‘Consider any Arts or Science concept and try to find no link between the two.’ David Roy discusses how the Arts can help develop a creative mindset within STEM learning.

A recent OECD study analysed the education outcomes of Indigenous students in Canada, New Zealand and Australia. In today's article, we take a look at some of the promising school practices identified.

The new book Driving school improvement: A practical guide is designed to support school leaders in meeting their improvement challenges. In this exclusive extract for Teacher readers, authors Pamela Macklin and Vic Zbar explore the four preconditions for whole-school improvement.

Parents, grandparents and guardians want more support from teachers and schools when it comes to helping their children develop social and life skills, such as how to behave in public, according to an Australian study.

Analysis of Year 3, 5 and 7 numeracy and reading test data across almost 3000 Australian schools show ‘single-sex schools on average provide no better value-add over time than coeducational schools’.

'To be truly inclusive is challenging but is also easily undertaken with thought and sometimes a re-positioning of default language and practice.' David Roy, Lecturer in Education and Creative Arts discusses the keys to inclusive practices in the classroom.

Yesterday we brought you news of the 2017 WISE Award winners. Here we take a look at the remaining nine finalists, including a collaborative learning model aimed at increasing teacher motivation and professionalism in India and Uganda.

The 2017 WISE (World Innovation Summit for Education) Awards were announced overnight. This year’s winners include a mentoring project supporting girls’ education in Tanzania and an accelerated learning program helping out of school children.

In the first of a three-part series, Victorian educator Fiona Matthews shares her experiences in implementing the new Digital Technologies Curriculum, including how staff underwent the planning process and some of the initial challenges they identified.

Today’s reader submission is by Sir Jim Rose, author of the influential 2006 UK report The Independent review of the teaching of early reading, which led to the adoption of mandatory teaching of systematic synthetic phonics in English primary schools. Here, he discusses ‘the simple view of reading’ and its implications.