ORCID Profile
0000-0002-0617-3506
Current Organisation
University of Sydney
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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.
Specialist Studies in Education | Comparative and Cross-Cultural Education | Specialist Studies in Education not elsewhere classified | Education Policy | Educational Technology And Media | Professional Development Of Teachers Not Elsewhere Classified | Curriculum Studies: Science Education | Sociology of Education
Resourcing of Education and Training Systems | Education and Training Systems Policies and Development | School/Institution Policies and Development | Management of Education and Training Systems | Higher education | Primary education | Secondary education |
Publisher: Informa UK Limited
Date: 03-08-2022
Publisher: Springer Singapore
Date: 2018
Publisher: Mary Lou Fulton Teacher College
Date: 22-01-2018
Abstract: Research on the development of professional identity for teachers who enter the profession through alternative routes is still in its infancy. In contrast to their peers who complete traditional initial teacher education programs, these teachers are exposed to different conditions and constraints that produce a range of sub-identities previously unidentified in the literature. This paper draws on interviews with 27 teachers who entered teaching through Teach For America and wrestled with these sub-identities as they considered their emerging professional identity. We argue that these sub-identities point to structural challenges embedded within Teach for America, and we highlight the need for additional research on the growing cadre of teachers entering the teaching profession through alternative routes, and subsequently influencing policymaking processes.
Publisher: Informa UK Limited
Date: 24-02-2017
Publisher: Informa UK Limited
Date: 12-12-2013
Publisher: Routledge
Date: 07-03-2013
Publisher: Routledge
Date: 18-09-2020
Publisher: Routledge
Date: 28-03-2023
Publisher: Informa UK Limited
Date: 10-08-2022
Publisher: John Benjamins Publishing Company
Date: 03-07-2020
Publisher: Springer Science and Business Media LLC
Date: 03-07-2022
Publisher: Routledge
Date: 10-11-2016
Publisher: Informa UK Limited
Date: 26-05-2017
Publisher: Informa UK Limited
Date: 09-2013
Publisher: Springer Singapore
Date: 2018
Publisher: Edith Cowan University
Date: 2015
Publisher: Springer Nature Singapore
Date: 2021
Publisher: Wiley
Date: 12-09-2023
DOI: 10.1002/CURJ.225
Publisher: Informa UK Limited
Date: 12-2005
Publisher: Informa UK Limited
Date: 02-2013
Publisher: Springer Science and Business Media LLC
Date: 08-09-2023
Publisher: Routledge
Date: 03-07-2012
Publisher: Edith Cowan University
Date: 10-2013
Publisher: Informa UK Limited
Date: 17-01-2023
Publisher: Informa UK Limited
Date: 06-12-2020
Publisher: Wiley
Date: 02-12-2022
DOI: 10.1002/BERJ.3840
Abstract: Alternative teacher education programmes have emerged in many countries as a new approach to recruiting, educating and placing teachers in underperforming schools. The media plays an important role in framing perceptions of these programmes and their teachers, including in Australia, but this has not been the subject of significant research to date. This study examines how one alternative teacher education programme—Teach For Australia (TFAus)—has been positioned and framed within the news media since its inception. It critically analyses the portrayal of TFAus and concomitant educational discourses to explore their connection to larger issues surrounding teacher education and teaching quality. Drawing on an analysis of 122 print/online media articles, we identify narratives related to prestige, benevolence and the ‘alternative’ nature of the programme, alongside a narrative critical of TFAus. Despite this critical narrative, in investigating and opening up a dialogue on the perceptions and depictions of TFAus, we posit that the programme—although controversial in nature—has generally benefited from print media coverage, advancing its reputation as a major contributor to education reform and ch ion of educational equity.
Publisher: Informa UK Limited
Date: 28-07-2011
Publisher: Informa UK Limited
Date: 09-08-2023
Publisher: Informa UK Limited
Date: 31-03-2019
Publisher: Routledge
Date: 06-11-2016
Publisher: Bentham Science Publishers Ltd.
