The Currency, Relevance, Authority, Accuracy and Purpose (CRAAP) test helps you to evaluate non-academic sources of evidence, such as a webpage.
Partnering with Learning First, we investigated issues influencing the effective use of evidence in policy development through a desktop review and interviews with senior policymakers.
This national snapshot presents findings on the current use of evidence by teachers and leaders in Australian schools. We examine attitudes towards and use of various types of evidence, and challenges and enablers in using evidence.
Examples of practice demonstrate effective practice in different education settings. You can use them to think about how to apply the practice in your own context.
Implementation checklists are a list of practical steps you can take to support the implementation of an evidence-based practice in your setting. This checklist focuses on implementing a focused classroom.
Focused classrooms maximise students’ on-task learning time by minimising disruptive behaviour and disengagement. This guide outlines key practices for creating focused classrooms.
This resource provides 3 examples of how systems can support the use of evidence and evidence-based practices through professional learning.
This worksheet helps you to reflect on a piece of research. The research you choose to reflect on should be about a particular education policy, program or practice (that is, an approach) that you may be considering using in your school, service or classroom.
This report describes ways that schools can build teachers’ and leaders’ confidence in using research evidence, and why this is important.
Using evidence-based practices, and using them well, is a critical way to improve student outcomes. Evidence-based practices are practices supported by research, that is, there is broad consensus in the research community that they work.
This case study from Elevation Secondary College in Melbourne describes how the school built a professional learning community to develop teachers’ confidence and self‑efficacy, build effective leadership and create a consistent learning experience for students.
This report outlines findings from a desktop review of “what works” for evidence intermediaries and the barriers and enablers to implementing evidence in education.
Better use of evidence leads to improved student outcomes. But sometimes schools find it difficult to create and sustain a culture of evidence use on their own.