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?
In today’s Leadership Q&A Teacher Editor Jo Earp talks to Ibu Sri Sulastri, Principal of GagasCeria Elementary School in Bandung, Indonesia, about creating an enjoyable culture of teacher learning and development using an approach known as Lesson Study.
Educators from Southeast Asia have made an impact in the USD $1 million Global Teacher Prize, with five representatives from the region making it onto the coveted top 50 shortlist for 2020.
‘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.
What makes a teacher great? In our latest reader submission, David de Carvalho, CEO of the Australian Curriculum, Assessment and Reporting Authority (ACARA), explores some of the characteristics that great teachers have in common.
Teachers in Indonesia are highly valued and well respected by members of the public, according to an international report.
The Indonesian Teacher Leaders Programme at Canggu Community School, in Bali, is focused on sharing best practice among staff and with teachers in the local community.
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.
Collaborative learning can be an effective classroom tool, but it can also have a powerful impact in the staffroom. Teachers at Craigslea State High School in Brisbane are using Peer Learning Groups (PLGs) to improve their own practice and student outcomes.
For well over a century, lesson study (jugyou kenkyuu) has been an important part of ongoing teacher training in Japan. Teacher finds out more about this collaborative professional learning model.