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This report outlines findings from a desktop review of 'what works' for evidence intermediaries and the barriers and enablers to implementing evidence in education.

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

What does evidence look like in an early childhood education and care setting? We’ve spoken to some educators and teachers to explore the many different types of evidence they use in their practice.  

Danielle Toon, Co-Director of Evidence for Learning (E4L), shares insights and learnings from the Getting Evidence Moving in Schools (GEMS) project to help improve the use of research evidence in schools.

How can teachers deeply know their Aboriginal and Torres Strait Islander students? Colleen Hayward reflects on the importance of learning about students' culture, cultural identity and Country.

Jen Jackson, Early Childhood Program Director, Centre for Policy Development, and Associate Professor of Education Policy at the Mitchell Institute at Victoria University, explores evidence use in early childhood education and care.

Learn more about the difference between evidence and research and why evidence is important in education.

AERO recommends several resources to help educators and teachers better understand what the research says and how to make decisions about its rigour and relevance.

Explanations of commonly used terms related to education evidence and research

AERO is committed to high quality research which is produced ethically and responsibly.

Reflect on what you have learned from reading a piece of research evidence on a particular approach and decide whether to implement the approach in your context - and how to do so effectively.