Long reads

Year 4 teacher Andrew Noordhoff shares the success of an inquiry-based Mathematics lesson sequence he recently team taught. He discusses how he led students through the lesson, where some struggled and what elements of the lesson were effective.

Today’s article explores findings from a recent Australian study that examined two forms of social support from teachers and peers, and their role in reducing adolescent girls’ disengagement over three years of high school.

In today’s reader submission, Dr Kevin F. McGrath and Dr Penny Van Bergen discuss their new research which seeks to better understand how teachers build close relationships with disruptive students.

In today’s article, Katherine Stennett from Mother Teresa Primary in Westmead discusses the school’s approach to inquiry learning for both students and staff, and how it works in practice.

In today’s Q&A Geography educator Susan Caldis discusses some of the things she learned throughout her time abroad, how she plans on sharing this information with the wider Geography community, and why she’d recommend an immersive experience to other educators.

A new study by the LEGO Foundation explores how children can learn through play beyond the early years, in order to develop a holistic set of skills along with academic knowledge, to thrive and succeed in a rapidly changing world.

Geography educator Susan Caldis has just returned from a two-week professional learning opportunity in Singapore, where she took part in the 2019 Outstanding Educator In Residence program.

Most people would argue that children should feel safe at school. For some children, school is possibly the only place in which they feel safe. In her first column for 2019, Dr Sue Thomson explores student perceptions of school safety.

Principal Lana Read says her involvement in the Certified Practising Principal program has not only made her a more reflective leader, but has also helped to create a better learning culture for staff, students and the wider community.

Educating students about unlocking opportunities in meaningful STEM employment has helped transform STEM enrolment rates and has landed Dr Scott Sleap the 2018 Prime Minister’s Prize for Excellence in Science Teaching in Secondary Schools.