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:
The science of learning is not the same as learning sciences – and neither explains the whole of teacher professional knowledge.
The Australian Professional Standards for Teachers (APST) are under review, and this article calls for the recognition of teachers’ professional judgement about both pedagogy and curriculum. It is also argued that identity, cognition and context are “intertwined...
Pillar 1: The Five Pillars of Effective Writing Instruction
The authors introduce two Year 6 teachers who share the first of five pillars – purposeful planning, that underlies their deliberate, transformative writing practices. Purposeful planning involves working backwards from a clear goal to position children as intentional...
Teaching & Learning through Children’s Literature. Connecting Thinking to the act of Reading.
A call for the use of quality children’s literature in the primary classroom. Reference: English, R. In ALEA Practical Literacy: The Early and Primary Years, 2026. Robyn English (1)Download
Two path strong: Growing a Gumbaynggirr future
A NSW school is developing a curriculum which features the local Indigenous First Nation Language, Gumbaynggirr. Reference/Author: Durksen, T. Edu Research Matters. https://blog.aare.edu.au/2026/07/13/two-path-strong-growing-a-gumbaynggirr-future/
How we went from yes to no. Not now. Not here
Calls for Victorian government to allow successful public schools to continue to use pedagogical approaches which are outside the current mandates for public schools. Reference: Martyn, L. How we went from yes to no. Not now. Not here. (2026, May 25) Edu Research...
You can teach that: Teaching First Nations perspectives
A suite of videos & teaching resources from First Nations academics, commentators, and writers, that explore how to use their insights in the English classroom. Reference: You can teach that: Teaching first nations perspectives. (VATE) Victorian Association for...
Explore articles and resources from the collection with a Policy focus:
The assessment of literacy: working the zone between ‘system’ and ‘site’ validity.
The importance of context in the assessment of literacy is discussed with a focus on the development of policy. Read more
The science of learning is not the same as learning sciences – and neither explains the whole of teacher professional knowledge.
The Australian Professional Standards for Teachers (APST) are under review, and this article calls for the recognition of teachers’ professional judgement about both pedagogy and curriculum. It is also argued that identity, cognition and context are “intertwined...
The NAPLAN fine print we missed: the gap between advantaged and disadvantaged students is growing
“Full-service schools” are suggested as one way to meet the increasing gap for students in disadvantaged schools. The challenges these schools face require targeted support to meet the needs of individual students. Reference/Author: Molina, A. The Conversation Link:...
AERO Shock: Why won’t the government reveal its secret report?
Questions are raised regarding the recent review of AERO and the policies which impact on schools as the report ,which included public feedback, has not yet been released. Reference: Bacalja,A. Edu Research Matters....
The real challenge for education policy: Autonomy over what?
Policies which suggest that public school autonomy is in the interest of educators and the wider public is questioned, especially in regard to the resources needed to support individual schools and their communities. Reference: Hogan, A. Edu Research Matters....
Want to support learners with refugee backgrounds? Start with recognition
Calls for improved identification of refugee students in order to develop targeted programs addressing wellbeing as well as academic support. Reference: Ai Ling Sim. Want to support learners with refugee backgrounds? Start with recognition. (2026, May 18) Edu Research...
Explore articles and resources from the collection with a Pedagogy focus:
Further notes on the four resources model
The authors reflect on the four resources model of reading which they initially developed in 1990. Reference/Author: Freebody, P. & Luke, A. Read more
The science of learning is not the same as learning sciences – and neither explains the whole of teacher professional knowledge.
The Australian Professional Standards for Teachers (APST) are under review, and this article calls for the recognition of teachers’ professional judgement about both pedagogy and curriculum. It is also argued that identity, cognition and context are “intertwined...
The Reading Hour: Why This Review of Three‑Cueing Matters More Than the Debate
Bradfield summarises the 2026 review by Nicolas and Bradbury, which corrects misunderstandings of the reading process and the three-cueing system. “The three‑cueing system is not a method for teaching students how to decode, but rather a framework for teaching...
A profile is not a relationship. These standards must support human flourishing. Here’s how.
