How teachers can help students to monitor and direct their own learning so that they can further develop and apply knowledge.

Australian teacher education programs must include a summative, capstone assessment of students’ achievement against the Australian Professional Standards for Teachers (a teaching performance assessment). This program accreditation requirement seeks to ensure graduate teachers are adequately prepared for the academic and practical demands of career entry. Research has examined a range of issues related to these assessments however examination of school-based teacher educators’ contributions t...

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Dr Lynette Pretorius is an award-winning educator and researcher who interlaces imagination and insight to reimagine what higher education can be. Drawing on her interdisciplinary expertise, she weaves together diverse ideas, lived experiences, an...

The Australian Educational Researcher (AER) provides a forum for education researchers to debate internationally relevant issues across all levels of ...

This is the new cultural literacy demanded by the age of AI - and it is the competency we must pass on to the next generation.

This article reports on a comparative policy analysis which examined education policy guiding the use of exclusionary discipline practices across four Australian states (Western Australia, South Australia, Victoria, and Queensland). Exclusionary practices, such as suspensions and exclusions, are commonly used to respond to problematic student behaviour, yet their effectiveness as a behaviour management strategy remains unsupported by research. Through a comparative analysis of current policy ...

This scoping review shows that interventions supporting Spanish English dual language learners have led to strong language gains

In between PhD data sets, teacher educator Katie Wilson took on a small reflective project with her first-year students — and what she found was bigger than expected.In this episode, Katie (a lecturer at ACU in Brisbane) shares how tracking pre-se...

Will the Teaching and Learning Commission infuse equity, culturally responsive practice, and genuine opportunity throughout quality teaching?

Refugees: our book offers hope to respond to the multiplicity of forms of suffering and destruction for the marginalised and the dispossessed

This article investigates the key factors associated with Australian teachers' intentions to leave their roles by examining their working conditions, experiences of work and mental health through the concept of the psychosocial work environment. Utilising a dataset of 744 primary and secondary teachers in mainstream Australian government schools, we applied confirmatory factor analysis to validate the measurement model of teachers’ working conditions and health and wellbeing. This was followe...

Capturing the subtle and nuanced behaviours of very young children to honour their ‘voice’ in research is an ongoing methodological challenge. This paper details the evolution of a framework developed by the researchers in response to understanding the peer-to-peer relationshipss of infants and toddlers when engaging with digital technologies in an Australian Research Council-funded project. The framework and how it was applied is presented along with ethical and methodological considerations...

If we want to address the real pressures on teachers and school leaders, we need to capture intensity not just hours

In this episode of the Technology and Learning Podcast, host Ellie Manzari from Monash University speaks with Dr Emily Ross (University of Queensland) and Dr Margaret Marshman (University of the Sunshine Coast) about their recent research on integ...

This policy on screens aligns with the push toward explicit instruction and scripted lessons dictating how and what teachers should teach.

This paper (re)imagines Melbourne, Australia as the linguistic landscape (LL), setting the background for examining everyday multilingualism in a schooling context characterised by superdiversity to advance the concept of languaging the schoolscape. LL is mobilised and extended in this study to examine multilingual students’ perspectives about home languages. The paper draws from a qualitative case study of a primary classroom in Melbourne that investigated how cultures and languages are expe...

In this paper, we examine disability funding in the context of a schooling market. By drawing on interviews with public school principals, we consider their experiences in competing for disability and inclusion funding in public schools. Public school principals are engaging in competitive applications from the state government to fund a range of disability supports, such as building ramps into playgrounds, providing support staff, or developing sensory spaces. These applications are for both...

The process of video reflection enables mentors to model evidence-based decision-making and is a valuable tool for preservice teachers.

Enhancing belonging is essential in fostering inclusive and supportive educational environments, yet research on in-service teachers’ sense of belonging remains limited. This scoping review examines the literature on the sense of belonging among primary and secondary school teachers using a mixed-method approach. The findings indicated that the enablers and barriers to teachers’ sense of belonging revolve around five themes: (1) collegial interaction, (2) collective values, (3) leadership, (4...

The review of the Australian Education Research Organisation (AERO) is due to report in May 2026. However, the federal minister Jason Clare has just announced the formation of the new Teaching and Learning Commission, bringing AERO together with ACARA, AITSL and Education Services Australia. It is timely to think about what a new AERO might ...

Australia’s approach to school funding has long been underwritten by ‘the concept of need’, both as an empirical measure and theoretical concept, evident in major government reviews of funding, instrumentalised in central agreements, and it continues to be a core component of Australia’s funding policy architecture. Taking this as its central focus, this paper critiques Australia’s ‘needs-based’ school funding model, drawing on survey data and interviews with principals from public schools in...