Many teachers don’t feel confident or capable to include Indigenous perspectives in their classrooms. However, curriculums are needing Indigenous perspectives beyond tokenistic inclusion.

This paper investigates the determinants of parents’ investment in their children by analyzing parental investment change when their children are assigned to more qualified teachers.

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 evaluation assesses the impact, separately and together, of Australian Government initiatives supporting STEM teaching and learning in schools and the early years. Overall, findings were generally positive and affirmed the Australian Government’s current approach, but there were some clear opportunities for future focus.

The objective of this audit was to assess the effectiveness of the NSW Department of Education's and the NSW Education Standards Authority's arrangements to ensure teaching quality in NSW public schools.