Students from two Australian secondary schools have received international recognition for their problem solving skills in the International Mathematical Modeling Challenge (IMMC), which asked them to produce an original mathematical model to solve a real-world problem.

Headteacher of Brimsdown Primary School in the UK, Dani Lang joins Teacher for this School Improvement podcast to talk about her school’s focus on staff wellbeing. Establishing the staff wellbeing team has been one of the factors in helping the school achieve a vast improvement in its Ofsted grade, and it has created a new harmony in the staffroom.

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.

Australian 15-year-olds were asked about their sense of belonging at school for the most recent Programme for International Student Assessment (PISA) study. Here, we look at some of the Australian results and how they compare with other countries.

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.

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.

Associate Professor Lynn Barnett-Morris joins Teacher to discuss her longitudinal study The education of playful boys: class clowns in the classroom. For the last three years she’s been researching Kindergarten-aged children to determine how playfulness in the classroom is viewed by the children themselves, their classmates and their teachers.

The most recent OECD Programme for International Student Assessment (PISA) examines student ability in collaborative problem solving. Today's infographic shows the results from some of the 50+ participating countries.

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.