In this monthly series, we take a look at some further readings available on a particular topic, including open access research papers from various online catalogues. This month’s theme is science education.

In this monthly series, we take a look at some further readings available on a particular topic, including open access research papers from various online catalogues. This month’s theme is digital literacy.

Literacy is a core set of skills that can help students overcome social and economic barriers and underpin success in everyday life. Tanya Vaughan and Susannah Schoeffel share recommendations for the development of good literacy skills among primary students.

Year 10 gifted and talented students at St Matthews Catholic School in regional New South Wales collaborated with academics at the University of Sydney on a research project. In today’s episode we speak with Professor Patrick Brennan and Brooke Colley about how the collaborative nature of this project strengthened students’ STEM skills in areas like data analysis, experimentation and scientific writing.

It’s often asserted that some things can’t be measured, Professor Geoff Masters AO writes in his latest column. But how true is this? And if we can’t measure something, should we stop pretending we can teach or develop it?

'Too often in our schools, the time-bound curriculum does not deliver learning experiences matched to individuals’ present levels of achievement and learning needs,' Professor Geoff Masters AO writes in his latest Teacher column.

Real reform and significant progress in improving the quality and equity of Australian schooling depend on tackling our deepest and most stubborn educational challenges, writes Professor Geoff Masters AO.

It’s a popular idea – educational assessments are either ‘summative’ assessments of learning or ‘formative’ assessments for learning. But just how fundamental is this distinction? And is it truly useful?

Professor Geoff Masters discusses several practices that he would advance are part of the generic ‘essence’ of effective teaching.

Is there a ‘best’ way to establish the levels of knowledge, understanding and skill that students have attained in a subject by the end of Year 12?