Browse the AERO collection

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 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 is the second research snapshot in a series that summarise learnings from readiness for change research undertaken as part of the Getting it Right from the Start (GIRFTS) project. It outlines strategies school leaders can use to increase their school’s readiness for change and highlights real-life examples from the GIRFTS project.

This research report uses evidence to provide guidance for secondary school leaders in making decisions about staffing, timetabling and intensity when delivering interventions in schools.

This publication combines AERO’s practice guides, practice resources and explainer on delivering reading interventions in a secondary school MTSS, with details of the methodology used to create these resources.

This commissioned report provides an overview of the evidence underpinning a knowledge-rich curriculum and outlines the key design features and enablers to effectively enact a knowledge-rich curriculum in schools.

This report explores the experiences, in early childhood education and care and at home, that appear to contribute to more equitable outcomes for emerging multilingual children.

This project conducted a review of Australian Initial Teacher Education (ITE) delivery to understand the extent to which ITE programs integrate foundational core content.

This commissioned research report provides a summary of the recommended course content for initial teacher education (ITE) based on the research evidence base.

This commissioned research report identifies the principles and characteristics necessary for Initial Teacher Education (ITE) programs to embed evidence-based teaching practices.

This paper highlights the impact aligning teaching practices with how students learn has on educational outcomes. It underscores the importance of evidence-based practices that enhance learning for all students.