ORCID Profile
0000-0001-7017-0492
Current Organisation
Griffith University
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Research Topics
In Research Link Australia (RLA), "Research Topics" refer to ANZSRC FOR and SEO codes. These topics are either sourced from ANZSRC FOR and SEO codes listed in researchers' related grants or generated by a large language model (LLM) based on their publications.
Top 5 Research Topics
ANZSRC Field of Research (FoR)
Specialist Studies in Education | Teacher Education and Professional Development of Educators | Sociology Of Education | Communication Technology and Digital Media Studies | Other Studies in Human Society | English and Literacy Curriculum and Pedagogy (excl. LOTE, ESL and TESOL) | Creative Arts, Media and Communication Curriculum and Pedagogy | Secondary Education | Curriculum Studies Not Elsewhere Classified | Gender Specific Studies | Education Studies Not Elsewhere Classified | Curriculum and Pedagogy | Education Systems | Educational Policy, Administration And Management
ANZSRC Socio-Economic Objective (SEO)
Teacher and Instructor Development | Education policy | Education and training not elsewhere classified | Curriculum not elsewhere classified | Expanding Knowledge in Education | Secondary education | Learner and Learning Achievement | Education across cultures | Education and Training Systems Policies and Development | Learner and Learning Processes | Pedagogy | Gender aspects of education |
Related Links
Publications
Where to Now for Research into the First year Experience at University? Reassembling the First Year Experience
Publisher: IGI Global
Date: 04-2016
DOI: 10.4018/IJANTTI.2016040101
Abstract: Academics and administrators in higher education contexts increasingly invest time, energy and money in the creation and delivery of a positive “first year experience: (FYE)” a term commonly used to refer to a suite of initiatives intended to impact positively upon student satisfaction and maximise student retention. Various forms of technology feature prominently in the resultant programs: a situation which reflects a widespread belief that ‘flexible' and ‘online' learning environments have a major role to play in meeting the needs of contemporary students. Over the past 20 years decision making about how to create a ‘good' first year experience has been increasingly shaped by what is now a large body of scholarship. While this literature contains much that it is valuable it can also serve to limit research conducted in this area. Drawing upon insights from the sociology of translation this paper explores the hinterland of the FYE and the ways in which it might constrain the authors' research in this field. From this basis the authors propose a case for re-imagining and reassembling their research in this area in response to key challenges provided by actor-network theory. With reference to a small scale research project conducted at a one Australian university, they highlight the different data sets—and different realities—that a reassembled FYE research agenda requires them to attend to, and outline implications for future studies in this field.
Neither naïve nor nihilistic: researching for teacher education
Publisher: Informa UK Limited
Date: 03-09-2016
The continued underrepresentation of girls in post-compulsory information technology courses: a direct challenge to teacher education
Publisher: Informa UK Limited
Date: 11-04-2011
How Does Initial Teacher Education Research Frame the Challenge of Preparing Future Teachers for Student Diversity in Schools? A Systematic Review of Literature
Publisher: American Educational Research Association (AERA)
Date: 14-12-2021
Abstract: Teachers consistently identify working with “ erse learners” as challenging. This raises questions about how teacher educators conceptualize and enact preparation of teachers for heterogeneous populations. This article provides a systematic review of literature relating to both “teacher education” and “ erse learners,” to identify knowledge claims regarding the way this “problem” and possible “solutions” should be framed. Analyzing 209 peer-reviewed journal articles (2009–2019), the article identifies groups most frequently described as erse, three qualitatively different clusters of claims regarding how teachers can be prepared for ersity, and factors identified as constraining preparation. Analysis reveals a literature broad in focus—referencing many groups—but shallow in depth. The majority describe strategies for teaching about or catering to ersity with only few considering teaching for ersity. There is also limited engagement with specialist literature relating to concepts such as gender or race and little attention to teacher educators’ own knowledge. The article concludes with implications for teacher educators, arguing for enhanced critical epistemic reflexivity.
Gorillas in Their Midst: Rethinking Educational Technology
Publisher: Palgrave Macmillan US
Date: 2015
Developing a Pedagogy of Teacher Education for Teaching for Diversity: Exploring Teacher Educators’ Epistemic Cognition for Epistemic Agency
Publisher: Springer Nature Singapore
Date: 2022
Teachers’ beliefs about the impact of games on the academic and social experiences of diverse and at-risk children in schools: a Deleuzian perspective
Publisher: Informa UK Limited
Date: 27-03-2016
Affinity spaces and the situatedness of intercultural relations between international and domestic students in two Australian schools
Publisher: Informa UK Limited
Date: 28-03-2022
Editorial: theory–practice dialogues in teacher education
Publisher: Informa UK Limited
Date: 23-05-2018
Ethical Researcher or Vampiric Consumer?
