News article
27 September 2022
Nobody knows more about students’ learning needs than their teachers. So how should teachers respond to research evidence about effective practice that is broad and does not appear to take account of contextual factors?
Research
15 August 2022
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.
News article
9 November 2021
Our experiences in the early years shape the developing brain. To improve children’s access to quality early childhood education and care, AERO will generate high-quality evidence, make high-quality evidence accessible and enhance the use of evidence across the ECEC sector.
Infographic
3 November 2021
A first look at data from our evidence use survey.
3 November 2021
What does evidence look like in an early childhood education and care setting? We’ve spoken to some educators and teachers working in early childhood education and care to explore the many different types of evidence they use in their practice.
News article
25 August 2021
Findings from the Australian Education Research Organisation’s (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.
News article
16 July 2021
Danielle Toon, Co-Director of Evidence for Learning, shares insights and learnings from the Getting Evidence Moving in Schools (GEMS) project to help improve the use of research evidence in schools.
News article
6 April 2021
Learn more about the difference between evidence and research and why evidence is important in education.
Professional learning tools
18 November 2020
AERO’s Research reflection guide helps education practitioners and policymakers reflect on what they have learned from reading a piece of research evidence on a particular approach. The guide helps you decide whether to implement the approach in your context, and if so, how to do so effectively.