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Article in The Conversation revealing how much use teachers make of education research evidence when teaching students.

This resource provides examples of professional learning at a system-level to support evidence use.

The Currency, Relevance, Authority, Accuracy and Purpose (CRAAP) test helps you to evaluate non-academic sources of evidence, such as a webpage.

Survey findings and practical guidance from an AERO and Monash Q Project collaboration

Using evidence-based practices (EBPs), and using them well, is a critical way to improve student outcomes. Evidence-based practices are educational approaches that are backed up by research evidence.

This case study comes from Ms Sonia Loudon, Assistant Principal at Elevation Secondary College in Melbourne, Victoria.

A case study of schools that have worked with external organisations to improve students’ reading and literacy skills.

AERO is working to inform design and delivery of professional learning programs.

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.

Formative assessment is a teaching practice that evidence says makes a difference. In this video, Melissa Garstang-Leary explains how she uses formative assessment in her English lessons.

Evidence-based intentional teaching can help educators and teachers progress and support children’s learning. It is also important for educators and teachers to incorporate the intentionality of children and their families into their planning for children’s learning.