Jennifer's research examines how curriculum, policy and educational support structures influence the integration of digital technologies in mathematics and science education. Her work explores the ways curriculum intentions are interpreted, communicated and enacted across education systems, with a particular interest in supporting teachers to implement meaningful and authentic learning experiences.

As part of her Doctor of Education, Jennifer is investigating how digital technologies are represented within the Australian Curriculum and how education sectors support teachers to integrate these technologies in mathematics and science classrooms. Using curriculum analysis and qualitative policy research, her research examines the relationship between intended curriculum, educational support structures and classroom practice.

Jennifer's broader research interests include mathematics and science education, curriculum studies, digital technology integration, teacher professional learning, curriculum implementation and initial teacher education. Her work seeks to inform curriculum development, teacher education and professional learning by strengthening the links between educational research, curriculum policy and classroom practice.

Her research is informed by previous experience teaching secondary science in Scotland, leading STEM education initiatives, and working closely with pre-service teachers as they develop the knowledge, skills and confidence to teach mathematics and science in contemporary classrooms.