Read the latest research on leadership and educational practice.
Learn about Visible Wellbeing™ by academic, researcher and psychologist, Professor Lea Waters, and the rapidly growing area of Positive Education in an extract from a paper written by Associate Professor Mathew White and Dr Margaret L Kern.
Leading teacher learning in schools is one of the most important levers available to us to achieve our goal for all students to develop the knowledge, skills and dispositions for life long learning.
Bastow is supporting the effective implementation of a range of Education State reforms and priorities, particularly those related to leadership efficacy, and developing and providing professional learning.
International educational leaders Steve Munby, Dr Judy Halbert and Dr Linda Kaser examine what it means to lead using clearly defined and articulated principles and moral purpose, particularly when the role of school leader is more complex than ever before.
Leading thinkers in mathematics education - Conrad Wolfram from the Wolfram Group, and Yvonne Reilly and Jodie Parsons from Sunshine College - challenge us to consider how we might change our approach to maths education and reinvigorate the curriculum.
Designed to assist principals to design a school organisation structure that achieves effective leadership and decision making and maximises student outcomes, including best practices in organisation design.
Larry Rosenstock and Rob Riordan (High Tech High), Jan Owen (Foundation for Young Australians), Dr Kimberly Schonert-Reichl and Pippa Rowcliffe (Uni of British Colombia) consider how to better educate and support students to be successful in the 21st century.
Academics from the Science of Learning and Research Centre focuses on the role of social interaction in promoting learning in mathematics classroom settings, and examining the important role that confusion, error and feedback play in learning.
The Centre for Education Policy and Practice investigates the human aspect of professional learning and the ways in which data, conversations and observations can be used as professional learning tools to support school improvement.
ACER examines Indigenous school attendance, including a synthesis of publicly available data on school attendance by Indigenous Australians, highlighting areas of major risk.