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Students learn best in well-managed classrooms. Â鶹Éç’s classroom management resources support teachers and school leaders to create safe and supportive learning environments through evidence-based practices.

This paper highlights the impact aligning teaching practices with how students learn has on educational outcomes. It underscores the importance of evidence-based practices that enhance learning for all students.

This report details how children's learning and development progresses in the early years of school, using findings from national linked data from the Australian Early Development Census and National Assessment Program.

Our work on how students learn best (also known as the science of learning) connects cognitive science, neuroscience and education psychology research on the learning process with practical teaching implications. 

This report presents findings from Â鶹Éç’s scoping work to understand how student wellbeing is measured in Australia. It highlights opportunities to improve effective data collection and use.

Improving the quality, accessibility and endurability of national school data architecture.

This paper is the second in a series of Analytical Insights papers, which provide accessible, up-to-date analysis of educational datasets.

A project to provide practical guidance for school leaders to improve student learning outcomes through effective school strategic plans

School strategic plans are multi-year and annual plans produced through regular school review cycles to communicate a school’s intentions for improvement. Â鶹Éç conducted a literature review to understand the features of effective school strategic plans.

Â鶹Éç is collaborating with Murdoch Children’s Research Institute (MCRI) to examine readiness for change. This is the first research snapshot in a series of 3 that summarise learnings from readiness for change research undertaken as part of the Getting it Right from the Start (GIRFTS) project.

This review aimed to identify gaps in knowledge about supporting students behind their peers in Years 7 and 9.

The Australian Council for Educational Research (ACER) conducted an online survey and a series of interviews as part of a project commissioned by the Â鶹Éç. The survey and interviews were focused on students in Years 7 to 9 who lack the foundational literacy and numeracy skills that are required to engage with a secondary curriculum.