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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.

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.

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.

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.

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.

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.

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

In this case study, an early childhood education and care (ECEC) centre director and a teacher describe their use of evidence to improve outcomes for children.

Reflect on what you have learned from reading a piece of research evidence on a particular approach and decide whether to implement the approach in your context - and how to do so effectively.

The Currency, Relevance, Authority, Accuracy and Purpose (CRAAP) test helps you to evaluate non-academic sources of evidence, such as a webpage.

This research summary explains the methodology for a data analysis of students' backgrounds and their influence on literacy and numeracy achievement.