Emily Ross

Dr Emily Ross is a Senior Lecturer, Deputy Director of Teaching and Learning, and Director of Primary Preservice Programs in the School of Education at the University of Queensland, part of the Faculty of Humanities, Arts and Social Sciences. She holds a Professional Doctorate in Curriculum Studies from Queensland University of Technology (2017), Master of Education Policy from Australian Lutheran College, Master of Education (Middle Years Schooling) from the University of Queensland, Bachelor of Education and Bachelor of Science (Psychology) from the University of Queensland, Postgraduate Certificate in Commerce from the University of Queensland, and Postgraduate Certificate of Educational Administration, Management and Leadership from Australian Catholic University. She is a Fellow of the Higher Education Academy. Previously, she held senior leadership positions at the Queensland Curriculum and Assessment Authority, Australian Curriculum, Assessment and Reporting Authority, interim National Curriculum Board, and in Queensland government and independent schools. After her doctorate, she led the renewal of the QCAA Australian Curriculum website, redeveloping over 500 curriculum support resources. Her doctoral research on teachers' curriculum interpretation and implementation shaped Queensland government policy and influenced Australian Curriculum implementation support.

Emily Ross's research focuses on curriculum and assessment policy and its implementation, particularly in STEM education, mathematics education, primary education, and teacher education. She has contributed to national efforts via advisory groups and expert panels for ACARA and Education Services Australia. Key publications include "Viva la revolución? Teachers as conduits or curriculum makers" (Critical Studies in Education, 2026), "Teacher preparation for integrating technology in primary education: using action plans with pre-service teachers to enhance their self-efficacy in technology pedagogy" (Education and Information Technologies, 2026), "Crossing lines or reinforcing borders?: A commentary on the policy constraints that impact the integration of mathematics in STEM" (Research in Integrated STEM Education, 2025), "Teaching the incidental mathematics: How integrated tasks with digital technologies unlocked mathematics concepts in primary school classrooms" (Mathematics Education Research Journal, 2025), and "Stretching the boundaries: the rise and rise of out-of-field teaching in Australia" (Curriculum Perspectives, 2024). She edited issues of the Australian Journal of Middle Schooling and is involved in the ARC Discovery Project "Shifting the Culture of Out-of-field Professional Education for Teachers" (2024-2027).

Professional Email: emily.ross@uq.edu.au