37 – 46 of 46 results found
Practice resource
Evidence decision-making tool for policymakers
A tool to help you use evidence to make decisions about a new or existing policy, program or other initiative based on AERO’s standards of evidence.
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.
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.
Article
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
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.
Research report
Writing and writing instruction
This report summarises available evidence on writing and writing instruction.
Article
Using evidence to improve children’s outcomes
Research, and the evidence it provides, helps educators be more intentional in their practice. It also guides important policy decisions to improve children’s outcomes and life trajectories.
Agency publication
Ethical and responsible research
AERO is committed to high quality research which is produced ethically and responsibly.
Practice guide
Research reflection guide
Reflect on what you have learned from reading a piece of research evidence on a particular approach and decide whether to implement the approach in your context - and how to do so effectively.
Agency publication
Standards of evidence
Standards of evidence help us make consistent and transparent judgements when assessing evidence about the effectiveness of a particular education policy, practice or program.