A new paper published in the Australian Journal of Education explores the reasons why many students, especially girls, choose not to study advanced mathematics in Australian secondary schools. Author Dr Helen Law joins Teacher to share her findings.

Discussions and debate around the education of refugee students can often focus on the challenges and difficulties. Finnish researcher Mervi Kaukko has come to Australia to explore the other side of the story – how are teachers helping students to be successful at school?

In this fortnightly series, Teacher takes a closer look at some of the Gonski recommendations and what they might look like in practice. Here, we explore the review panel’s focus on individual student achievement.

The Cathy Freeman Foundation works closely with remote Indigenous communities with the aim of improving student engagement at school. One of the foundation’s programs focuses on improving student attendance and in today’s article, Cathy Freeman and a teacher involved tell us more.

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.

In their new book I’m the Principal, authors Stephen Dinham, Kerry Elliott, Louisa Rennie and Helen Stokes use the Australian Professional Standard for Principals as a framework to consider key aspects and contributors to principal learning, action, influence and identity. In this extract they are exploring what it means to be a principal and the stressors they face.

Animated TV series Little J & Big Cuz, which seeks to support the successful transition from home to school for Indigenous children and their families, has been recognised at the 2018 Logie Awards.

In this fortnightly series, Teacher takes a closer look at some of the Gonski recommendations and highlights existing work by educators to illustrate what they might look like in practice. Here, we explore the use of internal self-reviews and external quality assurance processes for school improvement.

Collecting evidence to become a fully registered teacher is a requirement for teachers in the first years of their career. But what does this evidence actually look like? A new report from the Teacher Registration Board of Western Australia provides a WA perspective.

Participants in a school-based mentoring program, along with the program coordinator, join Teacher for this podcast to explain why partnering students with an adult mentor can encourage a higher level of engagement in school.