Teachers play a central role in supporting children who are starting formal schooling for the first time to settle in. University of Wollongong researchers have been studying how early years educators can help smooth the transition from preschool.

When building basic number fluency in children, strategy choice is the key to effective practice, according to Monash University’s Sarah Hopkins. In today’s article Hopkins shares findings from research to suggest what teachers can do to target children’s individual difficulties in developing basic number fluency.

For the last three years school leaders and staff at Jordan River Learning Federation Senior School have been focusing on evidence-based teaching and reflection. It’s included the development of a professional learning approach called CCRP – Connect, Collect, Reflect and Progress.

Online learning environments have been a game changer for Australian distance educators. The technology allows teachers to provide one-to-one support and immediate feedback to students who are struggling with issues such as anxiety, helping to build their confidence and self-esteem and re-engage with learning.

In his latest Teacher video, Greg Whitby speaks to Melanie Brown from Our Lady of Nativity Primary School about the new approach to student leadership and learning that’s been implemented at her New South Wales school, where all Year 6 students have the opportunity to take on a leadership role.

In this case study, staff at a Sydney high school share details of an action learning approach to professional learning and its impact on teachers and students.

Susan Lovett is an Associate Professor in Educational Leadership at the University of Canterbury, New Zealand. In this Q&A, Lovett joins Teacher to discuss what teacher leadership is, and why she believes it is a mistake to attribute school leadership activities only to those residing in formal roles.

In our latest reader submission, two supervising teachers and two pre-service teachers who worked together in Semester One 2017 reflect on the elements that helped drive a positive practicum experience for everyone involved.

In the final instalment of our series on the International Mathematical Modelling Challenge, Ross Turner outlines the mathematical modelling framework and provides some practical advice on approaching the ‘jet lag’ problem set for the 2017 challenge.

Introducing evidence-based programs and interventions is one strategy that can be used by schools to target specific improvements in student outcomes. For this principal, having ongoing support mechanisms for staff is a crucial part of the implementation process.