No other factor within schools has a greater impact on students' academic success and overall achievement than the quality of teaching. This report details high quality teaching practices in complex environments across age groups, subjects and contexts. It also discusses moving towards more evidence-informed teaching and translating research into classroom practice, as well as empowering...

An examination of vocational education and training (VET) teachers’ understanding of how people learn, and how they cater to the learning needs and preferences of their students across a range of different contexts. The research finds most VET teachers use a similar overarching strategy in their teaching and identifies three areas of focus promoting the...

This report argues that the growing emphasis on skills in the workplace calls for a refocus of education systems to focus towards essential skills with high impact on learning. The report identifies five such skills: critical thinking, creative thinking, collaboration, communication, and self-regulation.

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...

Despite initially being envisaged as a temporary program in response to COVID-19 pandemic school closures, small-group tutoring has attracted a great deal of attention from various policymakers as a potential solution to Australia’s student achievement problem. However, while the appeal of small-group tutoring as a permanent feature of Australian education is understandable, policymakers should carefully...