‘[When] fully embedded and aligned with the Australian Curriculum, AR can be an extraordinary tool for learning, particularly suited to use by primary-aged students.’ Dr Susan O’Donnell and Adrian Rayner give an update on the work of the VR Learning & Design Hub, which has been exploring the benefits of Augmented Reality in the classroom.

In this edition of Researching education: 5 further readings – the series where we take a look at some further readings available on a particular topic, including open access research papers from various online databases – we’re sharing 5 pieces of content on the topic of citizenship and political voice.

In this episode of School Improvement, we’re joined by Angeline Aow and Sadie Hollins, 2 of the authors of Becoming a Totally Inclusive School: A Guide for Teachers and School Leaders. We’ll be talking about what we mean by Total Inclusivity, and exploring the Continuum on Becoming a Totally Inclusive School – a 6 stage framework to help schools and educators move from theory to practice.

Our latest Teacher’s Bookshelf features Becoming a Totally Inclusive School: A Guide for Teachers and School Leaders, written by Angeline Aow, Sadie Hollins and Stephen Whitehead. This exclusive extract shares examples of what it means to be a totally inclusive school – an equitable and just institution – and some of the challenges.

In the final article of a series about a 3-year Australian research project into Problem Based Learning in school-based STEM education, 2 of the teachers who are co-researchers in the project – Melissa Gatt and Frank Fabri – discuss student agency as a necessary condition for meaningful STEM learning.

In the second of 3 articles about research into Problem Based Learning in schools, teachers involved in the project discuss how it has enabled them to reconsider their classroom practice and the conditions necessary for meaningful STEM learning.

'Closely crafting questions, reviewing data, making changes, engaging with open-ended questions were already all part of my daily work in the classroom.’ Dr Jason DeHart discusses the importance of teacher voices in research, and reflects on his own study journey.

In our latest reader submission, Dr Lars Andersson ­– Principal of Richmond High School in Melbourne – shares how his school has worked to establish effective Professional Learning Communities (PLCs). In this first article, he explains the thinking behind introducing the PLCs, and the planning and training phase.

In this series, we take a look at some further readings available on a particular topic, including open access research papers from various online databases, and Teacher archive content you might not have come across yet.

‘[The start of the school year can] mean a challenging transition for those who struggle with stressors about returning to the classroom.’ Dr Tom Brunzell, Director of Education at Victoria’s Berry Street School, discusses lessons learned on student re-engagement and attendance that could be helpful to other schools.