Research

AERO has been working closely with Australian schools and systems to learn about promising approaches for implementing evidence-based teaching practices in different school contexts. This discussion paper is the third in a series that shares insights from our work with schools in the Learning Partner project.

This discussion paper provides an overview of evidence-based teaching practices that support Autistic students and students with ADHD with learning at school.

This guidance report provides evidence-based insights for how Australian education systems can most effectively support schools to take up and sustain evidence-based practices at scale.

This report presents findings from a literature review AERO conducted to examine the role of school-based health and allied health initiatives and their impact on student outcomes.

AERO has been working alongside ECEC services to increase our understanding of implementation of evidence-based practices in ECEC. This insights paper shares our learnings from the 2023 and 2024 iterations of the ECEC Learning Partner project.

AERO’s deliberate and structured approach to implementation is designed to support effective implementation in Australian schools. This discussion paper and A3 summary detail why implementation matters and how AERO’s approach has been developed, tested and refined.

This collaboration focuses on implementation of evidence-based teaching practices in different school contexts.

This report presents the findings of a study AERO conducted in partnership with AISWA on how teachers can implement and maintain practice changes after professional learning.

AERO has been working closely with Australian schools and systems to learn about promising approaches for implementing evidence-based teaching practices in different school contexts. This discussion paper is the second in a series that shares insights from our work with schools in the Learning Partner project.

This project investigated how long it takes Australian students learning English as an additional language (EAL) to develop the level of English required to equitably participate in curriculum learning.

This report presents research into how long it takes students in New South Wales government schools learning English as an additional language to develop the level of English required to equitably participate in curriculum learning.

This report considers the appropriateness of a national professional practice network for teachers and educators working in early childhood education and care and outside school hours care.