Short articles

When students feel a lack of autonomy, competence and belonging, this is known as psychological need frustration. In today’s article, Rebecca Collie, Helena Granziera and Andrew Martin share findings from their research into the role this frustration plays in students’ school engagement.

Teacher takes a sneak peek at the new book from Helen Timperley, Fiona Ell, Deidre Le Fevre and Kaye Twyford. In this extract from Leading Professional Learning: Practical strategies for impact in schools, the authors discuss how leaders can support others to take risks.

What would schools like from business? And what kinds of school-business interactions could be of most benefit to students? New research from ACER has explored attitudes towards school engagement with business.

The newly established Australian Research Council Centre of Excellence for the Digital Child will work on a world-first longitudinal study into the impact of digital technology on children. We speak to the lead researcher about why we need more research in this area.

Each year the World Innovation Summit for Education (WISE) Awards put a spotlight on programs that are addressing challenges in education across the globe. Here, we look at some of the initiatives recognised in the 2019 awards.

Research from the University of Newcastle has shed light on how young people come up with answers to the question ‘what do you want to be when you grow up?’ and the implications for educators.

‘Educators and parents are questioning the effect that technology can have on students' mental health and wellbeing, now more than ever,’ Julia Gillard writes in her new Teacher column.

In this monthly series, we take a look at some further readings available on a particular topic, including open access research papers from various online catalogues. This month’s theme is mobile devices in the classroom.

When we think about encouraging risk-taking in the early years of schooling, what kinds of activities spring to mind? These researchers argue we need to broaden our view.

At Brisbane Grammar School, all teachers develop and implement Teaching Development Plans. The plans are individual and reflect the goals that a teacher may have for the development of their practice within a broad area of focus identified as a school-level strategic priority.