Browse the AERO collection

Improving the quality, accessibility and endurability of national school data architecture.

This is the first in a series of 4 practice guides designed to help teachers, educators and leaders use research evidence to strengthen decisions about their practice. It outlines common forms of research evidence and provides tips for what to look out for when considering research evidence.

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

This methodology outlines the processes AERO used to collect and analyse data for national research snapshots on evidence use and use of evidence-based practices in early childhood education and care.

Using evidence-based practices (EBPs), and using them well, is a critical way to improve student outcomes. Evidence-based practices are educational approaches that are backed up by research evidence.

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.

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.

In this case study, an early childhood education and care (ECEC) centre director and a teacher describe their use of evidence to improve outcomes for children.

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.

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.

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