EPPC

To be successful in their learning, students need to understand the language of the curriculum – not only to comprehend what’s being said, but also what’s being asked of them.

To whet the appetite for next month’s Excellence in Professional Practice Conference, we speak to both keynote speakers – Professor Stephen Dinham and Professor Nan Bahr – and revisit the EPPC archive to share snippets from interviews with previous presenters.

You’ve been to a great workshop, picked up information from a PD session, or read a research paper, but how do take the next step and use what you’ve learned to improve your own practice?

Could some of the strategies being used as a way to get more students into STEM learning actually be making the gap wider? That’s what one teacher found on a study trip to the US.

In part two of our Q&A with educator Renata Grudic, we find out about the tools and strategies being used to help teachers at Sydney’s Northern Beaches Secondary College (NBSC) build their resilience and wellbeing.

In the first of a two-part Q&A, this New South Wales educator shares what prompted her school's focus on teacher welfare and how they are delivering evidence-based professional development.

How often do you provide feedback to students? Now, how often do you ask for it? Student voice is at the heart of a push to build stronger teacher-student relationships at this school.

Three years ago, Nikki Urlich and her colleagues redesigned the teaching and learning of maths at their New Zealand school. The ‘Modern Maths’ program brings together 120 learners and a team of four teachers in an innovative learning environment.

Teacher magazine asks three presenters at this year’s Excellence in Professional Practice Conference to share their advice for educators looking to undertake action research in a school setting.

Dr Kevin Anthony Perry talks to Teacher magazine about a collaborative research project exploring classroom wellbeing in Denmark.