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Yep another test article

When teachers and school leaders participate in research studies, they experience benefits that extend well beyond their classroom walls. At the Australian Education Research Organisation (AERO), we’ve recently had the privilege of fostering research partnerships focused on understanding how to enhance evidence-based practices in classrooms.

In May 2025, AERO CEO Dr Jenny Donovan gave a keynote on explicit instruction at the Advancing Effective Education Summit in Sydney.

As part of our commitment to strengthening our culturally responsive research and organisational practices, we’re proud to launch our new First Nations at AERO and First Nations Expert Reference Group (ERG) webpages.

On 28 August 2025, AERO hosted a public webinar exploring findings from its recent report into how long it takes to learn English while learning the curriculum.

This explainer outlines how the Australian Education Research Organisation (AERO) is partnering with First Nations people to represent and include First Nations perspectives and contexts in our work.

This paper provides an overview of the Australian Education Research Organisation (AERO)’s cultural responsiveness work to date and outlines the commitments and actions we have taken to strengthen our culturally responsive research and organisational practices.

This charter underpins the Australian Education Research Organisation (AERO)’s ambition to make a positive contribution to the success of First Nations children and young people. It establishes the foundations and mechanisms through which the organisation will pursue reconciliation efforts and confirms AERO’s commitment to First Nations peoples through the work that it performs and the operations enabling that work.

On 19 August 2025, AERO hosted a national webinar exploring effective evidence-based strategies for embedding intentional teaching into everyday ECEC practice.

Matt Jackson, Principal of Somerville Rise Primary School, reflects on how being part of AERO’s Learning Partner Project to support the implementation of explicit instruction has improved outcomes for both students and staff.

Schools that take a planned and structured approach to embedding evidence-based teaching practices are reporting positive outcomes, including improved teacher confidence and enhanced student learning.

Since publishing our guidance on a multi-tiered system of supports (MTSS) for lower secondary schools in mid-2024, we've received many questions from primary school teachers and leaders seeking clarity on how MTSS applies to younger students. This article addresses those questions, bridging the gap between our existing secondary-focused resources and the needs of primary schools.