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This paper is the third in a series of Analytical Insights papers, which provide accessible, up-to-date analysis of educational datasets.

Matthew Pepi, Curriculum Learning Specialist and Implementation Coordinator at Chelsea Primary School, reflects on how using AERO's deliberate and structured approach to implementation is working in his school.

This report presents a summary of the evidence on approaches shown to improve access to ECEC services in regional and remote areas. It identifies 8 approaches as having the potential to improve access to ECEC services in regional and remote thin markets.

Ongoing professional learning is an important part of ECEC, and quality outcomes for children depend on a highly skilled workforce. AERO and ALNF have conducted an experimental study in the ECEC sector, comparing the effectiveness of a peer mentoring approach to a direct participation approach for professional learning.

This report discusses the findings of a study conducted by AERO and ALNF into the effectiveness of a peer mentoring approach for delivering professional learning to educators and teachers in early childhood education and care services.

This research summary provides an overview of a study on peer mentoring for professional learning conducted by AERO in partnership with ALNF.

This collection of AERO’s Early Childhood Learning Trajectories is designed for teachers and educators working in early childhood education and care (ECEC) services for children in the years before school. It can support ongoing professional learning for individuals and entire ECEC services and teams.

These resources are designed to help school leaders lead staff in professional learning to support a whole-school approach to classroom management.

This report presents the findings of AERO’s rapid literature review on the effects of the evidence-based teaching practices formative assessment, explicit instruction and mastery learning on student achievement across contexts.

This explainer is the third in a series of 5 on the key components of a deliberate and structured approach to implementation. It outlines the importance of understanding and responding to school-specific enablers and barriers to implementation.

How do we bridge the gap between knowing and doing? Schools are increasingly aware that evidence-based teaching practices will improve students’ outcomes. But, of course, knowing about evidence-based approaches isn't enough. Schools need to know how to adopt these practices successfully to gain the improvements they want to see. The 'how' is just as important as the 'what'. In this article, we explore the concept of implementation and share the key implementation components we’re using with schools.