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Findings from AERO’s recent survey help us to understand how early childhood teachers, early childhood directors, school teachers and school leaders use evidence in their work.

Schools and services often have cultures of sharing and discussing evidence, but less support exists for practitioners to actively change their practice based on 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.

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.

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.

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.

Building on family engagement practice guides for early childhood, primary and secondary school levels, AERO has released a new suite of promising approaches audit tools, family engagement implementation checklists and case studies.

It is almost impossible to imagine anyone doing anything in education without assuring us first that it is ‘evidence-based’. Yet, many practitioners have told AERO that they are confused about the nature and quality of the evidence that exists and what it tells us.