Evidence-based practice

Following a two-year study, researchers have built a profile of the educational support needs of students on the autism spectrum.

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.

Teacher magazine asks three presenters at this year’s Excellence in Professional Practice Conference to share their advice for educators looking to undertake action research in a school setting.

Associate Professor Jane Mitchell, Associate Professor Sara Murray and Jeffrey Larsen share a feedback strategy to encourage students to make a consistent effort in mathematics class, and to help them see a connection between their effort and achievement.

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.

Poster presenters at this year’s Excellence in Professional Practice Conference tell us more about their collaborations.

How a collaborative action research project between educators and academics is promoting a growth mindset in students and impacting on learning outcomes.

When the school leaders at this college set out to develop and extend teaching expertise, they turned to students as the key collaborators.

How one primary school is using a humanoid robot in the classroom to develop digital technology skills, including evaluating and problem solving.

Early research results suggest humanoid robots are providing students with the opportunity to engage in deep learning.