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.

Current projects

Recent publications

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.
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Critical Literacies

van Leent, Lisa, Downes, Lynn, Alford, Jennifer, Thomas, Angela, Novianti, Nita, Thomas, D., Thomas, A. (2022) Critical Literacies Teaching and Learning Primary English, pp.474-491.

What Makes an Excellent Teacher?

Graham Linda J., Tancredi Haley, Gillett-Swan Jenna (2022) What Makes an Excellent Teacher? Insights From Junior High School Students With a History of Disruptive Behavior. Frontiers in Education.

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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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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.

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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.
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Critical Literacy with Adolescent English Language Learners

Alford, Jennifer (2021) Critical Literacy with Adolescent English Language Learners: Exploring Policy and Practice in Global Contexts.[ 1 ed.] Routledge Research in Language Education, (1).
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How well will the Australian Curriculum: Science prepare students for a post-truth world? An epistemic cognition perspective

Bellocchi, Alberto, Mills, Reece, Davis, James, Bourke, Terri (2021) How well will the Australian Curriculum: Science prepare students for a post-truth world? : An epistemic cognition perspective Teaching Science, 67 (4), pp.31-40.

Curriculum and Learning Program Co-Leaders