In this article the Australian Professional Standards for Teachers (APST), which are under review, are examined through a lens that focusses on helping young people to “build relationships, find meaning and act with purpose” in a world that is being shaped by AI....
Pillar 5: The Five Pillars of Effective Writing Instruction – The Writing Cycle
The final episode in the effective writing series emphasises how teachers demonstrate the non-linear requirements of the writing process that involves careful scheduling and editing of writing stages along with targeted conferencing, goal setting and personal...
Pillar 4: The Five Pillars of Effective Writing Instruction – Mastery Through High-Impact Writing
Part 4 of the series relates to how the teachers De and Danielle, plan to deepen students’ understanding of the writing craft and their personal writing identities. Their planning for high-impact teaching involves scheduling master classes, and author visits, using...
Explore articles and resources from the collection with a Reading focus:
Literacy Education in a Digital Age at the National Library – Professor Lisa Kervin
This plenary was featured as part of the What is the Purpose of Education? Forum at the National Library of Australia, 28 July 2026. The event was co-funded by UC Centre of Public Ideas (CoPI), Centre of Advanced Studies in Education (CASE), Australian Association for...
The assessment of literacy: working the zone between ‘system’ and ‘site’ validity.
The importance of context in the assessment of literacy is discussed with a focus on the development of policy. Read more
Further notes on the four resources model
The authors reflect on the four resources model of reading which they initially developed in 1990. Reference/Author: Freebody, P. & Luke, A. Read more
NAPLAN: We know how to close the reading gap. We must fund it now.
If the gap is to be closed this article suggests that wide reading relies on the availability of books, and libraries, and that engaging readers demands that they are represented in the books they are reading. Reference/Author: Adam, H. Edu Research...
How Modern Neuroscience Validates Marie Clay’s Predictive Reading Brain
This paper revisits the work of Dame Marie Clay through the lens of neuroscience. The author argues that evidence from neuroscientists support ‘Clay’s view of reading - as a highly complex task involving skills such as prediction, monitoring and self-correction -...
The Reading Hour: Why This Review of Three‑Cueing Matters More Than the Debate
Bradfield summarises the 2026 review by Nicolas and Bradbury, which corrects misunderstandings of the reading process and the three-cueing system. “The three‑cueing system is not a method for teaching students how to decode, but rather a framework for teaching...
Explore articles and resources from the collection with a Writing focus:
Pillar 5: The Five Pillars of Effective Writing Instruction – The Writing Cycle
The final episode in the effective writing series emphasises how teachers demonstrate the non-linear requirements of the writing process that involves careful scheduling and editing of writing stages along with targeted conferencing, goal setting and personal...
Pillar 4: The Five Pillars of Effective Writing Instruction – Mastery Through High-Impact Writing
Part 4 of the series relates to how the teachers De and Danielle, plan to deepen students’ understanding of the writing craft and their personal writing identities. Their planning for high-impact teaching involves scheduling master classes, and author visits, using...
The Power of Connection, Context and Meaning in Spelling
A helpful reminder that spelling needs to be taught in a context which includes a focus on both reading and writing. Reference: Topfer, C. In ALEA Practical Literacy: The Early and Primary Years, 2026. Christine Topfer (1)Download
Pillar 3: The Five Pillars of Effective Writing Instruction – Independence in Writing
In this episode, teachers De and Danielle explain their understanding of independence in writing that is firmly anchored in routines and structures, clearly defined learning intentions, understanding of metalanguage and focused stages of...
Pillar 2: The Five Pillars of Effective Writing Instruction – Quality Writing
Again, the hosts focus on the core beliefs of two Year 6 teachers. In this session, the teachers reveal their daily mission - to model and carefully build consistent, structured frameworks that enable all students to grow in confidence and know there is an expectation...
Pillar 1: The Five Pillars of Effective Writing Instruction
The authors introduce two Year 6 teachers who share the first of five pillars – purposeful planning, that underlies their deliberate, transformative writing practices. Purposeful planning involves working backwards from a clear goal to position children as intentional...
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