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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.

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.

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.

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.

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.

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.

Learn more about the difference between evidence and research and why evidence is important in education.

AERO recommends several resources to help educators and teachers better understand what the research says and how to make decisions about its rigour and relevance.

Education Ministers today announced the Board and new name for the national education evidence institute: the Australian Education Research Organisation (AERO).

We asked teachers, education leaders and policymakers across Australia about what the Australian Education Research Organisation should focus on.

AERO commissioned 21 online focus groups with teachers, school leaders and early childhood educators to obtain first-hand views from educators on a range of issues.

Standards of evidence help teachers, educators, leaders and policymakers make consistent and transparent judgements when assessing evidence about the effectiveness of a particular education policy, practice or program.