In this extract from her new book, 100 Acting Exercises for 8-18 year olds, Samantha Marsden shares practical exercises that allow students to shine in front of their classmates.

New research in New Zealand has shed light on the benefits of long-term integration of game-based learning practices in primary and secondary classes. Senior Researcher Rachel Bolstad shares more.

Determined to lift the literacy and numeracy results of students at her school, special education teacher Jessica Colleu Terradas and her colleagues developed an intensive, individual instruction program for lower performing students.

Primary school principal Lorraine Evans believes every child can learn – maybe not at the same pace or in the same way, but everyone can learn. Here, she explains how this attitude to learning led to a dramatic turnaround in student results.

Associate Professor Philip Riley discusses the latest results from the Principal Health and Wellbeing Survey, and the impact that long work hours are having on principals’ wellbeing, their family life and their ability to maintain a healthy lifestyle.

Here at Teacher, we’re always hearing from educators who are keen to contribute to the magazine and share their stories. So, in this episode we share some of the reader contributions we’ve published on Teacher this month.

Through an instructional scaffolding model, today’s article explores the importance of students taking responsibility for their learning and provides a practical framework for cultivating student independency and interdependency in the learning process.

Principal Gail Smith discusses how co-teaching has improved outcomes for students at her school, how trusting co-teacher relationships are maintained and some possible hurdles to adopting the process.

In today’s reader submission, Dr Kevin F. McGrath and Dr Penny Van Bergen discuss their new research which seeks to better understand how teachers build close relationships with disruptive students.

Teacher Staffroom is an opportunity to change the pace a little, and really take some time out with your colleagues to discuss what implications the content we’ve covered recently could have for your own school setting.