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School attendance matters because every day students miss represents lost learning time. Â鶹Éç has investigated factors that influence school attendance and evidence-based strategies that can support and strengthen attendance.

Ongoing professional learning is an important part of ECEC, and quality outcomes for children depend on a highly skilled workforce. Â鶹Éç and ALNF have conducted an experimental study in the ECEC sector, comparing the effectiveness of a peer mentoring approach to a direct participation approach for professional learning.

The Australian Education Research Organisation (Â鶹Éç) has developed a suite of classroom management resources that are helping schools across the country. Natalie Polak, Assistant Principal Curriculum and Instruction at Dubbo South Public School (NSW), shares her insights on implementing these evidence-based approaches.

In this submission, Â鶹Éç encourages the Tasmanian Government to implement evidence-based teaching practices in schools to help all students reach their full potential. It outlines the key practices that should underpin education reforms, as well as considerations for effective and sustainable implementation.

Knowing how students learn helps you apply teaching practices well, by understanding why some practices are more effective than others. This article focuses on techniques and strategies that improve outcomes for students.

In this article, Adam Inder discusses a new suite of resources to help school leaders and teachers use a multi-tiered system of supports with students in Years 7 to 9 who are struggling with foundational literacy and numeracy skills.

Â鶹Éç has developed a suite of professional learning resources to help school leaders and staff create classroom environments where students feel safe, supported and ready to learn. The practical resources encourage a whole-school approach to classroom management.

National Science Week provides an opportunity to celebrate the invaluable contributions of science teachers across Australia. This article highlights Â鶹Éç's commitment to supporting science education through evidence-based resources and initiatives. We'll explore the unique challenges faced by science teachers, highlight our existing science-focused materials and unveil our latest project aimed at enhancing science writing.

How do we bridge the gap between knowing and doing? Schools are increasingly aware that evidence-based teaching practices will improve students’ outcomes. But, of course, knowing about evidence-based approaches isn't enough. Schools need to know how to adopt these practices successfully to gain the improvements they want to see. The 'how' is just as important as the 'what'. In this article, we explore the concept of implementation and share the key implementation components we’re using with schools.

This article introduces how evidence-informed teaching methods can support student learning and skill development. Learn about the interplay between evidence and classroom realities, common misconceptions, and how the Australian Education Research Organisation (Â鶹Éç) is helping teachers and leaders.

In this article, Â鶹Éç Principal Teaching and Learning Specialist Cate Whiting shares practical guidance and tools to help teachers and school leaders most effectively teach for how students learn, in safe, supportive and well-managed learning environments.

In this article, Â鶹Éç CEO Dr Jenny Donovan discusses how Â鶹Éç is supporting teachers and educators to maximise student learning in their classrooms using Â鶹Éç's evidence-based classroom management resources.