ORCID Profile
0000-0001-5200-5039
Current Organisations
James Cook University
,
Queensland University of Technology
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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)
Special Education and Disability | Secondary Education | Education Assessment and Evaluation | Education Systems | Architectural Design | Specialist Studies in Education |
ANZSRC Socio-Economic Objective (SEO)
Learner and Learning Achievement | Expanding Knowledge in Education | Equity and Access to Education | Learner and Learning Processes | Teacher and Instructor Development | Expanding Knowledge in Built Environment and Design
Related Links
Publications
Assessment for Learning - Why the Theory Needs the Practice
Publisher: Informa UK Limited
Date: 10-2007
DOI: 10.5172/IJPL.3.2.52
Making Meaning of Assessment Policy in Australia Through Teacher Assessment Conversations
Publisher: Springer International Publishing
Date: 2016
The pursuit of teacher quality: identifying some of the multiple discourses of quality that impact the work of teacher educators
Publisher: Informa UK Limited
Date: 12-12-2019
Conceptualising teachers' assessment literacies in an era of curriculum and assessment reform
Publisher: Springer Science and Business Media LLC
Date: 10-03-2013
Students drawing conclusions about assessment to inform school change
Publisher: Informa UK Limited
Date: 02-07-2023
Towards faster feedback in higher education through digitally mediated dialogic loops
Publisher: Australasian Society for Computers in Learning in Tertiary Education
Date: 2021
DOI: 10.14742/AJET.5977
Abstract: How feedback is understood and enacted has shifted from the traditional practice of providing in idual feedback on summative tasks at key points to a more ongoing series of dialogues between the teacher and students during the teaching period. This paper reports on the experiences of designing faster feedback through weekly dialogic feedback loops to enhance students’ personal connection to their learning while providing teachers with faster, actionable feedback data to inform learning design. A pragmatic inquiry considered how benefits might potentially be lified through the use of digital technologies. Data included student reflections collected via the GoingOK web application, interviews and focus groups. The findings identify and theorise four types of digitally mediated feedback loops: students in computer-mediated dialogue with themselves students and teachers in dialogue with each other the reflection on how feedback informed learning and the sociotechnical dialogue informing ongoing technical design. Three design dilemmas that were experienced by teachers as they enacted digitally mediated dialogic feedback loops are articulated, alongside the principles that enabled responsive design. Understanding these design elements is fundamental if automation of some parts of the feedback loop through reflective writing analytics is to be considered both feasible and desirable. Implications for practice or policy: Digitally mediated feedback loops can facilitate faster feedback, enabling students to reflect on their learning and providing teachers with access to new insights about erse learners. Feedback technology can challenge existing ideas about feedback. Faster feedback can save teachers time, but efficiencies are likely to depend on an increased human workload in the short term as automation technologies can be slower to develop. Sociotechnical innovation requires collective dialogue between educators and digital developers, across asynchronous timelines.
Assessment as a generative dance: Connecting teaching, learning and curriculum
Publisher: Springer Netherlands
Date: 2014
Assessment as a Generative Dance : Connecting Teaching, Learning and Curriculum
Publisher: No publisher found
Date: 2014
Supporting teacher responsiveness in assessment for learning through disciplined noticing
Publisher: Wiley
Date: 02-10-2018
Policies, programs, and practices: Exploring the complex dynamics of assessment education in teacher education across four countries
Publisher: Frontiers Media SA
Date: 26-11-2019
Mentors for beginning teachers as middle leaders: the messy work of recontextualising
Publisher: Informa UK Limited
Date: 27-12-2019
Students reimagining school libraries as spaces of learning and wellbeing
Publisher: Springer Singapore
Date: 2019
Diverse perspectives on student agency in classroom assessment
Publisher: Springer Science and Business Media LLC
Date: 17-02-2018
High school spaces and student transitioning: Designing for student wellbeing
Publisher: Springer Singapore
Date: 2019
Classroom assessment practices and teacher learning: An Australian perspective
Publisher: Springer Singapore
Date: 2018
Method as an Opportunity for Collaborative Agency: An Australian Delphi Inquiry into Teacher Educators’ Priorities in Assessment Education
Publisher: Springer Nature Singapore
Date: 2022
Imaginings and representations of high school learning spaces: Year 6 student experiences
Publisher: Springer Singapore
Date: 2019
Cultivating reflective teachers: Challenging power and promoting pedagogy of self-assessment in Australian, Bhutanese, and Canadian teacher education programs
Publisher: SAGE Publications
Date: 02-07-2023
DOI: 10.1177/17577438221108240
Abstract: In this article, we look at three teacher education programs across three countries—Australia, Bhutan, and Canada—to examine how reflection is cultivated in pre-service teachers (also referred to as teacher candidates) through a pedagogy of self-assessment. We begin from the premise that a cornerstone of effective teaching is the capacity of an educator to reflect on their practice and to use their reflections for professional growth and development. Qualitative data were collected from teacher candidates from one teacher education program in each country to obtain the views and reflections of teacher candidates about the power and pedagogy of self-assessment to inform their learning and development. Analysis of results led to three overarching themes: (a) consistent learning priorities of pre-service teachers as they engage with reflection (b) pedagogical features that leverage self-assessment strategies to enhance reflective practice and (c) the possibilities for reflection to facilitate a professional stance towards learning. Each theme is discussed with consideration for teacher education practices and theory.
