Teachers, educators and policymakers need to determine how applicable education evidence is to their context when considering adopting new evidence-based practices. This rapid literature review examines the effectiveness of three well-established, evidence-based teaching practices: formative assessment, explicit instruction and mastery learning. It investigates the impact of these practices on student achievement and whether this varied...

Australia’s education outcomes have deteriorated, despite increased spending on teachers and policies to increase the quantity and quality of teachers. This paper challenges several persistent assumptions about the quantity and quality of the teacher workforce and identifies areas of concern supported by data and evidence.

Developing creative and critical thinking is a major priority of educators and policy-makers. This paper provides an overview of human cognitive architecture as relevant to how students learn and demonstrate creativity and critical thinking. In doing so, it highlights that general creativity and critical thinking is not something that can be taught.

Throughout the world, teachers and schools are responding to one of the greatest disruptions to education systems in living memory. This brief uses data collected before the COVID-19 crisis to answer two questions: How are teachers' stress and job satisfaction related to their willingness to stay in their job in the long run? What can...

This paper examines the effects of individual teacher characteristics and school context on out-of-field teaching in STEM subjects. In particular, it examines the role of school autonomy and staff shortages.