Evidence-based practice

13 total results
Evidence-based practice – what is it and why is it important?
Evidence-based practice – what is it and why is it important?

The term ‘evidence-based practice’ is widely used in education. Schools are continually presented with strategies, programs and approaches that claim to be ‘research-based’ or ‘evidence-based’. But what is evidence-based practice? And, how do schools determine which of these programs and methods have solid foundations in research?

Q&A: Student assessment – looking at data from different angles
Q&A: Student assessment – looking at data from different angles

In this Q&A we speak with Dr Katie Richardson about looking at student assessment data from different angles, identifying patterns in data, and why working collaboratively to interpret assessment data is a useful technique.

Creating effective classroom displays – encouraging belonging and ownership
Creating effective classroom displays – encouraging belonging and ownership

There are many ways to approach decorating your classroom with wall displays. Here, we speak to Professor Peter Barrett about what the research says on how to utilise classroom displays to encourage student belonging and ownership.

Valuing learning through play at school
Valuing learning through play at school

Preschools use playful pedagogies to help prepare children for school, but learning through play continues to be of value as students move through the primary years and beyond.

Creating an effective classroom display – what does the research say?
Creating an effective classroom display – what does the research say?

Many opportunities lie in how teachers can use the walls, doors, ceiling and floors in their classroom to display student work and topic material throughout the school year. Here, we speak to Professor Peter Barrett about how to best utilise classroom displays to improve student learning.

Working with parents to provide practical strategies for home-supported learning
Working with parents to provide practical strategies for home-supported learning

‘In this home-supported learning environment parents are being called upon to play a broader role in their children’s education. The role of the parent is not to replace the teacher in learning from home …’ Dr Tanya Vaughan and Susannah Schoeffel share evidence on how teachers can work with parents to support students in a rapidly changing education landscape.

Covid-19: Continuity of teaching and learning – an evidence-based approach
Covid-19: Continuity of teaching and learning – an evidence-based approach

‘As the COVID-19 situation unfolds, schools are closing to protect their students and the broader public – but this doesn’t mean a stop to learning for students or teachers.’ Dr Anne-Marie Chase and Professor Pauline Taylor-Guy share three phases of research-based decisions education systems and schools should be making now in relation to technology-enabled learning.

Cognitive load theory: Teaching strategies
Cognitive load theory: Teaching strategies

Emeritus Professor of Educational Psychology at the University of New South Wales, John Sweller, has spent decades researching cognitive load theory, and says there are a large number of instructional procedures teachers can employ to lessen extraneous cognitive load.

Students monitoring their learning with Professor Geoff Masters
Students monitoring their learning with Professor Geoff Masters

In today’s video Teacher magazine sits down with Australian Council for Educational Research CEO Professor Geoff Masters AO to discuss why it is important that students are involved in the process of setting goals for their own learning and can monitor the progress that they’re making.

Thinking differently about assessment with Professor Geoff Masters
Thinking differently about assessment with Professor Geoff Masters

In today’s video Teacher magazine sits down with Australian Council for Educational Research CEO Professor Geoff Masters AO to discuss new ways of thinking about assessment.