Curriculum and Learning are achieved through the interplay of emotions, cognition and behaviour in cultural contexts that provide a sense of purpose and connection to education. When learners are engaged, they can contribute to their own learning goals, and to their community’s social, and educational wellbeing. Yet not all young people feel that school is for them, which can lead to disengagement and missed learning opportunities with lifelong impacts.
Engagement is enhanced through meaningful learning, positive student and teacher relationships in inclusive spaces, and where diverse ways of learning are understood. We want to understand the barriers that prevent access and genuine participation and promote education practices that are inclusive and beneficial for all learners.
The C4IE focuses on learning and engagement research that informs policy and practice, to take us closer to the vision that all students can experience greater success and achieve their full potential.
Researchers in C4IE’s Curriculum and Learning Program investigate interactions that influence engagement and learning, including:
- diversity in students’ learning experiences
- socio-emotional engagement and teacher-student relationships
- how people learn as individuals and within groups
- cognitive and social measures of learning
- accessibility and quality of curriculum, pedagogy, and assessment
- connective and enabling school learning spaces
- learning that connects to culture, community and country.
Domain-specific skills, but not fine-motor or executive function, predict later arithmetic and reading in children
Malone, Stephanie, Pritchard, Verena
, Hulme, Charles (2022) Domain-specific skills, but not fine-motor or executive function, predict later arithmetic and reading in children Learning and Individual Differences
, 95, pp.Article number: 102141.
Emotion and Science Teacher Education
Bellocchi, A. & Amat, A. (2022) Emotion and Science Teacher Education. Routledge
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What is the ‘public’ in public education?
Clarke, Matthew, Mills, Martin
, Mockler, Nicole, Singh, Parlo (2022) What is the ‘public’ in public education? Mapping past, present and future educational imaginaries of Europe and beyond European Educational Research Journal
, 21 (1), pp.3-12.
van Leent, Lisa
, Downes, Lynn
, Alford, Jennifer
, Thomas, Angela, Novianti, Nita, Thomas, D., Thomas, A. (2022) Critical Literacies Teaching and Learning Primary English
Making Talk Work
Einfalt, Johanna, Alford, Jennifer
, Theobald, Maryanne
(2022) Making talk work: Using a dialogic approach to develop intercultural competence with students at an Australian university Intercultural Education
, 33 (2), pp.211-229.
The Handbook of Critical Literacies.[ 1st ed.]
Zacher Pandya, Jessica, Mora Velez, Raul Alberto, Alford, Jennifer
, Golden, Noah, de Roock, Roberto (2022) The Handbook of Critical Literacies.[ 1st ed.] (1st).
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
Innovation through co-creation: lessons from an Australian broadcaster and teachers’ collaboration in designing engaging multiplatform education resources
Dr Prue Miles (2021) Innovation through co-creation: lessons from an Australian broadcaster and teachers’ collaboration in designing engaging multiplatform education resources. Media Practice and Education
Early childhood predictors of elementary school suspension: An Australian record linkage study
Laurens, Kristin R.
, Dean, Kimberlie, Whitten, Tyson, Tzoumakis, Stacy, Harris, Felicity, Waddy, Neale, Prendergast, Traci, Taiwo, Mary, Carr, Vaughan J., Green, Melissa J. (2021) Early childhood predictors of elementary school suspension: An Australian record linkage study Journal of Applied Developmental Psychology
, 77, pp.Article number: 101343.
Science students' social bonds and knowledge construction
(2021) Science students' social bonds and knowledge construction Journal of Research in Science Teaching
Defining bilingualism, multilingualism and plurilingualism in education
, Kettle, Margaret
, Arber, R.E., Weinmann, M., Blackmore, J. (2021) Defining bilingualism, multilingualism and plurilingualism in education: Innovations in teaching for diversity in mainstream classrooms Rethinking Languages Education: Directions, Challenges and Innovations
Critical Literacy with Adolescent English Language Learners
(2021) Critical Literacy with Adolescent English Language Learners: Exploring Policy and Practice in Global Contexts.[ 1 ed.] Routledge Research in Language Education, (1).
A longitudinal analysis of the alignment between children’s early word-level reading trajectories, teachers’ reported concerns and supports provided
Graham, Linda J.
, White, Sonia L. J.
, Tancredi, Haley A.
, Snow, Pamela C., Cologon, Kathy (2020) A longitudinal analysis of the alignment between children’s early word-level reading trajectories, teachers’ reported concerns and supports provided Reading and Writing
, 33 (8), pp.1895-1923.
Reading and numeracy attainment of children reported to child protection services: A population record linkage study controlling for other adversities
Laurens, Kristin R.
, Islam, Fahkrul, Kariuki, Maina, Harris, Felicity, Chilvers, Marilyn, Butler, Merran, Schofield, Jill, Essery, Claire, Brinkman, Sally A., Carr, Vaughan J., et al. (2020) Reading and numeracy attainment of children reported to child protection services: A population record linkage study controlling for other adversities Child Abuse and Neglect
, 101, pp.Article number: 104326 1-15.
Gamification of SSI's as a science pedagogy: Toward a critical rationality in teaching science
, Bellocchi, Alberto
, Evagorou, Maria, Nielsen, Jan Alexis, Dillon, Justin (2020) Gamification of SSI's as a science pedagogy: Toward a critical rationality in teaching science Science Teacher Education for Responsible Citizenship: Towards a Pedagogy for Relevance through Socioscientific Issues
, Contemporary Trends and Issues in Science Education, pp.101-116.
Curriculum and Learning Program Co-Leaders