Research

Partnering with Learning First, we investigated issues influencing the effective use of evidence in policy development through a desktop review and interviews with senior policymakers.

This project aims to use research to help schools and school systems support students struggling with literacy and numeracy.

This report aims to guide and catalyse further work towards building a better early childhood education and care (ECEC) system to serve all Australian children and families.

This discussion paper outlines 3 constructs that can be measured to determine the effectiveness of transitions and children and families’ sense of belonging.

Evidence shows that effective transitions to school contribute to children’s long-term learning and development. More can be done to build shared understandings of what effective transitions involve.

Our national survey has found that Australian schools often have cultures of sharing and discussing evidence, but less support is available for teachers to actively change their practice based on evidence.

ECEC services often have cultures of sharing and discussing evidence, but less support is available for early childhood educators to actively change their practice based on evidence.  

This report summarises available evidence on writing and writing instruction.

This report outlines findings from a desktop review of 'what works' for evidence intermediaries and the barriers and enablers to implementing evidence in education.

Literacy and numeracy are critical foundations, equipping students to access learning in all other parts of the curriculum.