Articles | Australian Education Research Organisation

The latest news, announcements and commentary from AERO.

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An early childhood educator outside with three children. The educator is kneeling down to speak to them at their level.

Evidence-informed practice – ‘What works’ for continuous quality improvement in early childhood education and care

Gabrielle Sinclair, CEO of the Australian Children's Education and Care Quality Authority (ACECQA), provides insight into 'what works' for continuous quality improvement in early childhood education and care.

A photograph from behind of a young boy counting plastic coins.

Evidence-based teaching strategies: How often are Australian teachers using them?

The Australian Education Research Organisation (AERO) recently surveyed teachers across Australia about how often they used specific teaching strategies.

Two young children, about 4 or 5 years old, sitting at a desk with a pen and book

The importance of school transitions

Children’s transitions from early childhood education and care (ECEC) to school can have lasting effects on their learning and development.

Evidence matters for quality early childhood education and care

Our experiences in the early years shape the developing brain, laying foundations for lifelong learning and resilience.

A secondary classroom setting with a male teacher sitting at a table with three students. They hold pens with paper and laptops in front of them.

The complex task of teaching writing

Writing proficiency is central to student success during the school years, and it influences personal and vocational outcomes post-school. The importance of writing as a communication and learning tool cannot be overstated.

A view from above of children in a early learning setting on the floor looking at a handwritten book with images.

Research gives insight into the power of early years education to improve outcomes for Australia’s most vulnerable children

Australia needs high-quality evidence in early years education that can guide policy and practice decisions and help to improve children’s outcomes and life trajectories.

Teacher watching toddler in outdoor setting

Busting myths about science in early childhood education and care practice

Dr Jen Jackson, Program Director at AERO, explains how simple and effective it is to integrate science into ECEC practice, debunking several myths about the science of early childhood pedagogy along the way.

A young girl and a male teacher sitting at a desk and looking over and discussing her work.

Evidence use in Australian education

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.

Three teachers stand close to a whiteboard in a classroom. A young, Asian teacher points to the board while the two other male teachers take notes.

Hidden gems: Investigating the way research is used in schools

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.

A photograph of an Australian country road and landscape, with a road sign indicating school bus times.

Knowing your students and knowing Country

How can teachers deeply know their Aboriginal and Torres Strait Islander students? Colleen Hayward reflects on the importance of learning about students' culture, cultural identity and Country.

A laptop sits open on a mirror-topped desk. On the screen are a number of charts and graphs. The words and numbers are not legible but look like a school improvement dashboard.

Evidence and the real world

There is a growing appetite in Australia for more evidence-based policymaking in education. Jordana Hunter, School Education Program Director at the Grattan Institute, explores evidence-based policymaking in the real world.

Young children playing in early childhood setting

Using evidence by staying curious

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.