Teachers are often encouraged to take up opportunities to mark external exams or tests. There is extra money to be earned, but they are also often told that it is good professional development. But what do people mean when they say that, and what parts of your professional practice does marking help to develop?

In the first of a series of articles on how schools communicate student learning progress, Dr Hilary Hollingsworth and Jonathan Heard examine some of the recent history of reporting in Australian schools and highlight some of the competing forces that have influenced current practices in student reporting.

Research shows that in Australia the most advanced 10 per cent of students in a year level are about five to six years ahead of the least advanced 10 per cent. This infographic shows approximate distributions of students in NAPLAN Reading.

In today’s Q&A, we speak to Deanne Plaza (Science and Maths teacher at Craigslea State High School, Queensland) about a collaborative action research project to integrate ICT resources into senior biology classes.

A new research-based practice guide, released today by beyondblue, seeks to provide teachers, families and other professionals with everyday strategies to build resilience in young people and teach them to think positively.

In Australia scholarly articles and media reports regularly state that between 30 and 50 per cent of teachers leave the profession within the first five years. But, where do those figures come from and how accurate are they? A study published in the Australian Journal of Education suggests there is no robust Australian evidence and data.

Australian students’ positive attitudes towards civic information, ideas and action, Indigenous cultures, and diversity have increased further according to new National Assessment Program – Civics and Citizenship (NAP-CC) data, released today.

In his latest Teacher video Greg Whitby speaks to Candice Ferey, a teacher from St Columba’s Catholic College in Springwood about how her school is using data to monitor student growth.

Teenage students in Singapore have once again outperformed their peers around the world in PISA testing, this time in an assessment of collaborative problem solving.

Research has highlighted the importance of providing ongoing opportunities for children to read aloud in class to teachers and friends, and at home to parents, siblings and even pets.