According to new findings, including students with Down syndrome in mainstream maths lessons in the primary years is achievable, but professional learning for teachers is vital.

‘Too often service is given a polite pat on the back for being “nice” while simultaneously being positioned somewhere to the left of the “serious business of education”. But both research and practice tell a different story.’

Dr Sarah Buckley explores gender differences in maths with research from neuroscience, psychology and education.

Professor Geoff Masters AO and Robert Marshall discuss school improvement, effective assessment and the current grading system.

Collaboration is the key word at this year’s Excellence in Professional Practice Conference, as members of the education community share their stories of school-based improvement projects.

What is differentiated instruction? What are the main challenges for teachers wishing to use it in their classroom? Peter Westwood discusses in this Teacher Q&A.

‘In an applied, investigative, context-based task, much of the learning and achievement of outcomes occurs during the process of undertaking the task.’

A coding club and inviting research scientists to speak to students at lunch times are two of the ways this school is working with its parent community to develop STEM learning.

Teacher speaks to Associate Professor Gerry Redmond about the Australian Child Wellbeing Project, capturing student voice and the importance of focusing on the middle years of schooling.

Why can it be so hard to generate improvement that is sustainable? Robert Marshall discusses.