In the first of a series of articles on how schools communicate student learning progress, Dr Hilary Hollingsworth and Jonathan Heard examine some of the recent history of reporting in Australian schools and highlight some of the competing forces that have influenced current practices in student reporting.

Do you use ability grouping in your classroom? New research published in the Cambridge Journal of Education suggests this approach may be hindering those in the lower attainment groups because their self-confidence is likely to suffer.

This year’s winner of the $1 million Global Teacher Prize has just been announced. Here we celebrate the achievements of the other nine educators who made the final 10 – selected from more than 30 000 nominations and applications from 173 countries.

An arts and textiles teacher from the UK who learned the basics of 35 different languages to better connect with her students has been named winner of the 2018 Global Teacher Prize. Andria Zafirakou from Alperton Community School received US $1 million for her outstanding contribution.

Today the Teacher team ventures down to Room 3 – the basement archives at the Australian Council for Educational Research – to bring you education quotes from some of our favourite historical titles.

Why is it important to teach algorithmic thinking skills? Is algorithmic thinking the same as coding? Educators Greg Breese and David Shigrov answer these questions and more in today’s Q&A.

In this case study, educators from New South Wales outline the development of a teacher professional learning program, run in tandem with a whole school focus on project-based learning.

When Greg Ashman took on a job at Ballarat Clarendon College, he was immediately impressed by the school’s focus on research. This inspired to him to pursue a PhD in instructional design and led him to his current role as Head of Research at the school. In today’s Q&A, we find out more about the role.

Findings from an evaluation of upper primary and middle school students’ science inquiry skills suggest there is room for improvement in implementing an inquiry-based teaching approach, at least in terms of students’ abilities to undertake scientific inquiry.

In Australia scholarly articles and media reports regularly state that between 30 and 50 per cent of teachers leave the profession within the first five years. But, where do those figures come from and how accurate are they? A study published in the Australian Journal of Education suggests there is no robust Australian evidence and data.