Getting more of the best teachers into disadvantaged schools is important for advancing educational equity. A study at the University of Melbourne has examined how highly effective teachers decide which schools to work in. The study found that these teachers tend to apply some distinctive criteria in deciding where to base themselves. The results suggest some additional ways in which education systems may be able to get a greater proportion of very effective teachers working in the most challenging settings.
School history is a powerful way to develop students' thinking skills, if it allows studies in depth rather than a dash through facts and events – Agora.
A pilot study in New Zealand secondary schools is examining the potential of Computer Algebra Systems to improve maths teaching – New Zealand Mathematics Magazine.