Browse the AERO collection

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.

There are many research reports, articles, ideas and resources designed to help teachers and education systems. How, though, can teachers be sure what they choose to do will work? The answer is evidence.

Article in The Conversation revealing how much use teachers make of education research evidence when teaching students.

The Australian Education Research Organisation (AERO) is looking for educators, teachers and leaders from Australian schools and early childhood education and care (ECEC) services to prioritise and shape its research and resources.

We’re yet to fully understand the critical features that make professional learning effective.

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.

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.

Our experiences in the early years shape the developing brain, laying foundations for lifelong learning and resilience.

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.

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.

Learn more about the difference between evidence and research and why evidence is important in education.