It takes a combination of formal and informal learning to equip academics to become better teachers. Universities need to encourage both approaches.
Hidden in the detail of the latest higher education reform package, there are talks of creating teaching-only universities.
Four tips for teaching reading.
High school students in America learn two very different perspectives on World War I in their U.S. and world history classes. But which of these competing viewpoints should take center stage?
Teaching-only positions are perceived as second class, with few opportunities for research or career progression.
Alie Fataar exemplifies the type of teacher South Africa sorely requires today if its classrooms are to be used to develop a new generation of critical, engaged students.
Child refugees talk about their experience of transitioning into a new high school in Australia.
New research shows programmes to widen STEM participation in students are failing.
Poetry has been a part of teaching and learning for hundreds of years. But how has poetry education changed? And how are young voices using poetry to express themselves today?
The classroom setting is better for early teenagers, while self-guided language learning is better for adults.
Schools need to have a formal policy in place for how to deal with heatwaves effectively and keep children cool and well.
But are UK universities running the risk of institutionalising public engagement?
For the first time since 1911, students in NSW can now complete Year 12 without having read a novel or poetry.
Teachers – get to really know your kids, their families, their community and its history, and what’s going on at home. While school policies are important, relationships are the real keys to success.
Our enemy is complacency – blaming the post-codes, fixing the students not the system, and arguing for more resources to continue what is not working.
Failing to provide an appropriate education for students who are gifted increases the risk of mental health issues, boredom, frustration, and behavioural problems.
Our schooling system needs a rethink.
Various forms of testing that reduce students’ knowledge, capacities and skills to a single number cannot of themselves help inform improvement.
Policy continuity is what is needed to improve Australian students' maths capability.
Politicians need to stop meddling with education policy and invest in teachers if Australia's science, mathematics and reading standards are to improve.