Evidence-based practice

Students begin each school year at very different stages in their learning and development. Nevertheless, every student should be expected to make excellent progress in their learning regardless of their starting point, Professor Geoff Masters AO writes.

Teacher sat down with Professor Brian Caldwell to discuss his new book The Autonomy Premium, which explores the link between student achievement and autonomy in school management.

The evolution of the teacher-controlled learning environment to include more self-directed online education has highlighted the need for students to develop self-regulated learning skills.

Traditional ways of thinking about learning, assessment and educational qualifications are being challenged. Professor Geoff Masters AO discusses the three challenges that a senior secondary school can expect to face.

Are teachers ever influenced by bias when it comes to grading student work? This is the focus of a new report from researchers at the University of New England. Professor John Malouff joins Teacher to discuss the findings.

In our annual Teacher survey, we encouraged educators to tell us how they’re using our articles, videos, podcasts and infographics in their role. Hundreds of you shared your insights. Here’s a selection.

School leaders face numerous challenges on a daily basis. To choose wisely in the face of such challenges, John Bush explores why school leaders should look to high quality evidence to support their professional judgement.

This guide, published by UK organisation MESH, poses several pedagogical questions teachers could ask to develop their students’ visual literacy skills.

Recent research suggests that school connectedness is every bit as important for students on the autism spectrum as for other students.

In his latest Teacher video Greg Whitby speaks to Lauren Bennett from St Canice's Primary in Katoomba, New South Wales, about the problem solving continuum developed at her school.