Teacher educators preparing assessment capable pre-service teachers in Australia and New Zealand - agents and authors within assessment policy palimpsests
Publisher: Springer Nature Singapore
Date: 2022
Ethical challenges and guiding principles in facilitating personal digital reflection
Publisher: Springer International Publishing
Date: 2020
Early career teachers in rural schools: Plotlines of resilience
Publisher: Springer International Publishing
Date: 2018
Sociocultural affordances of online peer engagement
Publisher: Queensland University of Technology
Date: 20-09-2013
DOI: 10.5204/JLD.V6I1.102
Teachers using annotations to engage students in assessment conversations : recontextualising knowledge
Publisher: Wiley
Date: 02-10-2014
Preparing teachers to mentor beginning teachers: an Australian case study
Publisher: Emerald
Date: 04-09-2017
DOI: 10.1108/IJMCE-04-2017-0030
Abstract: The purpose of this paper is twofold: first, to present an Australian mentor preparation program designed to prepare experienced teachers to mentor beginning teachers and second, to identify and discuss mentor teachers’ personal and professional outcomes and the wider contextual implications emerging from the Mentoring Beginning Teachers (MBT) mentor preparation program. This case study, situated within Queensland, Australia, draws on qualitative data collected via interviews and focus groups with mentor teachers who participated in a large-scale systemic mentor preparation program. The program positions mentoring as supportive, based on a process of collaborative inquiry and encouraging critically reflexive praxis with the mentor professional learning focusing on reflection, dialog and criticality. Initial findings show the outcomes of the mentor preparation program include building a common language and shared understanding around the role of mentor, consolidating a collaborative inquiry approach to mentoring and providing opportunity for self-reflection and critique around mentoring approaches and practices. Some findings, such as a greater self-awareness and validation of mentors’ own teaching performance, have confirmed previous research. However, the originality of this research lies in the personal and professional impacts for mentor teachers and the wider contextual impacts that have emerged from the study. The study highlights the impact of the mentor preparation program on the professional learning of teacher-mentors and contributes to the current lack of empirical research that identifies the personal and professional impacts for mentors and the wider contextual factors that impact effective mentoring in schools. The originality of this research lies in the personal and professional impacts for mentor teachers and the wider contextual impacts more broadly that have emerged from the study.
Learning through feedback loop metaphors
Publisher: NZCER Press, New Zealand Council for Educational Research
Date: 06-2014
DOI: 10.18296/CM.0175
The emotional work of being an assessor
Publisher: Springer Singapore
Date: 2020
Conditions that mediate teacher agency during assessment reform
Publisher: Emerald
Date: 03-06-2019
DOI: 10.1108/ETPC-11-2018-0108
Abstract: A new senior curriculum and assessment policy in Queensland, Australia, is changing the conditions for teaching and learning. The purpose of this study was to consider the personal, structural and cultural conditions that mediated the agency of Senior English teachers as they negotiated these changes. Agency is conceptualised as opportunities for choice in action arising from pedagogic negotiations with students within contexts where teachers’ decision-making is circumscribed by other pressures. An action inquiry project was conducted with English teachers and students in two secondary schools as they began to adjust their practices in readiness for changes to Queensland senior assessment. Four English teachers (two per school) designed a 10-week unit of work in Senior English with the aim of enhancing students’ critical and creative agency. Five action/reflection cycles occurred over six months with interviews conducted at each stage to trace how teachers were making decisions to prioritise student agency. Participating teachers drew on a variety of structural, personal and cultural resources, including previous experiences, time to develop shared understandings and the responsiveness of students that mediated their teacher agency. Teachers’ ability to exert agentic influence beyond their own classroom was affected by the perceived flexibility of established resources and the availability of social support to share student success. These findings indicate that a range of conditions affected the development of teacher agency when they sought to design assessment to prioritise student agency. The variety of enabling conditions that need to be considered when supporting teacher and student agency is an important contribution to theories of agency in schools, and studies of teacher policy enactment in systems moving away from localised control to more remote and centralised quality assurance processes.
