Reader Submission

‘[The start of the school year can] mean a challenging transition for those who struggle with stressors about returning to the classroom.’ Dr Tom Brunzell, Director of Education at Victoria’s Berry Street School, discusses lessons learned on student re-engagement and attendance that could be helpful to other schools.

‘Teachers having space to discuss their emotions and the issues that evoke them leads to a higher probability of finding creative and collaborative ways to manage them,’ Dr Jean Hopman writes in her article on how to navigate the emotional work of teaching.

A new research study is currently being undertaken to investigate the factors that help or stop young female students participating in digital technologies at school. In this article, the research team share their findings so far, and resources for teachers and students.

The Deadly Gaming action research pilot project is investigating how the use of digital gaming might engage and motivate Indigenous learners in the primary school years. In this reader submission, project leader Dr Troy Meston shares details of the initiative and some of the early findings.

‘De-implementation is the art and science of removing an approach, practice, initiative, or program that is no longer meeting student and school needs’. In this article, Evidence for Learning’s Susannah Schoeffel and Michael Rosenbrock share what there is to gain from de-implementation, and considerations for schools.

‘PD needs to be well-designed, selected, and implemented so that the investment is used well.’ In our latest reader submission, Hannah Matthews and Susannah Schoeffel from Evidence for Learning share the mechanisms of professional development, and how schools can consider the overall quality of PD programs for their school setting.

‘Changing video consumption patterns in education have inspired a growing body of research focused on measuring video’s effectiveness as a learning aid’. In our latest reader submission, Tara Walsh shares some findings from her recent literature review into the use of instructional video in K-12 education.

‘Ultimately, our pilot … has transformed the way we meet the needs of our students and staff, particularly in a post-pandemic landscape.’ In this reader submission, Bridget Garing shares the details of a pilot Pittwater House in New South Wales undertook earlier this year to encourage staff to work collaboratively to support students.

‘There is not a set seating plan. Students choose where to sit according to the task, their learning needs and preferences at any point in time.’ In this reader submission, teachers Heath Henwood and Emily Hales share how they transformed a Year 6 classroom from the traditional rows of desk layout to flexible seating.

How can a student’s social-emotional motivation at school impact their behaviour and achievement? In what ways can we support students’ social-emotional development? These are some of the questions explored in Dr Rebecca Collie’s study into the role of prosocial motivation in the classroom.