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See how the Year 1 teachers at Loxton Primary School use explicit instruction in their classroom.

Our national survey has found that Australian schools often have cultures of sharing and discussing evidence, but less support is available for teachers to actively change their practice based on evidence.

ECEC services often have cultures of sharing and discussing evidence, but less support is available for early childhood educators to actively change their practice based on evidence.  

Using evidence-based practices (EBPs), and using them well, is a critical way to improve student outcomes. Evidence-based practices are educational approaches that are backed up by research evidence.

This methodology and annotated reading list describe the process AERO used to synthesise available research to develop our family engagement practice guides.

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.

There is broad consensus in the research community that certain practices such as formative assessment and explicit instruction improve student outcomes. But these practices are often complex and hard to implement, involving many different elements.

Evidence-based intentional teaching can help educators and teachers progress and support children’s learning. It is also important for educators and teachers to incorporate the intentionality of children and their families into their planning for children’s learning.

AERO’s ‘science of learning and development’ project will support teachers and educators to incorporate knowledge about how brains and bodies develop into their practice, beginning with early childhood education and care (ECEC) services.

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.

Nobody knows more about students’ learning needs than their teachers and educators. So how should teachers and educators respond to research evidence about effective practice that is broad and does not appear to take account of contextual factors?