2013/04/01 by Jessica Gerrard, James Albright, David Clarke +6
Social Sciences · #Education Systems and Policy #Educator Training and Historical Pedagogy #Global Educational Policies and Reforms
paper · doi:10.1177/0004944112471480
crossref issued 2013/04/01 · crossref published 2013/04/01 · crossref published-print 2013/04/01 · openalex publication_date 2013/04/01 · crossref published-online 2013/04/19 · crossref created 2013/04/19 · openalex created_date 2025/10/10 · crossref deposited 2026/04/28 · openalex updated_date 2026/07/22 · crossref indexed 2026/07/24
Under the auspices of its ‘Education Revolution’, the Federal Labor Government is currently implementing a national curriculum for schools. Representing an important intervention into educational practice and governance, the Australian Curriculum offers a unique research opportunity, providing substantial scope for the examination of the changing systems and school-level practices entailed in large-scale curriculum reform. Research into the Australian Curriculum also presents a valuable opportunity to develop educational research methodologies that attend to the complex and multifaceted processes of curriculum reform, from systems to classrooms. Taking two of the disciplinary towers of modern curricula (English and mathematics) and Australia’s two largest jurisdictions (New South Wales and Victoria) as the focus, this article draws on a three-year Australian Research Council Linkage Project to outline an approach to researching major curriculum reform.