Browse the AERO collection

It is almost impossible to imagine anyone doing anything in education without assuring us first that it is ‘evidence-based’. Yet, many practitioners have told AERO that they are confused about the nature and quality of the evidence that exists and what it tells us.

This is the second in a series of 4 practice guides designed to help teachers, educators and leaders use research evidence to strengthen decisions about their practice. It provides information about the types of print and online resources that contain research evidence, as well as using common library and online search tools.

New research from the Australian Education Research Organisation (AERO) and Monash University has identified a potential solution that could dramatically improve learning for those students who are significantly behind their peers.

This resource is part of a series of 8 practice resources for play-based learning and intentionality in ECEC. Each resource is aligned with the Principles of the Early Years Learning Framework (EYLF V2.0).

This resource is part of a series of 8 practice resources for assessment for children’s learning in early childhood education and care services (ECEC). Each resource is aligned with the Principles of the Early Years Learning Framework (EYLF V2.0).

The Australian Education Research Organisation (AERO) has welcomed the Productivity Commission’s Review of the National School Reform Agreement (NSRA), released today.

Australia needs high-quality evidence in early years education that can guide policy and practice decisions and help to improve children’s outcomes and life trajectories.

This worksheet is designed to help teachers, educators and leaders use online and library search tools to locate rigorous and relevant research evidence on new and effective approaches to inform their practice.

This practice guide provides evidence-based, practical advice for teachers on how to teach sentence combining in the context of their classrooms.

AERO’s submission identifies 3 evidence-based teaching practices that should form the core content basis of the ACT’s support to schools. It recommends the ACT Education Directorate work with schools to implement these practices and outlines principles and support mechanisms for this.

The following case study has been created by Schools Plus, with support from Clarke Road School, as an example of how to support complex learners through family engagement practices.