Long reads

Many students get the correct answers to mathematics tasks, even though their thinking is incorrect. Teachers need to be aware of the possible misconceptions their students may have.

The STEAMpunk Girls project involves researchers from UTS working with high school students and teachers to co-design a project-based learning program.

OECD Director of Education and Skills Andreas Schleicher explains there are several factors that impact student wellbeing, and much comes down to teachers, parents and schools.

Ahead of his 2017 Australian Learning Lecture, Charles Fadel joins Teacher to discuss the skills young people today will need in order to thrive as members of the workforce and of society.

In the second of two articles, Dr Tim Patston shares examples of how it’s possible to teach in more creative ways while still meeting curriculum requirements.

Dr Tim Patston discusses why his school introduced a Creative Education approach to teaching and learning, and outlines the process taken to develop the framework.

Some Australian schools and school systems have seen greater improvements in NAPLAN results than others. How well do we understand where improvements are occurring and why? Professor Geoff Masters AO discusses.

How do you teach students who say, ‘I hate maths’? Through an intensive, self-motivating brain-based program – and with the help of some Lego – as Dr Ragnar Purje explains.

'It is important that staff feel valued and a sense of belonging.' In this Q&A, Therese Joyce shares some of the strategies being used to support staff wellbeing at her school.

This school implemented trauma informed practice to support learners with a refugee background, but it’s an approach that’s benefiting all students, staff and parents.