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The paper questions the mandate of these practices and highlights concerns about evidence quality, causation claims, and authoritarian shifts in education policy.",{"@graph":14,"@context":72},[15,34,55],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & 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Education Research Organisation was  \ncreated to initiate, collate and disseminate reliable evidence-based research to the Australian school system. It uses the latest cognitive psychology to advocate the use of explicit instruction and phonics to lift outcomes of Australian schooling. These practices are reflected in the new ‘core content’for Initial Teacher Education programs that were identified by the Teacher Education Expert Panel to be mandated in national accreditation processes for tertiary providers  \ndelivering initial teacher education. Mandating these practices is problematic and marks a further shift towards authoritarian processes in Australia.  \nIntroduction  \nThe Australian Education Research Organisation (AERO) was established in 2020 asa ministerial-owned company, jointly funded by the Commonwealth, state and territory governments, and registered as a charity. A national evidence body was a recommendation of the Review to Achieve Educational Excellence in Australian Schools (2018) and created under the 2020 National School Reform Agreement aimed at lifting outcomes of Australian schools. AERO (2024) undertakes research projects and applies “relentless attention and care to ensure our work is of the highest standard [and] seek and learn from difference of background opinion and experience. We ensure that the many contexts and experiences of Australian education are embedded in our work.” This paper offers opinion based on 50 years of engagement in various aspects of Australian teacher education including classroom practicum supervision, preservice and inservice teacher education in educational theory, policy, and research methods, and editing the Australian Journal ofTeacher Education for over 20 years.  \nEvidence-based Research Issues  \nRigorous evidence is defined as evidence produced using research methods (whether qualitative, quantitative, or mixed methods) that isolate the specific impact of a particular educational approach [process/product].  \nRelevant evidence is defined as evidence produced in contexts that are like one’sown. AERO (2023a, p.3)  \nIssue 1  \nNot all evidence-based research can be relied upon to bring about the claimed positive change in outcomes of schooling.  \nFigure 1 indicates different levels of trust that may be put in evidence-based research but does not specify the basis of the discrimination between these levels as has been done fora similar 4 level classification by the American What Works Clearinghouse (2022, p. 135) which classifies evidence-based research as Demonstrates rationale; Promising; Moderate; Strong. It is not clear which studies have controlled for the Hawthorne Effect on their intervention. Pogrow (2023) criticised the earlier version of effect size used by WWC as many of the major research studies included as reliable by the Clearinghouse had an effect size of .2 or below which meant that anyone implementing these practices would not see any discernible difference as a result. Biesta (2007) provided a broader critique of the evidencebased research ‘what works’ approach and was concerned that  \nEvidence-based education seems to favour a technocratic model in which it is assumed that the only relevant research questions are questions about the effectiveness of educational means and techniques, forgetting, among other things, that what counts as “effective” crucially depends on judgments about what is educationally desirable.  \nWrigley (2019) critiqued a reductionist evidence-based research base for educational theory that  \nseems particularly appropriate at present for England and similar systems, where reductionist approaches have become hegemonic in many aspects of schooling. In recent years, a strident ideological campaign, led by government ministers, has sought to reconceptualise and reconfigure what counts as educational achievement, highquali","cbCaimIoooYIataJ","https://ap.wps.com/l/cbCaimIoooYIataJ","pdf",222381,16,"English","# Abstract\n# Introduction\n# Evidence-based Research Issues\n## Issue 1\n## Issue 2\n# Education Science Issues\n## Issue 3\n## Which Science","[{\"question\":\"What is the Australian Education Research Organisation (AERO) intended to do?\",\"answer\":\"AERO was established to initiate, collect, and disseminate reliable, evidence-based research to the Australian school system.\"},{\"question\":\"How does AERO promote explicit instruction and phonics?\",\"answer\":\"AERO uses cognitive psychology to advocate explicit instruction and phonics, and these practices are reflected in required core content for initial teacher education programs.\"},{\"question\":\"Why does the paper question evidence-based research in education?\",\"answer\":\"The paper argues not all evidence-based research can be relied upon for claimed positive outcomes and raises concerns about whether studies justify causal claims and appropriately control for alternative explanations.\"}]","Australian Education Research Organisation and Initial Teacher Education - Abstract | PDF",1792078952]