In the first of two articles, New South Wales Science and Maths teacher Michelle Lucas shares an approach she’s developed to drive student agency and improve learning skills.

An animated TV series designed to smooth the transition to school for Indigenous children is proving to be a valuable resource for social emotional learning for all at a school in South Australia.

In the latest cycle of the OECD’s Teaching and Learning International Survey (TALIS 2018), participants were asked about their use of a range of teaching practices. Today’s infographic looks at the results for practices associated with cognitive activation.

In today’s reader submission, Dr John Langrehr discusses how teachers can develop student mindsets for ‘3C thinking’ and shares examples of questions and statements you can use in the classroom.

In today’s Q&A, Professor Geoff Masters AO discusses this year’s Research Conference theme and some of the fundamental questions that will help to shape the conference program.

Through an instructional scaffolding model, today’s article explores the importance of students taking responsibility for their learning and provides a practical framework for cultivating student independency and interdependency in the learning process.

Principal Gail Smith discusses how co-teaching has improved outcomes for students at her school, how trusting co-teacher relationships are maintained and some possible hurdles to adopting the process.

A new study by the LEGO Foundation explores how children can learn through play beyond the early years, in order to develop a holistic set of skills along with academic knowledge, to thrive and succeed in a rapidly changing world.

Researchers from the University of the Sunshine Coast have been working with staff at a Queensland high school to ensure student voice is an integral part in the development of student leadership programs.

In today’s reader submission, teacher educators Dr Dawn Castagno-Dysart and Dr Bryan Matera consider the importance of learner persistence and the role of both teacher and student in the ‘productive struggle’.