Research summaries

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This research summary provides an overview of how professional learning can influence and support the use of evidence-based practices in schools and early childhood education and care (ECEC) services, to enhance learning outcomes. It outlines early evidence from one of our research projects on coaching.

This research summary describes an AERO research project that explored how long it takes Australian students learning English as an additional language (EAL) to develop the English language skills necessary to participate equitably in curriculum learning.

This research summary provides an overview of a study on peer mentoring for professional learning conducted by AERO in partnership with ALNF.

This research summary outlines research on culturally responsive teaching practices that create culturally safe learning environments.

This research summary presents key findings from a research project examining how specific aspects of quality relate to learning and development outcomes for children in Australia.

To understand which wellbeing programs and practices adopted by early childhood education and care (ECEC) services and schools improve children’s outcomes, it is necessary to measure and track children’s wellbeing. This research summary shares some preliminary learning from work the Australian Education Research Organisation (AERO) commissioned on developing wellbeing and belonging measures for children aged 3 to 8 years.

This document summarises key findings and recommendations from an analysis of Australian Early Development Census (AEDC) data conducted by AERO in 2022.

This evidence summary supports AERO’s practice guide for transitions to school for children with disability or developmental delay.

This evidence summary supports the Australian Education Research Organisation (AERO)'s practice guide for transitions between school and OSHC. It describes the evidence base behind the guides and synthesises insights from available research.

This research collects information from educators, teachers and leaders working in ECEC about the place research and evidence has in their professional practice.

This research summary presents the key findings from 2 reports on better supporting students who enter secondary school with gaps in their foundational literacy and numeracy skills.