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.

What can be done to create more effective transitions from birth to Year 12, to support greater continuity of learning and better student outcomes?

Teaching practices that are aligned with how students learn are the most effective in improving education outcomes for all. There is strong evidence about the processes that occur during learning.

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.

Our work on how students learn best (also known as the science of learning) connects cognitive science, neuroscience and education psychology research on the learning process with practical teaching implications. 

The evidence-based practices presented in this guide can be used to support children’s transitions from before-school care to school and from school to after-school care.

This evidence summary supports AERO’s practice guide for transitions to school for children with disability or developmental delay.

This evidence summary supports AERO’s practice guide for transitions between school and OSHC. It describes the evidence base behind the guides and synthesises insights from available research.

Collaboration between OSHC services and schools enhances continuity of learning and effective transitions. We spoke to the principal and OSHC coordinator at Kuluin State School about how they approach transitions.

Evidence shows that a child-centred approach helps with successful transitions. We spoke to the principal and OSHC coordinator at Kuluin State School about how they approach transitions.