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.

In this episode of The Research Files, we speak to Adjunct Professor of Curriculum and Pedagogy at James Cook University, Brian Lewthwaite. He's the lead author of a research project exploring the perspectives of Indigenous Australians on effective teaching practice and he joins us to talk about phase one of this study.

In today’s Behaviour Management podcast we talk to Dr Anna Sullivan from the University of South Australia. Here, she shares her insights into what it means to enact respectful, school-wide behaviour policies and the role of school leaders in doing so.

The best schools of all types know their students as learners and as people, according to Professor Stephen Dinham. In today’s video, he also discusses why students essentially want teachers who care and are fair.

In today's Q&A, Dr Sue O’Neill from the School of Education at UNSW Sydney discusses the theory to practice gaps in behaviour management for preservice, beginning, and experienced teachers.

Nan Bahr delivered the closing keynote address at last month’s EPPC. We share highlights from that keynote, titled ‘Personal attributes: Developing the hidden qualities in quality teaching’.

Dr Jasmine Green and Professor Andrew Martin explore adolescent motivation and engagement using personal best goal-setting and values driven action.

While the infant simulator-based Virtual Infant Parenting (VIP) programme is aimed at helping to reduce teenage pregnancy, research published in The Lancet has found it is having the opposite effect. Teacher chats to the study’s lead author Dr Sally Brinkman.

Recent research suggests that school connectedness is every bit as important for students on the autism spectrum as for other students.