Acceleration

‘The underachievement of gifted and high-achieving students is, in part, propagated by the dangerous myth that they will succeed regardless.’ In this reader submission, Gifted and Talented Coordinator Michelle Lucas looks at some of the misconceptions.

One-to-one and small-group tutoring have emerged as a catch-up strategy for schools to address student learning gaps as a result of the COVID-19 pandemic, with government funded programs announced here in Australia and overseas. Dr Pauline Ho and Dr Tanya Vaughan look at the evidence and give five key takeaways for school leaders and teachers.

The International Mathematical Modeling Challenge asks students to work collaboratively on a mathematical task related to the real world. Here, Ross Turner, who leads Australia’s involvement in the challenge, describes this year’s task.

An international mathematical modelling competition, open to secondary students in Australia, has seen senior secondary students work collaboratively on a complex, real-world mathematics problem. Here, we speak to two teachers who guided students through the competition.

New research suggests that hands-on science mentor programs can be beneficial for high achieving senior secondary students in rural areas. In our latest reader submission, Louise Puslednik details the study findings.

The Netherlands is one of PISA’s consistent top performers and is often recognised internationally as an example of educational success and a front-runner in supporting struggling learners. Here, we take a look at a project that’s focused on extending gifted learners in the Netherlands.

When seeking ways to improve students’ academic outcomes, sometimes teachers and school leaders fail to ask for input from those who can offer perhaps the most important perspective – the students themselves.

Dr John Munro joins Teacher to discuss gifted learners – in particular, how to identify these learners, how to understand their learning needs and how to encourage them to reach their potential in the classroom and beyond.

New research examines the career decision-making process of gifted students from low socioeconomic backgrounds for the first time. The lead author of the report explains the significance of the research findings and the implications for educators.

Determined to lift the literacy and numeracy results of students at her school, special education teacher Jessica Colleu Terradas and her colleagues developed an intensive, individual instruction program for lower performing students.