Publisher: SensePublishers
Date: 2014
Motivation matters: the role of teacher education research in responding to long-standing problems
Publisher: Informa UK Limited
Date: 20-04-2017
Teacher education and teaching for diversity: a call to action
Publisher: Informa UK Limited
Date: 17-12-2020
International students in the first years of senior secondary schooling in Australia: Longing for belonging
Publisher: Elsevier BV
Date: 03-2021
Literacy, technology and the economics of attention
Publisher: Springer Science and Business Media LLC
Date: 2003
Seeking a reflexive space for teaching to and about diversity: emergent properties of enablement and constraint for teacher educators
Publisher: Informa UK Limited
Date: 04-11-2019
International conversations for teacher educators
Publisher: Informa UK Limited
Date: 20-10-2018
Capturing epistemic reflexivity for teacher educators teaching about/to/for diversity in teacher education
Publisher: Elsevier BV
Date: 02-2023
Some reflections about the political epistemologies of teacher education research
Publisher: Informa UK Limited
Date: 20-09-2017
Transformative Approaches to New Technologies and Student Diversity in Futures-Oriented Classrooms
Publisher: Springer Netherlands
Date: 09-12-2011
Teacher education programs: local and global connections
Publisher: Informa UK Limited
Date: 2017
Studying the Effectiveness of Teacher Education: Early Career Teachers in Diverse Settings
Publisher: Springer Singapore
Date: 2017
Educated Hope, Modest Ambition and School-Based Equity Reforms: Possibilities and Perspectives for Change
Publisher: Springer Netherlands
Date: 09-12-2011
Transformative Approaches to New Technologies and Student Diversity in Futures Oriented Classrooms
Publisher: Springer Netherlands
Date: 2012
Things That Matter: Student Engagement and Technologies in Knowledge-Producing Schools
Publisher: Springer Netherlands
Date: 09-12-2011
Teacher educators' knowledge about diversity: what enables and constrains their teaching decisions?
Publisher: Informa UK Limited
Date: 08-09-2022
Editorial: editorial team transition
Publisher: Informa UK Limited
Date: 07-08-2020
Early career teachers’ beliefs about their preparedness to teach: Implications for the professional development of teachers working with gifted and twice-exceptional students
Publisher: Informa UK Limited
Date: 07-11-2016
Teaching Online ... Reluctantly
Publisher: Routledge
Date: 31-10-2013
What's Your Problem? ANT Reflections on a Research Project Studying Girls Enrolment in Information Technology Subjects in Postcompulsory Education
Publisher: IGI Global
Date: 10-2009
DOI: 10.4018/JANTTI.2009062301
Abstract: Despite more than 30 years of gender reform in schools, the percentages of girls enrolled in information technology subjects in the post-compulsory years of education has remained persistently low: often under 25%. This article investigates data collected during an Australian Research Council Linkage Grant project (2005-2007) focused on identifying the reasons for this under-representation, and ways in which the situation could be changed. The article looks beyond the official recommendations of the project to explore how the research experience and the data combine to raise important questions about the limits of research in this area. The authors discuss the difference between the researchers’ perception of the problem under consideration, and the participants’ perception of the same issue. They use the resources of actor-network to highlight the gaps, tensions and contradictions within the data and to ask key questions about the extent to which the enrolment of girls in IT is indeed “a problem”.
Teaching and teacher education in the time of COVID-19
Publisher: Informa UK Limited
Date: 26-05-2020
Teachers' Beliefs about the Possibilities and Limitations of Digital Games in Classrooms
Publisher: SAGE Publications
Date: 2014
DOI: 10.2304/ELEA.2014.11.6.569
Abstract: Teachers' beliefs about what it is (or is not) possible to achieve with digital games in educational contexts will inevitably influence the decisions that they make about how, when, and for what specific purposes they will bring these games into their classrooms. They play a crucial role in both shaping and responding to the complex contextual factors which influence how games are understood and experienced in educational settings. Throughout this article the authors draw upon data collected for a large-scale, mixed-methods research project focusing on literacy, learning and teaching with digital games in Australian classrooms, to focus explicitly on the attitudes, understandings and expectations held about digital games by erse teachers at the beginning of the project. They seek to identify the beliefs about games that motivated teachers' participation in a digital games research project while focusing, as well, on concerns that teachers express about risks or limitations of such a project. The authors' aim is to develop a detailed picture of the mindsets that teachers bring to games-based learning environments, and the relevance of these mindsets to broader debates about the relationship between games, learning and school.
