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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.

Researching education: Five further readings on autism spectrum disorder
Researching education: Five further readings on autism spectrum disorder

Understanding the challenges, as well as the strengths of students with Autism Spectrum Disorder (ASD) can assist teachers to address their needs in an inclusive way. Here, we take a look at five further readings on the topic.

International education and Covid-19 – Insights from TALIS
International education and Covid-19 – Insights from TALIS

‘While schools will be gradually re-opening in China by mid-April, they’re closing around much of the rest of the world. How well are we prepared? OECD’s TALIS survey offers some insights,’ Andreas Schleicher, the organisation’s Director for Education and Skills, writes in his latest Teacher column.

TALIS 2018: Valuing teachers and school leaders as professionals
TALIS 2018: Valuing teachers and school leaders as professionals

Nine out of 10 teachers from OECD countries and economies are satisfied with their job, but only 26 per cent of them think the work they do is valued by society, according to the latest figures to come from the Teaching and Learning International Survey (TALIS) report released overnight.

An arts-based approach to student resilience
An arts-based approach to student resilience

In these uncertain times, how do teachers support students to make sense of the coronavirus pandemic and give them the tools to navigate the challenges we may be faced with? In today’s article, Professor Peter O’Connor from the University of Auckland suggests arts-based approaches to building resilience in students in times of disaster.

Australian teacher named among world’s top 50
Australian teacher named among world’s top 50

One teacher from Australia has been named alongside educators from 37 other countries in the top 50 shortlist for the Varkey Foundation Global Teacher Prize 2020. Here, we look at the work she’s doing in her school.

School Improvement Episode 23: Reporting student progress and achievement
School Improvement Episode 23: Reporting student progress and achievement

St Helena Secondary College in Victoria embarked on a journey to improve the quality and accuracy of teacher judgements on their student reports, in order to better reflect student achievement. We’re joined by Kate Williams to hear about the process and where they’re at on their journey.

Infographic: Child online safety

Results of a cyber safety survey conducted over three years with respondents from 30 different countries have recently been released. DQ Institute surveyed 145 426 children and adolescents on issues related to cyber safety to assess which countries are considered safest.

School bullying victims’ perceptions of perpetrators
School bullying victims’ perceptions of perpetrators

How bullying victims perceive perpetrators and their behaviour is one consideration when choosing intervention strategies. A new study has looked at whether victims of bullying in Australian schools view the perpetrators as individuals or groups. 

Teaching resources: Using manipulatives in mathematics learning
Teaching resources: Using manipulatives in mathematics learning

Using simple physical objects that students can visualise, touch and move to express their thinking is an inexpensive and effective classroom resource to explore mathematical concepts and encourage learning.

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