25 July 2017
‘We know that self-concept or self-esteem has a significant effect on student learning but the mistake we’ve made is to try and boost student self-esteem and self-concept artificially and that doesn’t work,’ Professor Stephen Dinham shares with Jo Earp in today’s video.
29 June 2017
Professor Amanda Datnow joins Teacher to discuss data-informed teaching and learning, including what we mean by data, and why using evidence to inform instruction can help educators better address students’ needs.
27 June 2017
Following his keynote address at the Excellence in Professional Practice Conference, Professor Stephen Dinham sat down with Teacher editor Jo Earp to share advice on effective professional learning.
20 June 2017
Quality implementation of educational approaches can have a significant impact on student outcomes. That’s why the quality of the implementation is as important as the program itself.
07 June 2017
Nan Bahr delivered the closing keynote address at last month’s EPPC. We share highlights from that keynote, titled ‘Personal attributes: Developing the hidden qualities in quality teaching’.
05 June 2017
Online assessments are capable of providing significantly improved feedback to teaching and learning. Experience in schools is demonstrating the potential of online assessment – provided the foundations are right.
25 May 2017
Educators have gathered on the Gold Coast to share their work on school-based improvement projects, reflecting on the successes and challenges along the way.
25 May 2017
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.
24 May 2017
Many students get the correct answers to mathematics tasks, even though their thinking is incorrect. Teachers need to be aware of the possible misconceptions their students may have.
17 May 2017
To develop lifelong learners, the overarching goal of feedback should be to support the ability of students to self-monitor and self-regulate. However, not all feedback is equal.