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
Do Saudi Arabian educational policies determine the promotion of creativity with gifted students?
Stakeholder experience evaluating whole-school practice designed to improve educational outcomes for autistic students
An experimental investigation of alternative ideas of force in autistic adolescents
Accessibility in assessment for learning: sharing criteria for success
Prioritising students in Assessment for Learning: A scoping review of research on students' classroom experience
Using assistive technology with SRSD to support students on the autism spectrum with persuasive writing
How does initial teacher education research frame the challenge of preparing future teachers for student diversity in schools? A systematic review of literature
- 16 citations on Web of Science
- 24 citations on Scopus