37 – 48 of 64 results found
Explainer
Introduction to the science of reading
Understanding the cognitive science behind how students learn to read and the research on effective instruction makes it easier for educators to align policy and classroom teaching with evidence.
Video
Explicit instruction in English
Explicit instruction is a teaching practice that evidence says makes a difference. In this video, Melissa Garstang-Leary explains how she uses explicit instruction in her English lessons.
Video
Explicit instruction in mathematics
Explicit instruction is a teaching practice that evidence says makes a difference. In this video, Sue Davis explains how she uses explicit instruction in her mathematics lessons.
Video
Explicit instruction in science
Explicit instruction is a teaching practice that evidence says makes a difference. In this video, Darcie Clarke explains how she uses explicit instruction in her science lessons.
Video
Mastery learning in English
Mastery learning is a teaching practice that evidence says makes a difference. In this video, Melissa Garstang-Leary explains how she uses mastery learning in her English lessons.
Video
Mastery learning in maths
Mastery learning is a teaching practice that evidence says makes a difference. In this video, Sue Davis explains how she uses mastery learning in her maths lessons.
Research report
Writing development: What does a decade of NAPLAN data reveal?
This report discusses AERO’s 2022 analysis of NAPLAN student writing data – the most extensive investigation into this area ever conducted in Australia.
Research summary
Writing development: NAPLAN data analysis summary
This is a summary of findings from AERO’s 2022 analysis of student writing data – the most extensive investigation into this area ever conducted in Australia.
Practice resource
Explicit instruction rubric
This rubric outlines a set of capabilities to do with the evidence-based practice of explicit instruction.
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.
Article
There is no such thing as an ‘average’ school
We might associate ‘top schools’ with having the lion's share of academic high-achievers. However, when we look at the distribution of achievement across all students within schools and compare it to average differences between schools, the story is not so straightforward.
Research summary
Examining equity in NAPLAN achievement
This research summary explains the methodology for a data analysis of students' backgrounds and their influence on literacy and numeracy achievement.