The process of comparative judgement for schools in the first ever Australian project resulted in student data that provided a writing age and an assigned NAPLAN band. The question for the Year 3/4 Team at Templestowe Heights Primary School was what to do with the information.

How are teachers and school leaders accessing and using research and evidence? What challenges do they face when doing so? And, what enables quality use of research and evidence? Members of the research team for the Monash Q Project join us in today’s episode to explore these questions.

You and your students may have access to lots of technology in your classroom, but are you making the most of it? The Digital Pedagogies Lighthouse Project at St Joseph’s Catholic Primary School has seen staff make the shift from using tech tools for productivity and presentations to embedding them in authentic mathematics learning.

At Tulliallan Primary School in Melbourne, teachers and students have been working with local Indigenous groups to create an immersive Acknowledgement of Country. STEM teacher Nick Pattison shares the story from different perspectives.

In this episode of our Teaching Methods series we talk to Maura Manning, Director of Learning at the Catholic Education Diocese of Parramatta, about the blended learning model at School of Now – what it means for teachers and teaching, the focus on equity of access, and how students are supported in their learning.

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.

The Collaborative and Reflective Practices Program at Brisbane’s Villanova College aims to improve teaching practice by bringing teachers together, to allow them to collaborate and discuss the impact they have on their students, and implement new strategies with the support of their peers.

‘The self-regulation of learning is being increasingly recognised as an important factor when investigating barriers in the transition from secondary to higher education.’ New research from Flinders University suggests self-regulated learning is a valuable tool that could help ease the transition to university for senior secondary students.

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 introduction of the Learning Specialist role, as part of the Victorian Government Schools Agreement 2017, has allowed experienced teachers to support colleagues to improve their practice, while still being able to remain in the classroom. In today’s reader submission, Nicole Kelly, a Learning Specialist at Ararat Primary School in Victoria, shares her experience.