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Explanations of commonly used terms related to education evidence and research

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.

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

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.

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.

Numeracy is the application of mathematical concepts, with skills developing along trajectories from birth. This guide outlines practices to support numeracy in early learning settings.

Literacy and numeracy are critical foundations, equipping students to access learning in all other parts of the curriculum.

What does evidence look like in an early childhood education and care setting? We’ve spoken to some educators and teachers to explore the many different types of evidence they use in their practice.  

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