Evidence-based practice

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.

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.