Professional learning is a commonly used strategy for helping teachers develop the skills and knowledge they need to use evidence-based practices in the classroom. This report presents the findings of a randomised trial in 17 primary and secondary schools in Western Australia examining the effectiveness of scalable 'booster' interventions as a follow-up to professional learning.

Professional learning is a common strategy for influencing and supporting the use of evidence-based practices in schools and early childhood education and care services, and enhancing learning outcomes for children and young people. This research summary outlines early evidence from a research project on coaching in the Australian education context.

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 services, to enhance learning outcomes. It outlines early evidence from a research project on coaching. Coaching is a promising strategy for supporting improvements in teacher practice.

The Australian Education Research Organisation (AERO) has been working closely with Australian schools and systems to learn about promising approaches for implementing evidence-based teaching practices in different school contexts. This discussion paper provides detailed insights from the second year of the Learning Partner work.

This report presents research into how long it takes students in New South Wales government schools learning English as an additional language to develop the level of English required to equitably participate in curriculum learning. The report outlines the findings, context and implications of the research, as well as the data and methods used.