This article explores teachers' experiences in preparing to enact a new senior secondary school subject, psychology, in Queensland, Australia, at a time of major curriculum reform. In this study, 62 teachers completed an online survey about their experiences on the eve of enactment. From an ecological lens, data were analyzed via descriptive…

Informed by curriculum theory, this in-depth qualitative case study examined the experiences of one senior teacher, Stephen, as he enacted the first unit of Queensland's new "Earth and Environmental Science" (EES) syllabus. This study aimed to understand how Stephen navigated the 'space' between the intended and enacted curriculum, by…

This book explores questions about the relevance of implementing curriculum in transnational vocational education, in situations where teachers are expected to maintain standards in a country for which it was not designed. It provides a situational model of curriculum implementation that explains the complexity of factors that influence teachers'…

Despite the opportunity to integrate ocean literacy in schools, there is limited global evidence that learning about the ocean has been prioritised in formal educational systems. An overloaded curriculum, teacher's lack of ocean knowledge and the limited availability of educational resources are the main barriers for the inclusion of ocean topics…

The purpose of this study was to explore general education teachers' perceptions of their experiences while implementing the Real Engagement in Active Problem Solving (REAPS) model. REAPS is an evidence-based teaching model for challenging and engaging gifted students in a variety of settings. Twenty-three teachers answered 7 semi-structured…

The purpose of this article is to present a problematising and exploration of how teachers educated within settler-colonial systems are positioned to analyse critically and resist whitewashed curriculum when planning for school-based learning. Since the 2013 implementation of the Australian Curriculum: History, Aboriginal and Torres Strait…

An ongoing problem for teacher education institutions is bridging the gap between theory and practice and offering authentic experiences to challenge preservice teachers' pedagogical decision-making. Preservice practicums simulate teaching and can, at best, offer controlled experiences in familiar settings. This restricts the opportunities for…

Arts specialist teachers have a unique place in primary schools. They are often the sole teacher responsible for an entire learning area and hence commonly provide leadership and drive the curriculum implementation of the arts in and for their school. This responsibility finds us asking questions about the ability of arts specialist teachers to…

Commentary on the introduction of the Australian Curriculum (AC) has reflected a tension for educators of students with disabilities (SWD) between in-principle support for a curriculum that is inclusive of all students and the challenge of translating a general framework into relevant, individualised learning experiences appropriate for all SWD.…

Despite widespread support for integrated approaches to teaching, classroom practice reveals a lack of implementation. This paper explores challenges and opportunities in teaching an integrated curriculum, and connects this with the contemporary notion of a twenty-first century curriculum and pedagogy. A case study of Global Education (GE) is used…

This article uses an auto-ethnographic approach to explore the reflections and insights that occurred during my teaching of a subject in adolescent development on the Thai Burma border. This paper adopts a relatively descriptive style to a personal reflection of teaching on the border and how it transformed the way I teach and made me look at the…

This dissertation details the experiences of eight teachers who use Whole Brain Teaching (WBT) in their classrooms. Teachers were asked questions regarding factors that impeded the implementation of WBT, administrators' perceptions prior and after the implementation of WBT, and students' reactions to the implementation of WBT. Since teachers…

A new national curriculum has recently been implemented across Australia. This paper reports on a case study of a regional Western Australia government school as they re-wrote and taught the phase one learning areas: maths, English, science and HASS. Results showed what it is like to work in an environment where continual change is not only…

The implementation of the Australian Curriculum: Science across the compulsory years of schooling (F-10) in most Australian states this year, requires science teachers to address the teaching of scientific argumentation in their classrooms. To attend to this challenge, we conducted an argumentation professional development program with practicing…

Quality arts education can produce positive learning outcomes, such as creating positive attitudes to learning, developing a greater sense of personal and cultural identity, and fostering more creative and imaginative ways of thinking in young children (Bamford, 2006; Eisner, 2002; Robinson, 2001). Arts-based processes allow children the…