You’ve probably heard the claim that you learn better when information is presented in your preferred ‘learning style’. Where did this neuromyth come from? Dr Tanya Vaughan explains.

What is your personal challenge for 2017? What is your organisation’s challenge? Here, we take a look at some significant events that you could use to shape your lesson plans.

A new report from Stanford University has found that young people experience difficulties when it comes to evaluating information they find online. Teacher chats with the study's co-author Sarah McGrew.

Once a fortnight Teacher ventures down to Room 3 – the basement library archives at the Australian Council for Educational Research – to bring you education quotes from yesteryear.

As Kew High School’s first STEM Captain, this student is on a mission to promote the benefits of opting to continue with STEM in secondary school and beyond.

Last year Christine Cawsey and Dr Tony Loughland discussed five key questions around observing a class and giving feedback. Today, they return to the final three questions.

Linking pre-service and classroom practitioners with experts in the real world has led to the development of resources to support maths and science teachers in Australian schools.

In our latest reader submission, Principal Christine Cawsey AM and Dr Tony Loughland of UNSW discuss key questions around observing a class and giving instructive feedback.

A Queensland study has found that fractions are not only difficult for students to learn, but also difficult for teachers to teach. Teacher editor Jo Earp explores the research to discover why people find fractions so challenging, and why having a clear understanding of basic (and complex) concepts is important for students.

In this episode of our Global Education podcast series, we speak to Education Endowment Foundation Senior Research Dr Jonathan Sharples about the UK’s Research Schools Network.