In this episode in our Action Research series, we hear from Sarah Durack, a secondary Science and Mathematics teacher based in Sydney. Sarah shares her experience of combining researching part-time with a full-time teaching job, and shares some of the findings from her study on school to university transition.

Last month, Holly Millican (a familiar face on Teacher’s YouTube channel) received an Early Career Teacher award. In this article, we find out about the initiatives Millican has been involved in at her school to increase student engagement in learning, which has seen her be recognised nationally.

In this episode, we’re joined by two international guests ahead of their presentation at ACER’s Research Conference 2022, Louisa Rosenheck from Kahoot! and YJ Kim from the University of Wisconsin-Madison. They share what playful assessment is, and how teachers can embed this practice in the classroom.

ACER’s annual Research Conference kicks off in 2 weeks’ time and this year, Dr Diane DeBacker from the University of Kansas will be delivering the Karmel Oration Keynote, titled ‘Making learning visible: Moving from nouns to verbs’. Here, Dr DeBacker gives Teacher readers a glimpse of what she will be speaking about, and outlines the current state of competency-based education internationally.

Research shows that pragmatic and evidence-based consent education in schools can have both immediate and lasting effects in reducing gender-based violence. In this article, we outline 5 further readings which explore consent education in Australia.

There are 7 General Capabilities (GCs) in the Australian Curriculum – so, how are teachers implementing them in the classroom? A new research study offers some insights. We find out more from Chief Investigator Dr Don Carter.

In this episode in our School Improvement series, we hear from Dr Jason Zagami from Griffith University, who shares some of the current challenges and opportunities of computer education in Australian schools, and how teachers can better prepare for future technological advances.

‘When you’re in a bush kinder, there are no gendered materials. Everything that’s there is for anybody to play with.’ Recent findings from a Deakin University study reveal that bush kinders can build children’s early confidence and skill development in STEM, especially for young girls.

New research has shown that while the use of immersive virtual reality (IVR) increases student enjoyment and presence in a task, when used on its own it does not improve procedural or declarative knowledge when compared to the more traditional learning activity of watching a video.

‘There is not a set seating plan. Students choose where to sit according to the task, their learning needs and preferences at any point in time.’ In this reader submission, teachers Heath Henwood and Emily Hales share how they transformed a Year 6 classroom from the traditional rows of desk layout to flexible seating.