How do schools successfully engage and retain students alongside promoting academic achievement? In today’s reader submission Margaret Gurney, Assistant Director-General, State Schools Operations at the Queensland Department of Education, shares research findings on practices common in high performing schools.
It is widely acknowledged that teaching is a stressful job, and the global events of this year have added an enormous amount of extra pressure on those working in education. In today’s article, we take a look at the research into the prevalence of stress and burnout for teachers and school leaders, and explore some of the protective factors.
During the period of remote learning in New South Wales, Mathematics teacher Holly Millican from South Grafton High School used several activities to keep her students engaged and accountable, and in today’s video, she shares them with Teacher readers.
‘The self-regulation of learning is being increasingly recognised as an important factor when investigating barriers in the transition from secondary to higher education.’ New research from Flinders University suggests self-regulated learning is a valuable tool that could help ease the transition to university for senior secondary students.
Lisa Seewraj from Child Side Playgroup and School in Western Australia teaches a multi-age class of 23 students across Years 7-10. In today’s episode we discuss how she manages the classroom on a daily basis, the range of abilities that she caters for, and how she provides each student with the appropriate level of challenge to progress in their learning.
Researchers from Macquarie University and QUT conducted a series of interviews with students to hear their memories of former teachers to determine the quality and consistency of these relationships over time. In today’s article, Associate Professor Penny Van Bergen shares some of the key findings to come from the research.
Mathematics teacher Holly Millican shares three activities she uses in her classroom to support her lessons on ratio, and help students relate the concepts they’re learning to everyday scenarios.
Does adversity lead to resilience or does resilience lead to less adversity? Professor Andrew Martin from the University of New South Wales and Professor Herb Marsh from Australian Catholic University explore this question in their latest study, share the findings and discuss the implications for teachers.
Warilla High School in the Illawarra region of New South Wales is on its way to becoming entirely self-sufficient with electricity, thanks to fundraising efforts by students. We find out more about the initiatives students have led and introduced and how much they’re saving the school annually.
Professor Paul Caldarella joins Teacher to discuss his three-year project that looked at the relationship between the praise-to-reprimand ratios and the extent to which students focused on class activities.