This report presents findings about what teachers believe about how students learn: the prevalence of myths about learning, to what extent these myths inform practice, and what research there is to suggest teachers understand the facts about how students learn best. It finds concerted efforts are required to build up coherent mental models among Australian...

Professional learning is a commonly used strategy for helping teachers develop the skills and knowledge they need to use evidence-based practices in the classroom. This report presents the findings of a randomised trial in 17 primary and secondary schools in Western Australia examining the effectiveness of scalable 'booster' interventions as a follow-up to professional learning.

The plan outlines the approach to cutting through the red tape impacting teachers and school leaders in Queensland Government schools across years K–12. It comprises a series of targeted actions, organised under nine overarching commitments. The nine commitments represent a framework for immediate action while providing scope to address new and emerging issues as they...

How can research and initial teacher education institutions become active drivers of evidence-informed policy and practice? Drawing on data from the OECD’s 2023 Survey of Knowledge Mobilisation and international research, this paper offers considerations and examples on how to strengthen the role of research and initial teacher education institutions in knowledge mobilisation.

This report – in response to the Australian Productivity Commission’s inquiry Building a skilled and adaptable workforce – finds that while time pressures on teachers need solutions, the Commission's recommendations risk narrowing teachers’ roles to delivering pre-packaged lessons. Teachers overwhelmingly identify administration, compliance and lack of support staff as the biggest barriers to effective teaching.