Engagement and Learning

Engagement 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 Engagement 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.

Current projects

Recent publications

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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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.
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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.
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Gamification of SSI's as a science pedagogy: Toward a critical rationality in teaching science

Davis, James, 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.

Engagement and Learning Program Co-Leaders