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A handbook to help implement the strategies found in Marzano's 2007 publication The Art and Science of Teaching, this text provides educators with samples, guidelines and activities to develop their capabilities as effective instructors. The handbook is divided into 12 modules around a series of instructional design questions, and aims to guide teachers through reflecting on their current practices and taking action to improve their approaches. Module topics include establishing and communicating learning goals, tracking student progress and celebrating success; approaches to engaging students; ways to help students generate and test hypotheses about new knowledge; and ways to develop effective lessons within a cohesive unit. Adapted from the text's introduction and publisher's description.

From 2006–2009, a program called Chemistry for our Future, developed by the Royal Society of Chemistry, ran in high schools and undergraduate courses in Britain. The program enhanced students', teachers', and academics' teaching and learning of chemistry through outreach activities, use of laboratories, problem-solving and context-based learning, transitions support, and teacher capacity building. Key outcomes of the program were to raise students' aspirations, and improve perceptions of and skills in relation to the study of chemistry. The full report is available online.

This document reports on a three-year study into language learning at Key Stage 2 (Grades 2 and 3) level in Britain. In 2008, 92% of primary schools offered a foreign language during class time; 69% of schools were meeting language entitlements for all groups. French was the most commonly learnt language, with Spanish and German also popular. Lessons usually comprised one 40-minute lesson weekly. Language progression remained a concern for staff, as were language transitions from Key Stage 2 to Key Stage 3 level. The full report is available online.

The Building Schools for the Future program is responsible for the renewal or rebuilding of all secondary schools in Britain. This report examines the impact of the program on the attitudes of students attending a rebuilt secondary school. A strong relationship between the new buildings and improved attitudes was found. Students reported that the rebuilding resulted in decreased vandalism, littering, graffiti and bullying. They thought the new school was 'inspiring', 'stimulating' and 'motivational', and reported that they were more likely to consider continuing on to Year 12. Students felt safer at school, more proud of their school, and reported increased enjoyment around attending school. Interest in ICT and physical education increased due to improved sporting and computer facilities. The full report is available online.

This document reports on lessons learnt and challenges that remain in achieving educational equity for Indigenous peoples. It includes an analysis of the scope and concept of the right to education, an overview of Indigenous education systems, and challenges to the implementation of Indigenous education. The promotion of Indigenous languages, the right to educational autonomy, the development of programmes to support cultural practices and norms, and the need for education for Indigenous girls and women in particular are discussed. The full report is available online.

This book aids teachers in providing students with specific, individualised feedback to help them understand their progress relative to classroom goals. The text provides information on developing and tailoring effective feedback across different ages, levels of ability, assignment types and content areas. Topics include types of feedback, effective written and oral feedback, helping students understand feedback, content-specific suggestions for feedback, and adjusting feedback for different types of learners. Adapted from Chapter 1.