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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?

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.

ECEC services often have cultures of sharing and discussing evidence, but less support is available for early childhood educators to actively change their practice based on evidence.  

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.

Our national survey has found that Australian schools often have cultures of sharing and discussing evidence, but less support is available for teachers to actively change their practice based on evidence.

This research summary explains the methodology for a data analysis of students' backgrounds and their influence on literacy and numeracy achievement.

See how the Year 1 teachers at Loxton Primary School use explicit instruction in their classroom.

This rubric outlines a set of capabilities to do with the evidence-based practice of explicit instruction.

In formative assessment, you gather and interpret information about student learning as it is happening in your classroom. It helps you to adapt your teaching to meet student needs. 

Kerri Proctor, Head of English at Walford Anglican School for Girls, uses different formative assessment methods to track students' progress.

Formative assessment is a teaching practice that evidence says makes a difference. In this video, Darcie Clarke explains how she uses formative assessment in her science lessons.