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.

In Australia scholarly articles and media reports regularly state that between 30 and 50 per cent of teachers leave the profession within the first five years. But, where do those figures come from and how accurate are they? A study published in the Australian Journal of Education suggests there is no robust Australian evidence and data.

New research shows that high performing Grade 5-8 students in mathematics and reading exhibit greater self-regulated learning skills than their lower performing counterparts.

If schools want to promote entrepreneurial thinking and action it’s students who need to be in the driver’s seat. That’s one of the findings from a year-long Australian initiative.

The 2017 WISE (World Innovation Summit for Education) Awards were announced overnight. This year’s winners include a mentoring project supporting girls’ education in Tanzania and an accelerated learning program helping out of school children.

Student participation rates in advanced maths and science subjects is declining. In today's podcast, Michael Jennings, an Associate Lecturer at the University of Queensland joins Teacher to discuss his research which explores factors influencing student selection of senior secondary maths subjects.

In our latest reader submission, two supervising teachers and two pre-service teachers who worked together in Semester One 2017 reflect on the elements that helped drive a positive practicum experience for everyone involved.

A new Australian Education Review argues active engagement of Indigenous families and communities is critical to addressing Indigenous education disadvantage.

Educators have gathered on the Gold Coast to share their work on school-based improvement projects, reflecting on the successes and challenges along the way.

You’ve probably heard the claim that you learn better when information is presented in your preferred ‘learning style’. Where did this neuromyth come from? Dr Tanya Vaughan explains.