How do you teach students who say, ‘I hate maths’? Through an intensive, self-motivating brain-based program – and with the help of some Lego – as Dr Ragnar Purje explains.

To whet the appetite for next month’s Excellence in Professional Practice Conference, we speak to both keynote speakers – Professor Stephen Dinham and Professor Nan Bahr – and revisit the EPPC archive to share snippets from interviews with previous presenters.

You’ve been to a great workshop, picked up information from a PD session, or read a research paper, but how do take the next step and use what you’ve learned to improve your own practice?

What should LGBTQ-inclusivity look like in the K-12 curriculum? This was one question in a study aimed at better understanding parental views regarding LGBTQ-inclusive education.

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.

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.

Our guest for this first episode of the new series on Behaviour Management is Dr Bill Rogers. He shares his expertise on effective teaching, stress management, colleague support and teacher welfare.

'Targeted teaching is characterised by an unrelenting focus on "big ideas", without which students’ progress in mathematics will be seriously impacted.' Professor Di Siemon discusses how targeted teaching in relation to six ‘big ideas’ in number can lift student achievement in mathematics.

Student disengagement in the classroom is widespread, according to a new Grattan Institute report. We sat down with the report’s co-author Julie Sonnemann to discuss the four school level recommendations that came out of this research.

Having a strong school professional learning community benefits students and teachers alike, but how do you go about building one?