Long reads

Mollie Tobin outlines research from neuroscience, psychology and education to highlight new understandings in childhood trauma research and how it can be applied.

In any given classroom, students are likely to be at very different points in their learning and development. Professor Geoff Masters AO explores why it is important for teachers to be able to track the long-term progress that each student makes.

In the second in a series of papers discussing neuroscience, psychology and research Dr Kate Reid explores preschool early numeracy development and how to help foster it.

In his first quarterly column for Teacher, Andreas Schleicher, Director of the OECD's Directorate for Education and Skills explores the long-term consequences of students’ poor performance and how this could lead to further disengagement from school.

Teacher takes a sneak peek at Professor Stephen Dinham’s new book Leading Learning and Teaching. This extract explores the impact of leadership on student outcomes.

For well over a century, lesson study (jugyou kenkyuu) has been an important part of ongoing teacher training in Japan. Teacher finds out more about this collaborative professional learning model.

The phrase ‘cross-curricular’ is often referred to in schools. David Roy, a Lecturer in Education and Creative Arts, explores why it’s important and how it can be implemented.

When Teacher shares examples of how evidence is being used to inform future action it’s usually educators who are doing the analysis and reflection, but in this case it’s students who’ve been digging into school data.

Associate Professor Jane Mitchell, Associate Professor Sara Murray and Jeffrey Larsen share a feedback strategy to encourage students to make a consistent effort in mathematics class, and to help them see a connection between their effort and achievement.

In the final instalment of his 10-part series on real-world maths, Dave Tout looks at the role of the teacher as a facilitator and resource person.