Research and Practice Library
The articles and resources in our Research and Practice Library form a contemporary evidence base for the teaching and learning of reading and viewing; writing and representing; speaking and listening.
Click on the tabs below to filter the collection via Category. You can also use the Tag Cloud below to explore the collection via keywords.
Explore articles and resources from the collection with a Curriculum focus:
Beyond the Core: Advancing Student Success Through the Arts Education Commission of the States
Workman, E.2017 This article briefly summarises a range of North American research that demonstrates how integrating the arts into other core subjects — including dance, music, drama/theatre, media arts and visual arts — can foster children’s deeper learning skills….
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Explore articles and resources from the collection with a Policy focus:
AERO says educators can trust its evidence. Can they really?
Examining the AERO review and the discourse around evidence-based teaching and learning. Reference: Dwyer, R. Humberstone, J. & Fuller, B. (2025, July, 10) AERO says educators can trust its evidence. Can they really? Edu Research Matters. AERO says educators can…
Evidence is important, but what is the problem?
Building on the discussion from their first article, which focussed on the reliability of AERO’s interpretation of evidence, the authors discuss how teachers can be supported in ‘reframing teaching as a tradition of reflective practice’. They revisit the ‘roots of…
On AERO: Read this now, the critiques are well-founded
On the review of the Australian Educational Research Organisation (AERO) being undertaken by KPMG. Reference: Graham, L. (2025,July,15) On AERO: Read this now, the critiques are well-founded. Edu Research Matters. On AERO: Read this now. The critiques are…
Can we trust AERO’s independence now?
A comprehensive table presented in this article allows the reader to compare the revenue received by a range of organisations which influence educational policy including ACER, The Grattan Institute and the Centre for Independent Studies. The main premise of this…
Teaching reading: We asked 500 Australian teachers what they needed right now
This blog post reports on the findings from a survey conducted by Primary English Teaching Association Australia (PETAA). Responses were received from 500 educators working in primary English across systems, sectors and contexts. Several findings are shared in the…
Just because you went to school doesn’t make you an expert on teaching
“If we’re genuine about addressing the teacher shortage and retaining the excellent teachers we already have in the system – not just recruiting more of the ‘best and brightest’ so we can burn them out – we could start by making the decision to stop infantilizing…
Explore articles and resources from the collection with a Pedagogy focus:
Teaching EAL/D learners in Australian classrooms
More than a quarter of learners in Australian schools are learning English as an additional language or dialect (EAL/D). They include Aboriginal and Torres Strait Islander students, and migrants, refugees and international students born overseas. This paper highlights…
Talk moves: A repertoire of practices for productive classroom dialogue
As Christine Edwards-Groves reminds us children want to talk. Well-structured talk builds learners’ thinking and forms the foundation for all literacy practices. Learners need to be challenged to express their ideas, clarify reasons for their thinking or critique,…
Collaborative Conversations: Speaking and Listening in the Primary Grades
As part of a collaborative study, a first-grade teacher and two university-based researchers, set a goal to facilitate meaningful, student-led discussions about literature. In this article the authors share several strategies they found successful in enhancing the…
Enhancing Children’s Oral Language and Literacy Development Through Storytelling in an Early Years Classroom
Telling stories is something we do every day – it’s a part of being human. In this article, Tamara Bromley, an early childhood and lead teacher in Western Australia, shares how she used her own storytelling to engage her learners and create a sense of belonging in her…
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Explore articles and resources from the collection with a Reading focus:
Why it’s important to read aloud to your kids – even after they can read themselves
All the arguments for reading aloud to your kids, even after they’ve learnt to read themselves. Reference: Cox, R. (2025, May,9) Why it’s important to read aloud to your kids – even after they can read themselves. The Conversation. Link:…
Just because you went to school doesn’t make you an expert on teaching
“If we’re genuine about addressing the teacher shortage and retaining the excellent teachers we already have in the system – not just recruiting more of the ‘best and brightest’ so we can burn them out – we could start by making the decision to stop infantilizing…
Reading: How to prioritise reading for enjoyment in classrooms
Many have addressed the issues and debates within reading instruction, but here Green offers a fresh reinterpretation pointing to the bases of various arguments and shows them to be steeped in biblical ideas stemming from the Matthew and Peter effect. The…
Australians are reading less than other countries, a new report shows. Why?
This informative article compares the reading habits of Australians and compares them to those of 19 other countries both English and non-English speaking. Several myths and ‘commonsense’ notions are challenged by the data gathered by the European and International…
READING part three: What is the Simple View?
“Noella Mackenzie and Martina Tassone explore the Simple View of Reading (SVR) in this third post to celebrate Book Week. This describes reading at a single point in time: decoding x listening/ linguistic comprehension = reading comprehension (D x LC = RC). “…
READING part four: is the science of reading settled?
This is the fourth of six blog posts which will be reviewed on this site, in this post the authors examine the many terms used to describe the teaching of reading. They note that over the last decade over 14,000 peer reviewed journal articles have been published that…
Explore articles and resources from the collection with a Writing focus:
Understanding Writing and Its Relationship to Reading
Brian Cambourne Turbill, J. Barton, G. & Brock, C. [eds] Teaching Writing in Today’s Classrooms: Looking back to look forward, pp 26-40, 2015 published by ALEA In this chapter Brian Cambourne shares key messages that focus on the nature of effective writing and…
Developing writing and writers – whole school approaches
Jo Padgham and Christine Topfer in Turbill, J. Barton, G. & Brock, C. [eds] Teaching Writing in Today’s Classrooms: Looking back to look forward, pp 198-217, 2015 published by ALEA This chapter focuses on two Australian schools and how each one has approached…
Berry Book Club: Engaging readers and writers
Jan Turbill, Susan McAuliffe and Brett Sutton 2015 Turbill, J. Barton, G. & Brock, C. [eds] Teaching Writing in Today’s Classrooms: Looking back to look forward, pp 181-197 published by ALEA This chapter reports on how three educators set up a successful Book…
A Conversation with Ralph Fletcher: writer and teacher of writing
Ralph Fletcher with Jan Turbill, 2015 Turbill, J. Barton, G. & Brock, C. [eds] Teaching Writing in Today’s Classrooms: Looking back to look forward, pp 4-50 published by ALEA Ralph Fletcher is a well-known American writer of children’s books and teachers’ books on…
Getting started teaching poetry in primary classrooms
Robyn Ewing AM 2021 In this short article Robyn provides useful information about what poetry is and why we should be teaching it. Robyn provides classroom examples as well as a list of resources to help teachers get started with the fun and joy of reading and writing…
Review of Developing a Spelling Conscience
Jan Turbill Language Arts 77, (3), 2000 This paper foregrounds the significant place the process of proofreading has in developing a spelling conscience in learners. Most teachers expect students to engage in the process of proofreading but few explicitly teach the…
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