Browse the AERO collection

This explainer outlines the evidence about why some secondary students struggle with reading. It’s the first part of a series of guidance created in partnership with DSF.

This explainer provides an introduction to the multi-tiered system of supports framework (MTSS) for secondary school leaders and teachers looking to support students in improving their literacy and numeracy skills.

Christine Jackson and Annie Fisher discuss the need to support teachers to teach writing in all subject areas.

Understanding the cognitive science behind how students learn to read and the research on effective instruction makes it easier for educators to align policy and classroom teaching with evidence.

There are many research reports, articles, ideas and resources designed to help teachers and education systems. How, though, can teachers be sure what they choose to do will work? The answer is evidence.

Jenny Donovan discusses AERO's analysis of NAPLAN writing data and the importance of writing instruction. Originally published in The Mandarin.

The Australian Education Research Organisation (AERO) is looking for educators, teachers and leaders from Australian schools and early childhood education and care (ECEC) services to prioritise and shape its research and resources.

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.

Research, and the evidence it provides, helps educators be more intentional in their practice. It also guides important policy decisions to improve children’s outcomes and life trajectories.

Our experiences in the early years shape the developing brain, laying foundations for lifelong learning and resilience.

Writing proficiency is central to student success during the school years, and it influences personal and vocational outcomes post-school. The importance of writing as a communication and learning tool cannot be overstated.