Taking everyday lessons outside can improve well-being and engagement, yet it is not as used as often as it could be.
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Personal interaction between teacher and students impacts learning, just as it does in the movies.
Virtual reality can allow teachers and students to explore coral reefs or the inside of cells without leaving the classroom.
An inquiry into the status of the teaching profession lasted just four months before being shelved with no clear way forward. Is this the best teachers can hope for?
A dream teaching job with seemingly great perks may not be worth it when turbulence creates crushing heartache for educators.
The Bill & Melinda Gates Foundation is on a mission to get schools to adopt a “high-quality” curriculum. But the effort will constrain teachers and stifle creativity, an education scholar argues.
Instead of holograms replacing teachers, we’re seeing teachers using holograms to enhance the learning experience, particularly in disciplines such as health sciences and medicine.
Many new teachers leave the profession after only five years. Here are six steps schools can take to better support new teachers.
Teachers’ understanding of dyslexia is mostly limited to behaviour, new survey finds.
The use of the popular mobile application for multimedia sharing in a large laboratory class was shown to enhance the students’ learning experiences.
Is it really the best use of time for children, teachers and parents?
Children in the early stages of learning to read should be given decodable books to practise and generalise their developing alphabetic skills.
Robots in the classroom are highly engaging and motivating for students, and can have a cascading effect on learning across an entire school.
Rigorous they may be, but the new style of exam still leaves students with gaps in their learning skills.
A communication studies professor purposefully antagonizes students to show how putdowns and other forms of negative criticism can impact student learning.
Ontario’s move to ignore the calls of the Truth and Reconciliation Commission to add Indigenous content to its history and social studies curriculum is foolish and dangerous.
Learning languages early makes multilingualism “normal” in classrooms and playgrounds, and builds curiosity and even modest mastery.
Teachers who are just starting out often lack the subject knowledge needed for effective teaching.
Assessments need to be relevant to the real world and test more complex skills to better predict competency, standards of literacy and teaching.
When teachers are more adaptable, they’re better able to respond to the changing nature of teaching, and navigate a complex workplace.
Kontributor teratas
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Associate Professor in Language, Literacy and TESL, University of Canberra
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Professor, Melbourne Graduate School of Education, The University of Melbourne
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Professor Emeritus Melbourne Graduate School of Education, The University of Melbourne
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Laureate Professor of Education, Director Teachers and Teaching Research Centre, University of Newcastle
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Associate Professor in Education, UNSW Sydney
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School Education Program Director, Grattan Institute
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Senior Lecturer & Bachelor of Education (Secondary) Course Coordinator, Curtin University
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International adviser, Mitchell Institute, Victoria University
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Professor and Director of the Centre for Inclusive Education, Queensland University of Technology
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Associate Professor, Digital Transformation, Monash University
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Emeritus Professor of Education, University of Derby
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Deputy Program Director, School Education, Grattan Institute
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Senior Lecturer in Philosophy and Education; Curriculum Director, UQ Critical Thinking Project, The University of Queensland
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Professor of Education, Durham University
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Professor, School of Education, University of Southern Queensland
