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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.

This national snapshot presents findings on the current use of evidence by teachers and leaders in Australian schools. We examine attitudes towards evidence, and challenges and enablers in using evidence.

We found less than 1 in 5 students who perform below the national minimum standards in literacy and numeracy in the Year 3 NAPLAN tests catch up and stay caught up.

Note: nominations for the First Nations Expert Reference Group closed as at 20 November 2023. The group will ensure AERO's contribution to education research, policy and practices meet the needs of First Nations communities.

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.

This article explores some of the factors shown to impact school staff’s readiness for change and recommends 4 promising approaches.

This paper highlights the impact aligning teaching practices with how students learn has on educational outcomes. It underscores the importance of evidence-based practices that enhance learning for all students.

AERO has partnered with the National Outside School Hours Services Alliance (NOSHSA) to support continuity of learning and development for school-aged children as they move between out of school hours care (OSHC) services and school.

The Australian Council for Educational Research (ACER) conducted an online survey and a series of interviews as part of a project commissioned by the AERO. The survey and interviews were focused on students in Years 7 to 9 who lack the foundational literacy and numeracy skills that are required to engage with a secondary curriculum.

There is broad consensus in the research community that certain practices such as formative assessment and explicit instruction improve student outcomes. But these practices are often complex and hard to implement, involving many different elements.

This commissioned research report identifies the principles and characteristics necessary for Initial Teacher Education (ITE) programs to embed evidence-based teaching practices.