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.

The evolution of the teacher-controlled learning environment to include more self-directed online education has highlighted the need for students to develop self-regulated learning skills.

Professor Nan Bahr returns to her complete set of 40th anniversary Dr Seuss books to consider the qualities of quality teaching. Part two explores enthusiasm.

In this Q&A, Teacher editor Jo Earp chats to Beth Gilligan, Principal of Dominic College in Tasmania, about her approach to leading and communicating a school improvement agenda.

This secondary school has moved from a one-size-fits-all approach in maths to data-driven, targeted teaching, and it’s paying dividends. Find out more in today’s video.

How often do you provide feedback to students? Now, how often do you ask for it? Student voice is at the heart of a push to build stronger teacher-student relationships at this school.