Knowledge base for teaching

‘At Dromana College we had an issue with only a few teachers having the confidence to write a decent rubric…As a school, we therefore came up with our own guidelines on how to construct rubrics for years 7-10.’ In this reader submission, Assessment and Reporting Coordinator Jodi Wilson shares how the Victorian secondary school has been helping teachers to improve their own rubric design skills.

The newly-released Education at a Glance 2022: OECD Indicators reports on the state of education in OECD and partner countries. In this infographic, we take a look at the duration (in years) of initial teacher education for teachers in public institutions around the world.

‘PD needs to be well-designed, selected, and implemented so that the investment is used well.’ In our latest reader submission, Hannah Matthews and Susannah Schoeffel from Evidence for Learning share the mechanisms of professional development, and how schools can consider the overall quality of PD programs for their school setting.

Research analysing data on 1.3 million students and 50,000 teachers in the United States has demonstrated a positive impact on student academic achievement and behavioural outcomes when they are taught by the same teacher twice. Dr Leigh Wedenoja shares more details with Teacher in this article.

In this episode in our Action Research series, we hear from Sarah Durack, a secondary Science and Mathematics teacher based in Sydney. Sarah shares her experience of combining researching part-time with a full-time teaching job, and shares some of the findings from her study on school to university transition.

National charity ADHD Australia surveyed 1024 primary, secondary and tertiary educators in all Australian states and territories to identify their knowledge, training and experience to support students with Attention Deficit Hyperactivity Disorder (ADHD). Find out more in today’s infographic.

How do you support and celebrate neurodiversity in the classroom? What strategies do you use to ensure all students in diverse classrooms thrive at school and beyond? In this article, we outline five further readings which explore neurodiversity in education, and offer strategies for effective and informed teaching.

In today’s article, Dr Erin Leif, Dr Laura Alfrey and Dr Christine Grove describe how teachers can integrate the Universal Design for Learning framework and High Impact Teaching Strategies in a complementary way in the classroom in order to teach more inclusively.

How are teachers and school leaders accessing and using research and evidence? What challenges do they face when doing so? And, what enables quality use of research and evidence? Members of the research team for the Monash Q Project join us in today’s episode to explore these questions.

Each year in our reader survey, we ask you: ‘looking back on your experience as an educator, if you could share one piece of advice with your peers, what would it be?’ In this infographic, we take a look at some of your responses on the topic of professional development.