�鶹��

Resource collections (1)

A teacher sitting at a table in a library using a laptop

Resource collection

Implementing evidence-based teaching practices in schools

The Australian Education Research Organisation (�鶹��) has published a series of resources to help school leaders take a deliberate and structured approach to implementing evidence-based teaching practices.

Guides & resources (10+)

Practice resource

Worked example of a school implementation plan

This worked example has been created as a supporting resource for school implementation teams to refer to when developing their own implementation plan.

Three staff members sit around a desk. One is talking while the others are listening.

Identifying and addressing implementation enablers and barriers

This practice guide steps implementation teams through the process of systematically identifying and responding to enablers and barriers in their context.

Two staff members look at a printed professional learning calendar.

Practice resource

Implementation for impact: A deliberate and structured approach

This module provides an introduction to key implementation concepts to help school leaders and implementation teams consider the implementation of evidence-based teaching practices in their setting.

Research (8)

Two school children in hats and uniforms working outside in garden.

Research report

Strategies to enhance schools' readiness for change

This is the second research snapshot in a series that summarise learnings from readiness for change research undertaken as part of the Getting it Right from the Start (GIRFTS) project. It outlines strategies school leaders can use to increase their school’s readiness for change and highlights real-life examples from the GIRFTS project.

Research report

Designing an intervention approach: Making staffing and timetabling decisions

This research report uses evidence to provide guidance for secondary school leaders in making decisions about staffing, timetabling and intensity when delivering interventions in schools.

Research report

Supporting secondary student reading: Screening, monitoring and intervention

This publication combines �鶹��’s practice guides, practice resources and explainer on delivering reading interventions in a secondary school MTSS, with details of the methodology used to create these resources.

Summaries & explainers (7)

Monitoring implementation outcomes

This is the fifth and final explainer in a series of 5 on the key components of a deliberate and structured approach to implementation. It outlines the process of monitoring implementation outcomes, including success outcomes schools can monitor, how these can be aligned with enablers and barriers, and methods for collecting data.

Addressing enablers and barriers to implementation

This explainer is the third in a series of 5 on the key components of a deliberate and structured approach to implementation. It outlines the importance of understanding and responding to school-specific enablers and barriers to implementation.

Taking an evidence-informed approach to implementation

This explainer is the first in a series of 5 on implementing evidence-based practices in schools. It outlines how schools can take a deliberate and structured approach to implementation based on key ideas from the research evidence.

Other (5)

Two smiling school staff members work together at a desk in a classroom

Reflections on implementing well: A conversation with a school leader

Matthew Pepi, Curriculum Learning Specialist and Implementation Coordinator at Chelsea Primary School, reflects on how using �鶹��'s deliberate and structured approach to implementation is working in his school.

Educator Joanne Gibson pointing to number 3 on whiteboard.

Explained: The key components of implementation

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.

First Nations education advisory group (Nominations closed)

Note: nominations for the First Nations Expert Reference Group closed as at 20 November 2023. The group will ensure �鶹��'s contribution to education research, policy and practices meet the needs of First Nations communities.