Australian Education Review
Australian Education Review Series: (AER)
This series of the AER provides research literature reviews, with analysis and commentary, on contemporary issues in education. ACER plans to publish two titles per year.
Series Editor: Suzanne Mellor – Senior Research Fellow, Educational Monitoring and Research Division, ACER; Phone: (03) 9277 5631; Email: suzanne.mellor@acer.edu.au
The AER series is available in print by standing order, or titles can be purchased individually from the ACER Shop. For further information on purchasing copies of the AER please contact ACER Press Customer Service on (03) 9277 5447 or by email sales@acer.edu.au
Each edition of the AER is also available as a free download from the page for that edition.
Submissions from 2013
Reforming Educational Assessment: Imperatives, principles and challenges, Geoff N. Masters
Submissions from 2011
The Arts and Australian education: Realising potential, Robyn Ewing
Teaching Mathematics: Using research-informed strategies, Peter Sullivan
Submissions from 2010
Building Innovation : Learning with technologies, Kathryn Moyle
Submissions from 2009
Second Languages and Australian Schooling, Joseph Lo Bianco
Touching the Future : Building skills for life and work, Johanna Wyn
Submissions from 2008
The Leadership Challenge : Improving learning in schools, Bill Mulford
Submissions from 2007
Literacy Education in School : Research perspectives from the past, for the future, Peter Freebody
Re-Imagining Science Education : Engaging students in science for Australia's future, Russell Tytler
Submissions from 2006
Early Childhood Education : Pathways to quality and equity for all children, Alison Elliott
Using Data to Support Learning in Schools: Students, teachers, systems, Gabrielle Matters
Submissions from 2005
Balancing Approaches : Revisiting the educational psychology research on teaching students with learning difficulties, Louise A. Ellis
Submissions from 2004
The Case for Change : A review of contemporary research on Indigenous education outcomes, Suzanne Mellor and Matthew Corrigan