What challenges do teachers face when delivering inclusive education? How could we begin to address this? In the first of two articles on the topic, Dr Erin Leif, Dr Laura Alfrey and Dr Christine Grove from Monash University explore these questions.
A series of consultations undertaken by the Commissioner for Children and Young People in Tasmania has identified that young people in Tasmania believe a more responsive education system would improve their overall wellbeing, and further, what they think specifically needs to be improved.
The 12 finalists for the annual WISE Awards have been announced, with organisations across the world being recognised for tackling a pressing education need in their communities in innovative ways. Here, we share some of the finalists working to meet the needs of students in K-12.
Each year the World Innovation Summit for Education (WISE) Awards put a spotlight on programs that are addressing challenges in education across the globe. Here, we look at some of the initiatives recognised in the 2019 awards.
Primary school principal Lorraine Evans believes every child can learn – maybe not at the same pace or in the same way, but everyone can learn. Here, she explains how this attitude to learning led to a dramatic turnaround in student results.
At Warrigal Road State School in Brisbane, the focus on inquiry learning in Science was an identified area of improvement. Lead Science teacher Brett Crawford explains what Science education was like before he began mentoring teachers, and shares details of a couple of his budget-friendly experiments.
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.
The new book Driving school improvement: A practical guide is designed to support school leaders in meeting their improvement challenges. In this exclusive extract for Teacher readers, authors Pamela Macklin and Vic Zbar explore the four preconditions for whole-school improvement.
In any given classroom, students are likely to be at very different points in their learning and development. Professor Geoff Masters AO explores why it is important for teachers to be able to track the long-term progress that each student makes.
School improvement is most likely when an entire school has a shared improvement agenda and is committed to learning how to improve. Professor Geoff Masters AO discusses a five-step improvement cycle.