How can educators teach and assess the General Capabilities – skills like critical thinking, creative thinking, collaboration, and problem solving? In today’s podcast, Dr Claire Scoular discusses an assessment framework she’s developed for measuring and monitoring these skills in the classroom.

Dr Karen Peel from the University of Southern Queensland shares findings from her new research that explores teaching for self-regulated learning, and shares her decision-making matrix informing a self-regulatory approach to classroom behaviour management.

In this special end of year episode, we take a trip down memory lane and select some of our favourite Teacher podcast moments from 2018.

In the third article in a series related to ACER’s Communication Student Learning Progress project, Dr Hilary Hollingsworth and Jonathan Heard highlight some of the observations that they’ve made in their early analysis of teacher comments on school reports.

In this episode of Global Education, a high school student from Indonesia sat down with Teacher to give a snapshot of Mathematics education at their school.

In this episode of The Research Files, we speak to Helen Egeberg about her latest research on what students believe to be effective classroom management, and what classroom teachers can take away from her findings.

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 an earlier Teacher article, Leanne Lester and Donna Cross discuss the need for schools to carry out regular reviews of pastoral care policies, program and practices. Here, they look in greater depth at Stage 2 – reviewing staff wellbeing.

In this fortnightly series, Teacher takes a closer look at some of the Gonski recommendations and highlights existing work by educators and schools to illustrate what they might look like in practice.

Do you use ability grouping in your classroom? New research published in the Cambridge Journal of Education suggests this approach may be hindering those in the lower attainment groups because their self-confidence is likely to suffer.