The First Nations Expert Reference Group is being established by the Australian Education Research Organisation (AERO) to ensure education research, policy and practices meet the needs of First Nations communities.

From the first experience of early childhood education and care all the way up to secondary school, education is full of transition points. Transitions are the risky points in education: a poor transition can disrupt the continuity of children’s learning.

The Australian Education Research Organisation (AERO) looked at what happens to students who perform at or below the national minimum standards in literacy and numeracy in the Year 3 NAPLAN tests. We found less than 1 in 5 students who are behind in Year 3 catch up and stay caught up. In fact, most are at risk of not meeting learning standards throughout their schooling.

To support their students’ ever-evolving learning and development needs, as well as respond to external pressures, schools regularly introduce and implement new initiatives aimed at improving student outcomes.

Christine Jackson and Annie Fisher discuss the need to support teachers to teach writing in all subject areas. This article also announces AERO's writing resources aligned to the Australian curriculum and a new pilot research project supporting a whole-school approach to the teaching of writing.

‘As a school teacher or leader, you will understand the challenge of addressing gaps in students’ literacy and numeracy skills.’ In this article, Adam Inder shares findings from AERO’s Implementing Effective Tiered Interventions in Secondary Schools' project.

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.

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

Evidence-based intentional teaching can help educators and teachers progress and support children’s learning. It is also important for educators and teachers to incorporate the intentionality of children and their families into their planning for children’s learning.