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Tom Stehlik recently spent some time in Finland. Here, he reflects on the Finnish school structure and culture, teacher education programs and processes.

‘Too often service is given a polite pat on the back for being “nice” while simultaneously being positioned somewhere to the left of the “serious business of education”. But both research and practice tell a different story.’

STEM specialist teacher Britt Gow reviews a book that provides research-based strategies for helping underperforming students.

Principals, teachers, and the public are increasingly recognising the importance of teaching social and emotional skills to students alongside academic skills.

Andrew Nicholls discusses how staff professional development supported the implementation of a literacy program at his school, as well as the program’s impact on student learning outcomes.

One educator discusses the process he undertook when tasked with the job of revamping his school's literacy program.

How much does student motivation and engagement change over the course of a day, a week, and a month at school? How much does motivation and engagement vary from student to student?

What are the common sources of stress for secondary teachers? This research uncovers three central themes, and compares data from Australia and Hong Kong.

Does adopting a formal or a conversational style in learning materials affect learning processes and outcomes? Three academics discuss.

Teacher contributor Hedley Willsea offers his tips on how fellow educators can share their work with the wider community by getting published.