Is it time to rethink the traditional end of semester report card? In the final part of a series on ACER’s Communicating Student Learning Progress project, Dr Hilary Hollingsworth and Jonathan Heard share findings from the three-year study.

Research from the University of Newcastle has shed light on how young people come up with answers to the question ‘what do you want to be when you grow up?’ and the implications for educators.

Developing targeted programs to meet individual learning needs includes making the best use of staff expertise, and working closely with parents. EAL Support and Intervention Leader Kate Plant shares her school’s approach.

How can schools best work with parents to support students and improve their learning? Dr Tanya Vaughan and Susannah Schoeffel explore two evidence-based recommendations from a new guidance report for Australian practitioners, and share practical examples of action.

The Executive Principal of Hillvue Public School implemented multiple school improvement initiatives to improve student engagement at the school. In this article, he shares some successful strategies he implemented.

New research is uncovering how girls’ participation in sport is proving to be a lot lower than boys. In this video, we take a look at how girls’ confidence in sport, and other aspects of schooling, differs to boys’ confidence.

Dr Karen Peel from the University of Southern Queensland shares findings from her new research that explores teaching for self-regulated learning, and shares her decision-making matrix informing a self-regulatory approach to classroom behaviour management.

Dr Lotem Perry Hazan from the University of Haifa in Israel joins Teacher to discuss her study of lower primary school students, aged seven to 10, and their perceptions of due process in schools’ disciplinary procedures.

Dr Jacqueline D’warte from Western Sydney University has been researching multilingualism in schools by actively involving teachers and students as co-researchers. Here, she shares their findings.

New research proposes that schools look to the principles of Universal Design for Learning when planning their transition programs for students entering secondary school. In today’s article we speak to lead author of the report, Associate Professor Dianne Chambers.