Lecturer
Overview
Dr Emily Ross is a Lecturer in the School of Education at The University of Queensland. She has extensive experience in curriculum implementation, supporting school leadership teams and teachers to implement some of the most exciting and cutting-edge curriculum initiatives. She has led the design and implementation of key curriculum and assessment initiatives for the state of Queensland and at a national level. Emily's doctoral research on curriculum interpretation and implementation has shaped government policy in Queensland. It has influenced the method and messaging for implementation support of the Australian Curriculum, and the professional development and resources that have been developed to aid teachers in the curriculum planning work. After completing her doctoral studies, Emily was asked to lead the project for the renewal of the QCAA Australian Curriculum website, including the redevelopment of over 500 curriculum support resources.
Emily's expertise in curriculum development and implementation has continued to be drawn upon by several national organisations, including the Australian Curriculum, Assessment and Reporting Authority (ACARA) and Education Services Australia. Through these organisations, she has been invited to continue to serve on Advisory Groups and National Expert Panels to support the development and delivery of the Australian Curriculum and resources to support its implementation in Australian schools.
Previously, Emily held senior leadership positions at the QCAA, the Australian Curriculum, Assessment and Reporting Authority (ACARA) and the interim National Curriculum Board, as well as in Queensland government and independent schools. Emily’s research focuses on curriculum and assessment policy and its implementation, particularly in areas of STEM education.
Research Interests
- Curriculum interpretation and implementation
- Science education
- Mathematics education
- STEM education
- Teacher education
Publications
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Journal Article: Teachers' interpretation of curriculum as a window into ‘curriculum potential’
Ross, Emily (2023). Teachers' interpretation of curriculum as a window into ‘curriculum potential’. The Curriculum Journal. doi: 10.1002/curj.239
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Conference Publication: Barriers to Integration: A Case Study of STEM-Learning in Mathematics and Digital Technology
Ross, Emily and Marshman, Margaret (2023). Barriers to Integration: A Case Study of STEM-Learning in Mathematics and Digital Technology. 45th Annual Conference of the Mathematics Education Research Group of Australasia, Newcastle, NSW Australia, 2-6 July 2023. Adelaide, SA Australia: Mathematics Education Research Group of Australasia.
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Journal Article: Approaches to integrating STEM learning
Ross, Emily (2022). Approaches to integrating STEM learning. Australian Mathematics Education Journal, 4 (2), 15-20. doi: 10.3316/informit.589970101384704
Supervision
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The mentoring of pre-service teachers in rural and regional Queensland: impacts on their emerging professional identities
Doctor Philosophy
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Anxiety and cognitive control as predictors of primary-school student achievement in mathematics
Doctor Philosophy
Publications
Journal Article
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Teachers' interpretation of curriculum as a window into ‘curriculum potential’
Ross, Emily (2023). Teachers' interpretation of curriculum as a window into ‘curriculum potential’. The Curriculum Journal. doi: 10.1002/curj.239
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Approaches to integrating STEM learning
Ross, Emily (2022). Approaches to integrating STEM learning. Australian Mathematics Education Journal, 4 (2), 15-20. doi: 10.3316/informit.589970101384704
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Ross, Emily (2022). Editorial. Australian Journal of Middle Schooling, 22 (1), 1-1.
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Ross, Emily (2022). Book Review: Dr Ginni Mansberg & Jo Lamble The New Teen Age: how to support today’s tweens and teens to become healthy, happy adults. Australian Journal of Middle Schooling, 23 (1), 47-47.
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Ross, Emily (2021). Editorial. Australian Journal of Middle Schooling, 21 (2) 1, 1-1.
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Ross, Emily (2021). Editorial. Australian Journal of Middle Schooling, 21 (1), 1-1.
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Strategies for engaging curious young minds in mathematics
Kettle, Brenda and Ross, Emily (2018). Strategies for engaging curious young minds in mathematics. Educating Young Children: Learning and Teaching in the Early Childhood Years, 24 (1), 33-34.
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Implementing the Australian Curriculum: a snapshot of one state in implementation
Emily Ross (2012). Implementing the Australian Curriculum: a snapshot of one state in implementation. The Primary and Middle Years Educator, 10 (2), 21-28.
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A conversation with Dr Peter Hill (CEO, ACARA)
Maine, Katherine and Ross, Emily (2011). A conversation with Dr Peter Hill (CEO, ACARA). Australian Journal of Middle Schooling, 11 (2), 28-32.
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Shaping the National Mathematics Curriculum
Emily Sangster (2009). Shaping the National Mathematics Curriculum. Learning Matters, 14 (1), 18-20.
Conference Publication
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Barriers to Integration: A Case Study of STEM-Learning in Mathematics and Digital Technology
Ross, Emily and Marshman, Margaret (2023). Barriers to Integration: A Case Study of STEM-Learning in Mathematics and Digital Technology. 45th Annual Conference of the Mathematics Education Research Group of Australasia, Newcastle, NSW Australia, 2-6 July 2023. Adelaide, SA Australia: Mathematics Education Research Group of Australasia.
Other Outputs
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Ross, Emily and Dwyer, Rachel (2021, 12 15). First, it’s not an instruction manual: 3 things education ministers need to know about the Australian Curriculum The Conversation
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Why do Australian states need a national curriculum, and do teachers even use it?
Ross, Emily (2021, 11 19). Why do Australian states need a national curriculum, and do teachers even use it? The Conversation
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Ross, Emily and Marshman, Margaret (2021, 07 07). Aussie kids’ financial knowledge is on the decline. The proposed national curriculum has downgraded it even further The Conversation
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An investigation of teachers' curriculum interpretation and implementation in a Queensland school
Ross, Emily (2017). An investigation of teachers' curriculum interpretation and implementation in a Queensland school. Professional Doctorate, Queensland University of Technology, Faculty of Education. doi: 10.5204/thesis.eprints.107049
PhD and MPhil Supervision
Current Supervision
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The mentoring of pre-service teachers in rural and regional Queensland: impacts on their emerging professional identities
Doctor Philosophy — Associate Advisor
Other advisors:
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Anxiety and cognitive control as predictors of primary-school student achievement in mathematics
Doctor Philosophy — Associate Advisor
Other advisors:
