1 – 12 of 18 results found
Article
An education rewrite is needed to change the narrative for student outcomes
Jenny Donovan discusses AERO's analysis of NAPLAN writing data and the importance of writing instruction. Originally published in The Mandarin.
Article
'But that would never work here' – Does context matter more than evidence?
Nobody knows more about students’ learning needs than their teachers and educators. So how should teachers and educators respond to research evidence about effective practice that is broad and does not appear to take account of contextual factors?
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Catching up: How to close equity gaps in education
How do we close equity gaps in learning and development, and best support children from disadvantaged backgrounds to catch up to their more advantaged peers?
Article
Does background determine student achievement?
A new analysis of NAPLAN data reconfirms that while students’ backgrounds influence their literacy and numeracy achievement, their results are not wholly determined by socio-economic background.
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Evidence use in schools and early childhood settings – how do practitioners say they are supported?
Schools and services often have cultures of sharing and discussing evidence, but less support exists for practitioners to actively change their practice based on evidence.
Article
How the National Outside School Hours Services Alliance and AERO are working together to improve transitions
AERO has partnered with the National Outside School Hours Services Alliance (NOSHSA) to support continuity of learning and development for school-aged children as they move between out of school hours care (OSHC) services and school.
Article
Improving use of evidence-based practices to better support students
There is broad consensus in the research community that certain practices such as formative assessment and explicit instruction improve student outcomes. But these practices are often complex and hard to implement, involving many different elements.
Article
Intentional teaching leads to purposeful play-based learning
Evidence-based intentional teaching can help educators and teachers progress and support children’s learning. It is also important for educators and teachers to incorporate the intentionality of children and their families into their planning for children’s learning.
Article
It takes a village: The importance of family engagement for supporting learning
Building on family engagement practice guides for early childhood, primary and secondary school levels, AERO has released a new suite of promising approaches audit tools, family engagement implementation checklists and case studies.
Article
Narrowing the gap between research, policy and practice: The challenge of implementation
How does a national agency support the effective implementation of evidence, particularly at scale? Learn how the Australian Education Research Organisation (AERO) plans to address the implementation challenge.
Article
Shape national education research and resources
The Australian Education Research Organisation (AERO) is looking for educators, teachers and leaders from Australian schools and early childhood education and care (ECEC) services to prioritise and shape its research and resources.
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Ten approaches to supporting evidence use across Australian school systems
We identified 10 approaches to evidence-use commonly used by Australian school systems and sectors.