In 2017, Parklands Christian College in Brisbane launched a new elective for Year 10s called STEM Studies. In this first instalment of a three-part series, Kristie Schulz – Lead Teacher of Mathematics and Science – explains how the journey began.

A new research-based practice guide, released today by beyondblue, seeks to provide teachers, families and other professionals with everyday strategies to build resilience in young people and teach them to think positively.

During her keynote address at the ACER’s Research Conference, Distinguished Professor Viviane Robinson said, ‘If a problem has persisted in your area of responsibility, then you, by definition, are part of the problem.’ Afterwards, she sat down with Jo Earp to discuss this further.

These high school educators have developed an intervention program for disengaged male students that mixes weekly lessons with intensive physical training sessions and challenges.

Australian students’ positive attitudes towards civic information, ideas and action, Indigenous cultures, and diversity have increased further according to new National Assessment Program – Civics and Citizenship (NAP-CC) data, released today.

In today's video infographic, we share a sample of our favourite quotes from Teacher magazine articles, podcasts and videos in 2017.

In this case study, educators at Queensland’s Bribie Island State School share details of a distributive leadership model that not only builds teacher leadership capacity but also increases community voice.

A key initiative of the Science of Learning Research Centre (SLRC) in 2017 has been the establishment of the SLRC Partner Schools project, involving six schools in south-east Queensland, grouped in two networked clusters.

A new report from the Australian Institute for Teaching and School Leadership includes data on the experiences and attitudes of early career teachers about their induction in schools.

Western Australia’s Butler College has created a culture of continuous learning and development for all of its staff. This long-term, whole-school approach focusses on improving the skills and capacity of all staff (including non-teaching staff) through various means, including action learning projects and peer-to-peer support and coaching.