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 reader submission, Year 9 Learning Leader Rachael Williams shares how watching a video of yourself teach can be an uncomfortable experience in the beginning, but it’s a great opportunity to reflect, learn and improve.
Researchers from the University of the Sunshine Coast have been working with staff at a Queensland high school to ensure student voice is an integral part in the development of student leadership programs.
In today’s reader submission, teacher educators Dr Dawn Castagno-Dysart and Dr Bryan Matera consider the importance of learner persistence and the role of both teacher and student in the ‘productive struggle’.
The Arts are a required element of teaching K-2 in Australia and coexist with learning in the early years classroom. In today’s reader submission, Karen Watson and David Roy explore how they can be implemented in practice.
The importance of early childhood learning as a foundational building block to lifelong learning is well recognised. This is the first article of two that will explore the place of the Arts in early learning in Australia.
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.
In our latest reader submission, Dr Tanya Vaughan discusses the growth and advancement of evidence in education, and the parallels with scientific progress.
Educators across Australia are always trying new ways to improve outcomes for their students. Not all changes result in improvements. Is there a way that we increase the likelihood of a change leading to improvement?
Adolescence presents developmental challenges across the social, physical, and emotional dimensions of the lives of young people. Professor Nan Bahr uses contemporary research to guide teachers in their support for a stronger and more positive transition through the murky adolescent years.
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