Date: 18-05-2015
Publisher: Informa UK Limited
Date: 24-04-2023
Publisher: Informa UK Limited
Date: 31-05-2023
Publisher: Informa UK Limited
Date: 14-05-2015
Publisher: Routledge
Date: 12-09-2007
Publisher: Routledge
Date: 28-03-2023
Publisher: Informa UK Limited
Date: 13-12-2021
Publisher: Routledge
Date: 07-03-2013
Publisher: Springer Science and Business Media LLC
Date: 25-07-2018
Publisher: Springer International Publishing
Date: 2015
Publisher: Informa UK Limited
Date: 06-10-2021
Publisher: Springer International Publishing
Date: 02-08-2014
Publisher: Informa UK Limited
Date: 16-03-2015
Publisher: John Benjamins Publishing Company
Date: 03-07-2020
Abstract: The National Assessment Program – Literacy and Numeracy (NAPLAN) has been a key tenet of Australian education policy since its launch over a decade ago. Print media coverage of NAPLAN and myschool.edu.au , 1 which displays and compares NAPLAN results across Australia, has played a role in both reporting and shaping this aspect of education policy. This paper uses a corpus-assisted approach to map print media representations of NAPLAN over the first decade of the Program, from 2008 to 2018. Building on previous work on NAPLAN and the print media ( Mockler, 2013 , 2016 ), it draws on a corpus of almost 6,000 articles from the Australian national and capital city daily newspapers published between 2008 and 2018. It charts the discursive shifts that have taken place over this period as NAPLAN has transitioned in the public space from a diagnostic tool seen to be useful to educators, to a comparative tool seen to be useful to parents and the general public, and more recently to a contested tool seen to have narrow or limited utility.
Publisher: SAGE Publications
Date: 09-03-2021
Abstract: This paper explores perceptions of work intensification around the world. Underpinning this analysis is C. Wright Mills’ (1959) argument that many personal troubles are public issues, and the notion that a significant dimension of the privatisation of public education, a concern of public education advocates worldwide, is the ways in which school work has become a private issue. One hundred and thirty interviews were conducted with education stakeholders across Australia, England, New Zealand and Canada exploring the issues of work intensification, school autonomy and accountability policies. The paper argues that the work done in public schools is increasingly becoming a private problem as a result of policy interventions. It suggests that we need to widen the scope of defining publicness in education beyond that of governance and funding to include consideration of how work is organised and experienced.
Publisher: Australasian Society for Computers in Learning in Tertiary Education
Date: 18-06-2010
DOI: 10.14742/AJET.1065
Abstract: span This paper reports on the uses of interactive whiteboards in 'connected classrooms' in rural New South Wales, Australia. The research specifically focuses on the e /span sup /sup span program, a senior school initiative among five schools that seeks to extend the range of curriculum options available for students by connecting classrooms using video conference and interactive whiteboard technology. Teachers working in these environments have created specific sets of pedagogical practices. Through a series of focus group interviews and observations of classrooms, the research has sought to document core features of the teaching practice in the connected classroom environment. The research details the ways in which the interactive whiteboard provides a key visual focus for all lessons in the connected classroom how the interactive whiteboard is used alongside a video conference screen and reasons why teachers are committed to working with these technologies. /span
Publisher: Informa UK Limited
Date: 02-01-2021
Publisher: Springer Science and Business Media LLC
Date: 18-10-2022
Publisher: Informa UK Limited
Date: 31-07-2015
Publisher: Informa UK Limited
Date: 30-01-2022
Publisher: SAGE Publications
Date: 2022
DOI: 10.1177/14749041211030063
Abstract: This special issue explores past, present and potential future imaginaries of ‘public’ education in Europe and beyond. The special issue is located in a contemporary context of political turmoil, in which one in four European voters allegedly supports populist political parties, with the largest support for far-right forms of populism it is also set against a historical background of several decades of significant change in the social, political and economic contexts of education, whereby schools and universities have been reimagined and reorganized so as to conform to the marketized and managerialist contours of the neoliberal imaginary and it is set against the background of the COVID-19 pandemic, which has led to lockdowns and school closures in many countries and prompted many to question supposedly ‘normal’ ways of doing school and education in less turbulent times. For all these reasons, the special issue is topical and timely.
Publisher: Informa UK Limited
Date: 27-11-2021
Publisher: Informa UK Limited
Date: 02-01-2016
Publisher: Informa UK Limited
Date: 05-2007
Start Date: 2014
End Date: 2015
Funder: NSW Department of Education and Training
View Funded ActivityStart Date: 2017
End Date: 2019
Funder: Australian Research Council
View Funded ActivityStart Date: 2021
End Date: 12-2024
Amount: $232,347.00
Funder: Australian Research Council
View Funded ActivityStart Date: 04-2002
End Date: 12-2005
Amount: $190,000.00
Funder: Australian Research Council
View Funded ActivityStart Date: 03-2017
End Date: 12-2022
Amount: $312,000.00
Funder: Australian Research Council
View Funded Activity