Refurbishing existing school buildings can be a great way to breathe new life into ageing building stock that is no longer fit for purpose. Architect Chad Brown shares how his team went about refurbishing a Brisbane school library, and how other schools can transform own spaces.

Australia’s Chief Scientist Dr Alan Finkel joins Teacher to discuss his latest report which outlines why partnering schools with STEM industry experts is so beneficial.

In this fortnightly series, Teacher takes a closer look at some of the Gonski recommendations and highlights existing work by educators and schools to illustrate what they might look like in practice. Here we explore effective induction practices for early career teachers.

How can we teach and assess general capabilities such as critical thinking, creativity, collaboration and research skills? Dr Claire Scoular and Jonathan Heard share details of a research project aiming to develop practical tools for use in the classroom.

Adolescence presents developmental challenges across the social, physical, and emotional dimensions of the lives of young people. Professor Nan Bahr uses contemporary research to guide teachers in their support for a stronger and more positive transition through the murky adolescent years.

In this program, a group of experienced primary school teachers have become practitioner researchers, focusing on strengthening their practice and improving outcomes for students. Program facilitators Dr Hilary Emery and Dr Neil Saunders share their experience of working with these teachers.

Staff at a school in a bushfire-sensitive area have teamed up with their local fire service to deliver a project encouraging students to find new ways to prepare for a natural disaster. Here, we speak to the Assistant Principal about the success of the program.

Students who have parents deployed to a war zone are more vulnerable to a range of psychological, emotional and social issues. A new report published in the Australian Journal of Education looks at the processes employed by schools to support these children.

Can being confused actually be a beneficial part of the learning process? And in what ways can teachers allow for more uncertainty in their classrooms? These are questions being explored by researchers at the Science of Learning Research Centre.

Teachers are often encouraged to take up opportunities to mark external exams or tests. There is extra money to be earned, but they are also often told that it is good professional development. But what do people mean when they say that, and what parts of your professional practice does marking help to develop?