Evidence-based practice

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.

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.