Evidence-based practice

Following her session at Research Conference 2017, Associate Professor Bev Flückiger joins Teacher to share more on her research into age-appropriate pedagogies. In this Q&A, she discusses the importance of play and recognising the agency of children.

Simon Clarke, Professor in the Graduate School of Education at The University of Western Australia, presented on the opening morning of Research Conference 2017 in Melbourne today, exploring the connections between leadership and learning.

In today’s leadership Q&A, Teacher talks to Distinguished Professor Viviane Robinson from New Zealand about the challenges and complexities of school leadership, good goal setting and principal professional development.

It’s often asserted that some things can’t be measured, Professor Geoff Masters AO writes in his latest column. But how true is this? And if we can’t measure something, should we stop pretending we can teach or develop it?

‘We know that self-concept or self-esteem has a significant effect on student learning but the mistake we’ve made is to try and boost student self-esteem and self-concept artificially and that doesn’t work,’ Professor Stephen Dinham shares with Jo Earp in today’s video.

Professor Amanda Datnow joins Teacher to discuss data-informed teaching and learning, including what we mean by data, and why using evidence to inform instruction can help educators better address students’ needs.

Following his keynote address at the Excellence in Professional Practice Conference, Professor Stephen Dinham sat down with Teacher editor Jo Earp to share advice on effective professional learning.

Quality implementation of educational approaches can have a significant impact on student outcomes. That’s why the quality of the implementation is as important as the program itself.

Nan Bahr delivered the closing keynote address at last month’s EPPC. We share highlights from that keynote, titled ‘Personal attributes: Developing the hidden qualities in quality teaching’.

Online assessments are capable of providing significantly improved feedback to teaching and learning. Experience in schools is demonstrating the potential of online assessment – provided the foundations are right.