Accessibility in assessment for learning: sharing criteria for success
Publisher: Frontiers Media SA
Date: 10-05-2023
DOI: 10.3389/FEDUC.2023.1170454
Abstract: Assessment for learning (AfL) practices in secondary schools are intended to help learners understand what expert performances in disciplines look like, and then apply this understanding to their own learning and assessment performances. Common AfL practices such as sharing criteria for success through rubrics and students using them to interrogate exemplars and give feedback rely heavily on the students’ language and attention. Students need to understand and draw on conceptual and collaborative language, and to make connections across several activity stages. Consequently, students with language and/or attentional difficulties and their teachers face a dilemma. On the one hand, AfL practices can provide access to developmentally appropriate curriculum. On the other, AfL practices may present additional barriers to learning. This article identifies some of the barriers students with language and/or attentional difficulties may encounter in common AfL practices, and how teachers adapted sharing of success criteria to design for greater accessibility. Access to learning is conceptualized by referring to Dewey’s principles of continuity and interaction. Interviews with 20 teachers were analyzed to find out how they adapted AfL to be more accessible in an 8 week AfL pedagogical intervention focused on success criteria. Ideas for designing accessible AfL practices from the outset are outlined as teachers realized the role of their language, small steps, visual tools, and regular opportunities for connection and interactions in making it more likely for students to benefit from AfL practices. Given that students with language and/or attentional difficulties represent some of the highest occurrences of disability in student populations, these ideas have immediate relevance for teachers and those who support AfL practices in educational policy and research.
Learning to be expert writers: feedback in secondary English
Publisher: Informa UK Limited
Date: 04-03-2021
Student Involvement in Assessment: Queensland Teacher Repertoires of Practice
Publisher: Bloomsbury Publishing Plc
Date: 2023
Looking for leadership: the potential of dialogic reflexivity with rural early-career teachers
Publisher: Informa UK Limited
Date: 09-02-2017
Evaluating teacher and learner readiness to use Facebook in an Australian vocational setting
Publisher: Informa UK Limited
Date: 10-04-2019
A cognitive processing framework for learning analytics
Publisher: ACM
Date: 24-03-2014
Early career teachers and the always becoming horizon of quality teaching
Publisher: Informa UK Limited
Date: 16-11-2023
Reflexive Expressions: Towards the Analysis of Reflexive Capability from Reflective Text
Publisher: Springer Nature Switzerland
Date: 2023
Designing out barriers to student access and participation in secondary school assessment
Publisher: Springer Science and Business Media LLC
Date: 14-02-2200
Recognising the impact of highly accomplished and lead teachers
Publisher: Springer Science and Business Media LLC
Date: 06-2021
DOI: 10.1007/S13384-021-00453-9
Abstract: The Highly Accomplished and Lead Teacher (HALT) Certification process introduced in Australia in 2012 was designed to recognise expert teachers, to encourage them to continue to influence and impact their students and colleagues through their exemplary classroom practice. Expert teachers prepare evidence of their impactful practices, and have this evidence evaluated through a National Certifying Authority. HALTs are a relatively new role in Australian education, and little is known about their impact in schools, or the potential for their ongoing role as middle leaders in schools. This paper analyses the experiences of HALT teachers who had been certified by Independent Schools Queensland (ISQ) in 2018, and what impact they recognised they were having in the schools who supported them through their certification process. Impact is theorised as a temporal, reflexive narrative. Data were gathered in a cascading evaluative process through portfolio analysis, interviews with nationally certified teachers, school-based mentors and school leaders and a survey about their teacher and middle leader efficacy. The process of applying for HALT Certification had significant positive personal impact for the teachers, their students, their colleagues in their school and for some, beyond their school. The recognition of impact as a temporal narrative with distinct genres, and the concept of HALT teachers as middle leaders may point to new avenues of supporting applicants and to potential benefits for schools to encourage teachers to consider national certification.
Quality Assurance Through Assessment
Publisher: Springer Singapore
Date: 2019
Integrated Curriculum Approaches to Teaching in Initial Teacher Education for Secondary Schooling: A Systematic Review
Publisher: Edith Cowan University
Date: 03-2022
DOI: 10.14221/AJTE.2022V47N3.3
Abstract: Demands that Initial Teacher Education (ITE) prepare teachers who can equip students to be agile real-world problem solvers are frequent. Guidance about ITE integrated curriculum approaches to achieve this aim is harder to find, a significant gap given increasing time and policy pressures for ITE educators. Drawing from an Australian context, this systematic review investigates how integrated curriculum is conceptualised and enacted in secondary schooling ITE courses. Three conceptions of integrated curriculum for ITE are highlighted – Interdisciplinary, Disciplinary Literacy, and Transdisciplinary approaches – alongside benefits and barriers to enacting integrated curriculum. Recommendations for further research and practice around integrated curriculum are proposed.
Affiliation, autonomy and Assessment for Learning
Publisher: Informa UK Limited
Date: 11-2011
Related Organisations
Related Funding Activities
Linkage Projects - Grant ID: LP200301274
Start Date: 09-2022
End Date: 08-2025
Amount: $363,854.00
Funder: Australian Research Council
View Funded ActivityLinkage Projects - Grant ID: LP180100830
Start Date: 06-2019
End Date: 12-2023
Amount: $507,484.00
Funder: Australian Research Council
View Funded Activity