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This guide describes a set of teaching practices that have been found to improve student achievement by making instruction explicit.

Maximise students’ on-task learning time by minimising disruptive behaviour and disengagement.

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.

It is almost impossible to imagine anyone doing anything in education without assuring us first that it is ‘evidence-based’. Yet, many practitioners have told AERO that they are confused about the nature and quality of the evidence that exists and what it tells us.

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.

There is a growing appetite in Australia for more evidence-based policymaking in education. Jordana Hunter, School Education Program Director at the Grattan Institute, explores evidence-based policymaking in the real world.

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.

Findings from AERO’s recent survey help us to understand how early childhood teachers, early childhood directors, school teachers and school leaders use evidence in their work.

Early literacy approaches support the development of foundational skills. This guide outlines key practices for supporting literacy in early learning settings.

Australia needs high-quality evidence in early years education that can guide policy and practice decisions and help to improve children’s outcomes and life trajectories.

Writing proficiency is central to student success during the school years, and it influences personal and vocational outcomes post-school. The importance of writing as a communication and learning tool cannot be overstated.