This scoping and co-design research project establishes how teachers in Victorian government schools and key stakeholders engage with digital educational resources primarily in teaching and learning and, to a lesser extent, in professional learning contexts.

This research took a qualitative phenomenological approach to explore teachers’ experiences of consciously using positive psychology strategies. Findings reveal that when teachers intentionally use PERMA positive psychology strategies that they report flow on effects to their own wellbeing, teaching practice and to students’ learning.

This research builds on two earlier CESE publications: High Value-Add schools: Key drivers of school improvement and Six effective practices in high growth schools. These reports identified broad descriptions of which practices make a difference; they did not, however, identify how schools successfully implement these...

Every three years since 2003, the New Zealand Council for Educational Research (NZCER) has undertaken a national survey of secondary schools. The latest survey shows that schools feel under pressure to meet the increasingly complex needs of students, including mental health issues.

This audit examines whether the Victorian Department of Education and Training and the Victorian Institute of Teaching have a clear and accurate understanding of the professional learning that occurs in Victorian government schools, including the planning, cost, and impact, so they can target and support...

This audit assessed the effectiveness of the NSW Department of Education's workforce plans and strategies in responding to the demand for secondary teachers in STEM-related disciplines.

The recent public debate on the matters being considered in this inquiry has been prompted, in the most immediate sense, by the disclosure of certain recommendations in a review on religious freedom commissioned by the federal government.

Promoting inclusive education in practice, the celebrating cultural diversity program aims to support international pre-service teachers to experience success in their professional experience placements.

This paper explores the outcomes of the initial phase of an industry-focussed STEM project which places final year Design and Technology pre-service teachers (PST) into industry placements.

This Australian paper is a literature review of studies that relate to teacher wellbeing with a focus on teachers’ work and enabling practices.