Long reads

Dr Karen Peel from the University of Southern Queensland shares findings from her new research that explores teaching for self-regulated learning, and shares her decision-making matrix informing a self-regulatory approach to classroom behaviour management.

New research from La Trobe University sheds light on teacher perspectives of being bullied and harassed by students and parents at schools in Australia. We take a look at the impact this is having on the wellbeing of educators across the country.

In today’s reader submission, Dr John Langrehr discusses how teachers can develop student mindsets for ‘3C thinking’ and shares examples of questions and statements you can use in the classroom.

‘The quality of an education system can never exceed the quality of its teachers.’ In his new column, OECD Director of Education and Skills Andreas Schleicher explores responses from TALIS 2018 where teachers around the globe share their views on the state of the teaching profession.

What are some pressing issues that educators are likely to face over the next decade? In 10 years, what will classrooms look like? And, what role will artificial intelligence have in changing the ways schools operate? Professor Neil Selwyn shares his insights.

Teachers and school leaders across the globe have shared their views on issues affecting their profession in the 2018 OECD Teaching and Learning International Survey (TALIS).

Dr Jacqueline D’warte from Western Sydney University has been researching multilingualism in schools by actively involving teachers and students as co-researchers. Here, she shares their findings.

In this extract from her new book, 100 Acting Exercises for 8-18 year olds, Samantha Marsden shares practical exercises that allow students to shine in front of their classmates.

Genazzano FCJ College’s Mary Jones shares her experience of being involved in a Data Collective with three other schools, and how the support of Lyn Sharratt has helped to strengthen staff use of data to drive learning and teaching.

A year on from his professional learning experience at Harvard University, Hamish Woudsma shares which elements of the course he’s been able to embed into the teaching and learning at his school.