Student disengagement in the classroom is widespread, according to a new Grattan Institute report. We sat down with the report’s co-author Julie Sonnemann to discuss the four school level recommendations that came out of this research.

Having a strong school professional learning community benefits students and teachers alike, but how do you go about building one?

At Kadina Memorial School, on South Australia’s Yorke Peninsula, everyone going into a new role is given a mentor – from new graduates who are just joining, to experienced practitioners.

Last year Christine Cawsey and Dr Tony Loughland discussed five key questions around observing a class and giving feedback. Today, they return to the final three questions.

She’s been called a ‘true rockstar teacher’ – geoscientist Suzy Urbaniak has planned and led 45 Australian and international field trips. Here, she shares her tips in a Q&A with Teacher editor Jo Earp.

In our latest reader submission, Principal Christine Cawsey AM and Dr Tony Loughland of UNSW discuss key questions around observing a class and giving instructive feedback.

Professor Lyn English chats to Teacher editor Jo Earp about the Engineering Design Process learning framework, the steps involved in the process, and the role of the teacher in scaffolding learning.

In this Q&A, Teacher editor Jo Earp chats to Beth Gilligan, Principal of Dominic College in Tasmania, about her approach to leading and communicating a school improvement agenda.

How often do you provide feedback to students? Now, how often do you ask for it? Student voice is at the heart of a push to build stronger teacher-student relationships at this school.

The OECD Teaching and Learning International Survey (TALIS) 2013 asked lower secondary education teachers about the distribution of class time during the average lesson. So, how much time is actually spent on teaching and learning? Find out in this Teacher infographic.