Evidence-based practice

How can educators make effective use of teaching spaces to help students engage in deeper learning? That’s the focus of a major research study involving thousands of schools. Lead Chief Investigator Wes Imms shares some of the early findings.

Why should cognitive load theory be of interest and importance to K-12 teachers? Emeritus Professor John Sweller has been fundamental to the formulation of cognitive load theory, and in this Q&A he outlines the essential components of cognitive load theory for educators.

Dr Karen Peel from the University of Southern Queensland shares findings from her new research that explores teaching for self-regulated learning, and shares her decision-making matrix informing a self-regulatory approach to classroom behaviour management.

In today’s Q&A, Professor Geoff Masters AO discusses this year’s Research Conference theme and some of the fundamental questions that will help to shape the conference program.

Dr Drew Miller, a Senior Lecturer from the University of Newcastle, addresses some frequently asked questions about the use of Randomised Controlled Trials in school settings.

Work in schools long enough and we all get to know the bitter experience of a good idea poorly executed. So, what makes the difference between good implementation and another missed opportunity?

After surveying staff to assess where their strengths and areas for improvement lie, Principal Daryll Kinnane of Maningrida College in the Northern Territory began working on the next steps for growing the college as a Professional Learning Community (PLC).

Researchers from the University of the Sunshine Coast have been working with staff at a Queensland high school to ensure student voice is an integral part in the development of student leadership programs.

Principal Kerrie Russell explains why Professional Learning Communities with a particular focus on feedback were implemented at Alice Springs School of the Air, and how they could be set up with a small team of teaching staff.

Dr Lyn Sharratt explores three practical learning, teaching and leading approaches – writing to improve critical literacy skills, bump-it-up walls, and collaborative assessment of student work – that each support teachers’ focus on creating critically literate graduates.