When two senior Music teachers saw a need to improve the quality of student’s home practice of chosen instruments, they implemented a strategy of solitary, deliberate music practice. In consultation with the school’s Master Teacher, they developed a model aimed at improving student learning outcomes.

New research shows that high performing Grade 5-8 students in mathematics and reading exhibit greater self-regulated learning skills than their lower performing counterparts.

Three Australian teachers have just been named in the top 50 finalists for the Varkey Foundation Global Teacher Prize for 2018. Who made the shortlist for the US $1 million prize? Find out in today’s article.

Australian students’ positive attitudes towards civic information, ideas and action, Indigenous cultures, and diversity have increased further according to new National Assessment Program – Civics and Citizenship (NAP-CC) data, released today.

A key initiative of the Science of Learning Research Centre (SLRC) in 2017 has been the establishment of the SLRC Partner Schools project, involving six schools in south-east Queensland, grouped in two networked clusters.

In today’s podcast special we speak with Neil Bramsen and Brett McKay who were named winners of the Prime Minister’s Prize for Excellence in Science Teaching – one for primary and one for secondary.

The second cycle of the International Civic and Citizenship Education Study has recorded an increase in student support of gender equality and equal opportunities for all ethnic and racial groups.

The ARIA Awards are the Australian music industry’s big night and this year, for the first time, four school educators are battling it out to become ARIA Music Teacher Of The Year. We caught up with the nominees to find out more about their work and approach in the classroom.

In the final instalment of our three-part series on curriculum implementation, Victorian educator Fiona Matthews reflects on the lessons learned throughout the process and offers advice.

Analysis of Year 3, 5 and 7 numeracy and reading test data across almost 3000 Australian schools show ‘single-sex schools on average provide no better value-add over time than coeducational schools’.