Long reads

The four nominees for the 2018 ARIA Music Teacher of the Year award share details of the education programs they’re most proud of, their approach to teaching and the mentors and words of advice that have helped them in their career.

Professor Geoff Masters AO has been saying recently that the Gonski 2.0 recommendations may provide our best hope of reversing the long-term decline in the reading, mathematics and science levels of Australian 15-year-olds. Why does he say this? Find out more in his latest Teacher column.

In today’s Q&A, we hear from Gunda Tire, the National Project Manager for PISA in Estonia, who shares more about the features of the Estonian school system, and what teachers have been doing to support students to reach their educational potential.

In today’s Q&A we chat to Dr Jo Peryman and Dr Janneke Blijlevens from RMIT University about the creation and testing of Sans Forgetica – a new font designed to help students remember key information.

Western Sydney University researcher Dr Jacqueline Ullman discusses her study of teachers and school leadership staff who self-identify as lesbian, gay, bisexual, transgender, intersex, queer, asexual, or other diverse sexuality and gender identities, and their experiences of homophobic and transphobic discrimination in their schools.

Teachers Leah Carter and Hugo Engele are undertaking a two-year action research project to investigate the impact of physical activity on student writing ability. Here, they share the research aims and what has happened so far.

Butler College is a large school in the northern suburbs of Perth that was constructed with a purpose-built high needs education support facility on campus. In today’s article we find out about the features that are designed to make its buildings inclusive spaces for all students.

Australian students are more motivated to succeed at school than their OECD peers, but results from a new report released by the Australian Council for Educational Research show high levels of motivation do not necessarily correspond to high performance.

To explore the nature of quality induction and mentoring practices and develop cases of ‘good practice’, the Teachers Registration Board of South Australia conducted a research project. In today’s article Research Analyst Debra Panizzon shares some of the findings.

In a fortnightly series, Teacher has been taking a closer look at some of the Gonski recommendations and highlighting existing work happening in Australian schools. This final instalment focuses on assessment of student learning.