Findings from an evaluation of upper primary and middle school students’ science inquiry skills suggest there is room for improvement in implementing an inquiry-based teaching approach, at least in terms of students’ abilities to undertake scientific inquiry.

New research has found learning in nature has a significant positive impact on engagement back in the classroom, with educators able to teach for almost twice as long without having to pause and redirect students’ attention.

During her keynote address at the ACER’s Research Conference, Distinguished Professor Viviane Robinson said, ‘If a problem has persisted in your area of responsibility, then you, by definition, are part of the problem.’ Afterwards, she sat down with Jo Earp to discuss this further.

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.

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.

In this case study, educators at Queensland’s Bribie Island State School share details of a distributive leadership model that not only builds teacher leadership capacity but also increases community voice.

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.

Following her keynote address at ACER’s Research Conference 2017 in Melbourne, Distinguished Professor Viviane Robinson sat down with Teacher editor Jo Earp to discuss ways in which educational leaders can go about discussing issues or problems that arise in the workplace.

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.

Today’s reader submission is by Sir Jim Rose, author of the influential 2006 UK report The Independent review of the teaching of early reading, which led to the adoption of mandatory teaching of systematic synthetic phonics in English primary schools. Here, he discusses ‘the simple view of reading’ and its implications.