Browse the AERO collection

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?

Explains the domains of children’s learning and development that are covered by the early childhood learning trajectories.

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

This research collects information from educators, teachers and leaders working in ECEC about the place research and evidence has in their professional practice.

ECEC services often have cultures of sharing and discussing evidence, but less support is available for early childhood educators to actively change their practice based on evidence.  

This national research snapshot collects evidence on evidence use in Australian early childhood education and care (ECEC) services.

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.

Our national survey has found that Australian schools often have cultures of sharing and discussing evidence, but less support is available for teachers to actively change their practice based on evidence.

See how the Year 1 teachers at Loxton Primary School use explicit instruction in their classroom.

This rubric outlines a set of capabilities to do with the evidence-based practice of explicit instruction.

In formative assessment, you gather and interpret information about student learning as it is happening in your classroom. It helps you to adapt your teaching to meet student needs.