Browse the AERO collection

This discussion paper explores the evidence supporting the Australian Education Research Organisation's (AERO) suite of classroom management resources.

This commissioned research report identifies the principles and characteristics necessary for Initial Teacher Education (ITE) programs to embed evidence-based teaching practices.

This practice guide complements AERO’s simple, compound and complex sentence practice guides. It provides an overview of essential punctuation for writing in schools.

This practice guide was developed for secondary English teachers, and is one in a series of 3 focusing on types of sentences in English, Science, and Health and Physical Education writing.

This practice guide was developed for secondary Science teachers, and is one in a series of 3 focusing on types of sentences in English, Science, and Health and Physical Education writing.

This practice guide was developed for secondary Health and Physical Education teachers, and is one in a series of 3 focusing on types of sentences in English, Science, and Health and Physical Education writing.

This resource is part of a series of 8 practice resources for assessment for children’s learning in early childhood education and care services (ECEC). Each resource is aligned with the Principles of the Early Years Learning Framework (EYLF V2.0).

This resource is part of a series of 8 practice resources for play-based learning and intentionality in ECEC. Each resource is aligned with the Principles of the Early Years Learning Framework (EYLF V2.0).

Note: nominations for the First Nations Expert Reference Group closed as at 20 November 2023. The group will ensure AERO's contribution to education research, policy and practices meet the needs of First Nations communities.

This paper highlights the impact aligning teaching practices with how students learn has on educational outcomes. It underscores the importance of evidence-based practices that enhance learning for all students.

This explainer provides an introduction to the role of knowledge in learning, implications for effective teaching, and describes how building background knowledge facilitates higher-order thinking and learning outcomes.