This report presents findings about what teachers believe about how students learn: the prevalence of myths about learning, to what extent these myths inform practice, and what research there is to suggest teachers understand the facts about how students learn best. It finds concerted efforts are required to build up coherent mental models among Australian...

Despite initially being envisaged as a temporary program in response to COVID-19 pandemic school closures, small-group tutoring has attracted a great deal of attention from various policymakers as a potential solution to Australia’s student achievement problem. However, while the appeal of small-group tutoring as a permanent feature of Australian education is understandable, policymakers should carefully...

This report draws on data from surveys, focus groups and interviews with a group of science of learning-oriented educators to learn about their experiences, and derive insights about barriers and enablers to the further advancement of the science of learning.

Despite billions of additional experts and concerted efforts at reforming several pillars of the Australian education ecosystem, students’ results continue to plateau. The author of this report argues that Australian education needs to position the science of learning as the foundation for policy and practice.

Analysis of Australian longitudinal data, collected through the Longitudinal Study of Australian Children and the Australian Temperament Project, affirms that what happens early in a child’s life can continue to exert an effect throughout childhood. This creates a theoretical window of opportunity to improve a child’s development trajectory over the longer term. Early childhood interventions...