Curriculum and Learning

Curriculum reflects the values of communities and defines what is important in school education. Learning is the process by which knowledge and skills are acquired, involving the comprehension of new information and its absorption into long term memory. C4IE engages in curriculum and learning research to inform policy and practice, with the aim of enhancing the learning experiences and outcomes of every student. We seek to identify and understand barriers to access with the aim of developing innovative solutions that will benefit all.

Key research areas in the C4IE Curriculum and Learning Program include:

  • Interpretations and practices of curriculum, pedagogy, and assessment, nationally and globally
  • Increasing the accessibility of assessment and pedagogy to promote engagement and learning
  • Systems and structures that support all learners
  • Evidence-based approaches to reading instruction and social emotional skill development
  • Learning that connects to culture, community, and country
  • Curricular justice
  • Classroom interactions

Curriculum and Learning in C4IE represents a transdisciplinary group of researchers from education, psychology, design and architecture. Education scholars work across Early Childhood, Primary, Secondary and Tertiary education (including Professional Experience) in various disciplines including geography, science, history, TESOL and English, their work spanning rural, remote, regional and metro areas, and international contexts.

Curriculum and Learning Program Co-Leaders

Current projects

Recent publications

Do Saudi Arabian educational policies determine the promotion of creativity with gifted students?

Salamah, M., Campbell, M., & Chalmers, C. (2023) Do Saudi Arabian educational policies determine the promotion of creativity with gifted students?. Asian Journal of Education and Social Studies.

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Stakeholder experience evaluating whole-school practice designed to improve educational outcomes for autistic students

McLennan, H., Roberts, J., & Johnson, G (2023) Stakeholder experience evaluating whole-school practice designed to improve educational outcomes for autistic students. Australasian Journal of Special and Inclusive Education.

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An experimental investigation of alternative ideas of force in autistic adolescents

Kaliampos, George, Mavropoulou, Sofia, Kollias, Vasilis, Ravanis, Konstantinos, Vavougios, Denis (2023) An experimental investigation of alternative ideas of force in autistic adolescents Research in Science Education.
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Accessibility in assessment for learning: sharing criteria for success

Willis, Jill, Arnold, Julie, Deluca, Christopher (2023) Accessibility in assessment for learning: sharing criteria for success Frontiers in Education, 8, pp.Article number: 1170454.
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Prioritising students in Assessment for Learning: A scoping review of research on students' classroom experience

Julie Arnold (2022) Prioritising students in Assessment for Learning: A scoping review of research on students' classroom experience. Review of Education.

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Using assistive technology with SRSD to support students on the autism spectrum with persuasive writing

Ozdowska, Anne, Wyeth, Peta, Carrington, Suzanne, Ashburner, Jill (2021) Using assistive technology with SRSD to support students on the autism spectrum with persuasive writing British Journal of Educational Technology.
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How does initial teacher education research frame the challenge of preparing future teachers for student diversity in schools? A systematic review of literature

Rowan, Leonie, Bourke, Terri, L'Estrange, Lyra, Lunn, Joanne, Ryan, Mary, Walker, Susan, Churchward, Peter (2021) How does initial teacher education research frame the challenge of preparing future teachers for student diversity in schools? A systematic review of literature Review of Educational Research, 91 (1), pp.112-158.
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