Teacher takes a sneak peek at Professor Stephen Dinham’s new book Leading Learning and Teaching. This extract explores the impact of leadership on student outcomes.

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.

Associate Professor Jane Mitchell, Associate Professor Sara Murray and Jeffrey Larsen share a feedback strategy to encourage students to make a consistent effort in mathematics class, and to help them see a connection between their effort and achievement.

How one school responded to local census data highlighting a need to support early childhood development in the area of physical health and wellbeing.

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.

An initiative to increase the number of Aboriginal and Torres Strait Islander teachers should have its funding extended so that a more targeted approach can be developed in the future, according to an evaluation panel.

Teaching reading through a synthetic phonics programme has long-term benefits for children from poorer backgrounds, a large-scale study has found.

‘In an applied, investigative, context-based task, much of the learning and achievement of outcomes occurs during the process of undertaking the task.’

Why can it be so hard to generate improvement that is sustainable? Robert Marshall discusses.

Teacher expectations and morale have a role to play in tackling low student performance.