Reader submission

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.

In this program, a group of experienced primary school teachers have become practitioner researchers, focusing on strengthening their practice and improving outcomes for students. Program facilitators Dr Hilary Emery and Dr Neil Saunders share their experience of working with these teachers.

This school in Western Australia is focused on creating a culture of continuous learning for both staff and students. To ensure everyone is on board, they’ve captured student voice through an online survey. Here, we learn how they’re using the information they’ve captured to improve school culture, and structure their approach to teaching and learning.

The promotion of Aboriginal and Torres Strait Islander histories and cultures as a cross-curriculum priority provides both a challenge and an opportunity for teachers. Cathy Bow discusses how resources can be embedded into different contexts.

Feedback is an essential part of learning, especially when we want to improve our practice and attain high professional standards. And the best form of feedback is right there in front of us in our classrooms.

Teachers are often encouraged to take up opportunities to mark external exams or tests. There is extra money to be earned, but they are also often told that it is good professional development. But what do people mean when they say that, and what parts of your professional practice does marking help to develop?