The Importance of the act of going: towards gender inclusive education
Publisher: Informa UK Limited
Date: 1997
Spaces to care and places to share
Publisher: Routledge
Date: 06-01-2023
Student Engagement and Rapport in Higher Education: The Case for Relationship-Centred Pedagogies
Publisher: Springer International Publishing
Date: 06-10-2017
Status of the teaching profession–attracting and retaining teachers
Publisher: Informa UK Limited
Date: 11-03-2019
No Hugs Required: University Student Perspectives on the Relationship Between Excellent Teaching and Educational Rapport
Publisher: Springer International Publishing
Date: 06-10-2016
Researching teacher educators’ preparedness to teach to and about diversity: investigating epistemic reflexivity as a new conceptual framework
Publisher: Informa UK Limited
Date: 11-01-2019
Building Rapport with University Students: Building Rapport Among University Teachers
Publisher: Springer International Publishing
Date: 06-10-2017
Investigating the effectiveness of teacher education for early career teachers in diverse settings: the longitudinal research we have to have
Publisher: Springer Science and Business Media LLC
Date: 11-12-2015
Supporting quality research in teacher education
Publisher: Informa UK Limited
Date: 06-03-2018
Imagining Futures
Publisher: Springer Netherlands
Date: 09-12-2011
Reflection, research and teacher education
Publisher: Informa UK Limited
Date: 25-09-2019
The Link between Social Wellbeing, Belonging, and Connectedness of International Students in Australian High Schools
Publisher: Frontiers Media SA
Date: 26-08-2021
DOI: 10.3389/FEDUC.2021.681956
Abstract: The number of international students enrolled in Australian high schools has increased dramatically over the last decade. However, limited research has investigated the unique needs and experiences of these students. In response to a general lack of knowledge relating to this population, a s le of 225 international high school students (93 males, 129 females, and 3 other) enrolled in years 10–12 in Australian independent schools were surveyed to investigate their social wellbeing. The survey included measures of social wellbeing, online and face-to-face connectedness, sense of belonging to their home country as well as in Australia, and the strength of their school connectedness, with the aim of identifying the most significant factors that predicted social wellbeing. Although all the factors made some contribution to social wellbeing, the strongest predictors were a sense of Australian belonging and school connectedness. We also investigated the students’ perceptions around connectedness to their social community and face-to-face and online environments, as well as whether there were any links between online connectedness, social wellbeing, and belonging. While no statistically significant relationships were revealed for online and face-to-face connectedness and their impact upon students’ social wellbeing and sense of belonging, the findings revealed the nature of positive and online experiences and the fact that while risks of online activities were substantial, in general, participating in online activity brought about more benefits than harm. Additionally, an unexpected finding revealed that, over time, the international students’ sense of belonging and social wellbeing steadily decreased, which indicates an increased need for support for these students as they progress through the student life in Australia.
Constructions of Gender in Computer Magazine Advertisements: Confronting the Literature
Publisher: University of Toronto Press Inc. (UTPress)
Date: 02-2006
DOI: 10.3138/SIM.6.1.003
A New Hope: Jedi Knights, Cyborgs and Other Educational Fantasies
Publisher: Informa UK Limited
Date: 09-1998
Editorial: Teacher education for enduring impact
Publisher: Informa UK Limited
Date: 2018
Establishment of the College of Reviewers
Publisher: Informa UK Limited
Date: 22-05-2019
Teaching teachers: what [should] teacher educators know and do and how and why it matters
Publisher: Informa UK Limited
Date: 22-05-2019
Early career teachers' perceptions of their preparedness to teach 'diverse learners': Insights from an Australian research project
Publisher: Edith Cowan University
Date: 10-2017
“Building the business model” or “Broadening our international perspectives”? Staff positioning on the values of hosting international students in the Australian school sector
Publisher: Elsevier BV
Date: 2022
What price success? The impact of the quest for student satisfaction on university academics
Publisher: Informa UK Limited
Date: 08-2013
Through growth to achievement: The potential impact on teacher education of the 2018 Gonski Review
Publisher: Informa UK Limited
Date: 08-08-2018
Climate justice, social justice and the work of teacher education: what are we prepared to do and what will we achieve?
