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This practice guide will help teachers teach and model self-regulated learning strategies students can apply to ensure the efficiency and effectiveness of their learning.

This practice guide will help teachers explain, demonstrate and model learning content explicitly in ways that manage cognitive load to support students with building foundational knowledge before they practise independently.

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.

The evidence-based practices presented in this guide can be used to support children’s transitions from before-school care to school and from school to after-school care.

This evidence summary supports AERO’s practice guide for transitions between school and OSHC. It describes the evidence base behind the guides and synthesises insights from available research.

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

The evidence-based practices presented in this guide can be used to support children with disability or developmental delay as they transition to their first year of school. It's designed to help services and schools work together to achieve more successful transitions.

This case study comes from Ms Sonia Loudon, Assistant Principal at Elevation Secondary College in Melbourne, Victoria.

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.

A case study of schools that have worked with external organisations to improve students’ reading and literacy skills.

This is a summary of findings from AERO’s 2022 analysis of student writing data – the most extensive investigation into this area ever conducted in Australia.