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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.

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 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.

Teacher and young student reading

I’ve read the evidence. So, now what?

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.

Boy counting money

Using research to inform teaching practice

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.