Collaborative learning can be an effective classroom tool, but it can also have a powerful impact in the staffroom. Teachers at Craigslea State High School in Brisbane are using Peer Learning Groups (PLGs) to improve their own practice and student outcomes.

Professor Sue Walker joins Teacher to discuss the findings of a new study that suggests girls start school with more 'self-regulation' skills – things like paying attention, staying on task and working independently.

In the second of two articles, Dr Tim Patston shares examples of how it’s possible to teach in more creative ways while still meeting curriculum requirements.

Dr Tim Patston discusses why his school introduced a Creative Education approach to teaching and learning, and outlines the process taken to develop the framework.

How can educators help to enhance students’ scientific literacy? A museum-based creative science education program may offer some answers.

In this extract from Early Childhood Playgrounds: Planning an outside learning environment, Prue Walsh discusses why outside play is important for children with special needs.

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.