In this episode of The Research Files we visit the University of Queensland to speak with Professor Annemaree Carroll and Dr Julie Bower, to find out about a teacher wellbeing study looking at the impact of two stress intervention programs.
To develop lifelong learners, the overarching goal of feedback should be to support the ability of students to self-monitor and self-regulate. However, not all feedback is equal.
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.
You’ve probably heard the claim that you learn better when information is presented in your preferred ‘learning style’. Where did this neuromyth come from? Dr Tanya Vaughan explains.
Mollie Tobin outlines research from neuroscience, psychology and education to highlight new understandings in childhood trauma research and how it can be applied.
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.
'Imagine having a brain that is only 10 per cent active ...' Research has sought to shatter common misunderstandings about the brain that are held in classrooms.
Dr Sarah Buckley explores gender differences in maths with research from neuroscience, psychology and education.
STEM specialist teacher Britt Gow reviews a book that provides research-based strategies for helping underperforming students.
What should teachers know about creative insight problem solving? Dr Sacha DeVelle provides Teacher readers with some insight.