Long reads

545 total results
Learning spaces: Learning and play in the early years
Learning spaces: Learning and play in the early years

The architecture and landscape design of the Mary Rice Early Learning Centre in Brisbane provides opportunities for children to experiment, discover, create and explore. In today’s article we speak to an educator and the architects who worked on the project to hear more about how the design of the centre facilitates learning and play.

‘Big five’ education challenges: Ensuring all children get the best start in life
‘Big five’ education challenges: Ensuring all children get the best start in life

The fourth topic in a series revisiting the ‘big five’ challenges in Australian education asks what progress has been made towards ensuring all children get off to the best start in life. Ahead of their webinar this week, expert panellists Dr Dan Cloney, Myra Geddes and Mary-Ruth Mendel give Teacher readers an overview of what they’ll be discussing.

Evidence-based practice – what is it and why is it important?
Evidence-based practice – what is it and why is it important?

The term ‘evidence-based practice’ is widely used in education. Schools are continually presented with strategies, programs and approaches that claim to be ‘research-based’ or ‘evidence-based’. But what is evidence-based practice? And, how do schools determine which of these programs and methods have solid foundations in research?

Whole-school approaches to student wellbeing – six key factors
Whole-school approaches to student wellbeing – six key factors

A review by researchers at the Telethon Kids Institute into different approaches over the last decade to improving student wellbeing has highlighted six key learnings to help drive decision-making in schools. Find out more about the recommendations and other findings from the review in today’s article.

Leadership: Driving an effective school Reconciliation Action Plan
Leadership: Driving an effective school Reconciliation Action Plan

Creating and implementing a school Reconciliation Action Plan is a way to formalise your commitment to building and sustaining strong relationships with Aboriginal and Torres Strait Islander peoples, embedding respect, and providing opportunities to improve outcomes for students and the wider community.

How well do grades convey student attainment and progress?
How well do grades convey student attainment and progress?

‘Grades do not assist parents to see and monitor their children’s growth in an area of learning across the years of school.’ In his new Teacher column, Professor Geoff Masters AO explores why there is such a mismatch between parents’ beliefs in their child’s learning, and how ready the child is for the year’s curriculum.

Self-regulated learning: Capabilities for learning and life
Self-regulated learning: Capabilities for learning and life

Self-regulation is a critical factor for success in learning and life. In today’s article, Dr Karen Peel shares details about the Capabilities for Life & Learning Model – a tool she developed that informs teachers’ lesson design and enhances students’ self-awareness about learning.

Teacher’s bookshelf: In Teachers We Trust
Teacher’s bookshelf: In Teachers We Trust

In their new book In Teachers We Trust: The Finnish Way to World-Class Schools, Pasi Sahlberg and Timothy D Walker suggest seven key principles for building a culture of trust in schools. This exclusive extract discussing the ‘three levels of trust’ is taken from a chapter on cultivating responsible learners.

Using comparative judgement – data from the Australian Writing Assessment Project
Using comparative judgement – data from the Australian Writing Assessment Project

In today’s article, Daisy Christodoulou and Jeanette Breen share details of the Australian Writing Assessment Project, which brings together 25 schools to trial a technique called Comparative Judgement, and some of the early feedback and findings.

Teachers working with speech-language therapists
Teachers working with speech-language therapists

A study involving 25 teachers who are also speech-language therapists has provided insight into the barriers and facilitators for effective collaboration between the two professions. Here, we speak to the report’s authors on the findings and implications for educators.