Browse the AERO collection

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

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.

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

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

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.

Mastery learning is a teaching practice that evidence says makes a difference. In this video, Sue Davis explains how she uses mastery learning in her mathematics 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.

This methodology and annotated reading list describe the process AERO used to synthesise available research to develop our family engagement practice guides.

See how Amber Turner, a French teacher at Alfred Deakin High School, uses spacing and retrieval practice in her classes.

This practice resource looks at strategies for engaging in sustained shared conversations with children aged 3 to 5 years. It uses examples of educators and teachers using moments in the day to build children’s literacy skills.

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?