professor Geoff Masters AO.

This year’s International Mathematical Modeling Challenge (IMMC) required students to measure and choose the ‘best hospital’. Here, Ross Turner explores how teams from Australia approached the task.

Teacher magazine celebrates its 100th podcast by taking a closer look at some of our audio highlights over the last four years. Stay tuned for more from John Fleming, Dr Bill Rogers, and more.

In today’s Q&A we speak to three teachers from Fairholme College in Queensland about how they’ve been using real world scenarios and a team teaching approach to STEAM learning.

Students from two Australian secondary schools have received international recognition for their problem solving skills in the International Mathematical Modeling Challenge (IMMC), which asked them to produce an original mathematical model to solve a real-world problem.

When two senior Music teachers saw a need to improve the quality of student’s home practice of chosen instruments, they implemented a strategy of solitary, deliberate music practice. In consultation with the school’s Master Teacher, they developed a model aimed at improving student learning outcomes.