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.

Dr Kevin Anthony Perry talks to Teacher magazine about a collaborative research project exploring classroom wellbeing in Denmark.

The phrase ‘cross-curricular’ is often referred to in schools. David Roy, a Lecturer in Education and Creative Arts, explores why it’s important and how it can be implemented.

How does Shanghai do it? A new report from the World Bank says great teachers are one reason the city has topped the last two rounds of international testing for 15-year-olds.

When the school leaders at this college set out to develop and extend teaching expertise, they turned to students as the key collaborators.