Publisher: Informa UK Limited
Date: 14-03-2020
Quality teaching: standards, professionalism, practices
Publisher: Informa UK Limited
Date: 2019
Becoming Ryan: lines of flight from majoritarian understandings of masculinity through a high school reading and mentoring program. A story of possibility
Publisher: Springer Science and Business Media LLC
Date: 29-03-2014
Researching and reporting on international teacher education agendas: signalling change
Publisher: Informa UK Limited
Date: 15-02-2017
How epistemic reflexivity enables teacher educators’ teaching for diversity: Exploring a pedagogical framework for critical thinking
Publisher: Wiley
Date: 02-04-2022
DOI: 10.1002/BERJ.3789
Abstract: Recent research points to the importance of teacher educators teaching for ersity in initial teacher education programmes. Teaching for ersity is an approach to teacher education in which an understanding of specialist literature and a focus on critical thinking supports a social justice agenda as opposed to merely using different tips and tricks to prepare future teachers for teaching erse learners in the classroom. In this study, we explored how Australian and New Zealand teacher educators negotiated a social justice agenda in teacher education programmes, using a new transdisciplinary framework of epistemic reflexivity. The Epistemic Reflexivity for Teacher Education (ER‐TED) framework draws on epistemic cognition (Clark Chinn’s A ims, I deals, R eliable epistemic processes – AIR – framework) and Margaret Archer’s reflexivity to explore knowledge claims in teacher educators’ pedagogical decision‐making. The findings identified how teacher educators in our study discerned and deliberated with respect to epistemic aims for justification, which involve transformative critical thinking and critical thinking for self. They reported good knowledge (ideals) as being scholarly in nature, and reliable epistemic processes based on higher‐order thinking (analysis and evaluating competing ideas) or engaging with multiple perspectives. The teacher educators in our study are clear ex les of how strong overall evaluative epistemic stances enable teaching for social justice. We argue that the ER‐TED framework can help us as a profession to address teaching for ersity in teacher education programmes based on the belief that the pursuit of social justice requires an evaluativist epistemic stance.
Student Engagement and Educational Rapport in Higher Education
Publisher: Springer International Publishing
Date: 2017
Landscaping on shifting ground: teacher education in a digitally transforming world
Publisher: Informa UK Limited
Date: 08-2008
Reassembling the Problem of the Under-Representation of Girls in IT Courses
Publisher: IGI Global
Date: 2011
DOI: 10.4018/978-1-60960-197-3.CH014
Abstract: The percentages of girls in developing countries undertaking information technology subjects in the post-compulsory years of education has remained persistently low: often under 25%. This is despite the fact that this particular phenomenon has been the subject of sustained international enquiry for at least three decades. This article investigates data collected during an Australian Research Council Linkage Grant project (2005-2007) that aimed to identify some of the contemporary reasons for this under-representation in Australian schools. The original phases of data collection proceeded from the belief that there was a clear and agreed understanding that the low numbers of girls was a problem worthy of analysis. As the project evolved, however, significant differences between the researchers’ perception of the underrepresentation and the participants’ views about the same issue. In this paper we make use of actor-network theory to ask key questions about the extent to which the enrolment of girls in IT is indeed ‘a problem’.
Higher Education and Social Justice
Publisher: Springer International Publishing
Date: 2019
Professional experience in initial teacher education: keeping abreast of change in the 21st century
Publisher: Informa UK Limited
Date: 08-07-2019
Related Organisations
Related Funding Activities
Discovery Projects - Grant ID: DP180100160
Start Date: 04-2018
End Date: 05-2023
Amount: $370,212.00
Funder: Australian Research Council
View Funded ActivityDiscovery Projects - Grant ID: DP160103181
Start Date: 06-2016
End Date: 05-2021
Amount: $302,818.00
Funder: Australian Research Council
View Funded ActivityLinkage Projects - Grant ID: LP110200309
Start Date: 06-2012
End Date: 05-2015
Amount: $222,057.00
Funder: Australian Research Council
View Funded ActivityLinkage Projects - Grant ID: LP0560538
Start Date: 05-2005
End Date: 05-2008
Amount: $161,699.00
Funder: Australian Research Council
View Funded ActivityLinkage Projects - Grant ID: LP110100003
Start Date: 11-2011
End Date: 12-2015
Amount: $293,000.00
Funder: Australian Research Council
View Funded ActivitySpecial Research Initiatives - Grant ID: SR0354625
Start Date: 02-2004
End Date: 12-2004
Amount: $20,000.00
Funder: Australian Research Council
View Funded Activity