Submission Mar 2024 Submission to the Inquiry into Literacy and Numeracy in ACT Public Schools AERO’s submission identifies 3 evidence-based teaching practices that should form the core content basis of the ACT’s support to schools. It recommends the ACT Education Directorate work with schools to implement these practices and outlines principles and support mechanisms for this.
Article Jun 2023 How ready is your school for change? Considerations when introducing new initiatives, programs and models to your school community This article explores some of the factors shown to impact school staff’s readiness for change and recommends 4 promising approaches.
Article Jun 2023 Why AERO is working to support a whole-school approach to writing Christine Jackson and Annie Fisher discuss the need to support teachers to teach writing in all subject areas.
Article May 2023 One in five secondary students has not mastered basic skills: How do schools help them to catch up? New research from the Australian Education Research Organisation (AERO) and Monash University has identified a potential solution that could dramatically improve learning for those students who are significantly behind their peers.
Article Jan 2023 Productivity Commission report highlights the importance of evidence-based approaches The Australian Education Research Organisation (AERO) has welcomed the Productivity Commission’s Review of the National School Reform Agreement (NSRA), released today.
Article Dec 2022 We asked 900 Australian teachers if evidence informs how they teach Article in The Conversation revealing how much use teachers make of education research evidence when teaching students.
Article Nov 2022 Intentional teaching leads to purposeful play-based learning Evidence-based intentional teaching can help educators and teachers progress and support children’s learning. It is also important for educators and teachers to incorporate the intentionality of children and their families into their planning for children’s learning.
Article Sep 2022 'But that would never work here' – Does context matter more than evidence? Nobody knows more about students’ learning needs than their teachers and educators. So how should teachers and educators respond to research evidence about effective practice that is broad and does not appear to take account of contextual factors?
Article Jun 2022 Improving use of evidence-based practices to better support students There is broad consensus in the research community that certain practices such as formative assessment and explicit instruction improve student outcomes. But these practices are often complex and hard to implement, involving many different elements.
Article Mar 2022 Evidence use in schools and early childhood settings – how do practitioners say they are supported? Schools and services often have cultures of sharing and discussing evidence, but less support exists for practitioners to actively change their practice based on evidence.
Article Mar 2022 The science behind fostering children’s early learning and development AERO’s ‘science of learning and development’ project will support teachers and educators to incorporate knowledge about how brains and bodies develop into their practice, beginning with early childhood education and care (ECEC) services.
Article Jan 2022 Using evidence to improve children’s outcomes Research, and the evidence it provides, helps educators be more intentional in their practice. It also guides important policy decisions to improve children’s outcomes and life trajectories.