ORCID Profile
0000-0002-7309-5405
Current Organisation
The University of Newcastle
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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 | Professional Development Of Teachers Not Elsewhere Classified | Education Studies Not Elsewhere Classified | Other Education | Curriculum and Pedagogy Theory and Development | Secondary Education | Sociology of Education | Curriculum and Pedagogy | Assessment And Evaluation | Teacher Education and Professional Development of Educators | Sociology | Health Promotion | Education Systems not elsewhere classified | Physical Education and Development Curriculum and Pedagogy
ANZSRC Socio-Economic Objective (SEO)
Expanding Knowledge in Education | Primary education | Secondary education | Education and training not elsewhere classified | Equity and Access to Education | Education and Training Systems not elsewhere classified | School/Institution not elsewhere classified | Expanding Knowledge in Psychology and Cognitive Sciences | Pedagogy | Teacher and Instructor Development | Education policy | Health Education and Promotion |
Related Links
Publications
An Internet-supported Physical Activity Intervention Delivered in Secondary Schools Located in Low Socio-economic Status Communities: Study Protocol for the Activity and Motivation in Physical Educati
Publisher: Springer Science and Business Media LLC
Date: 12-2015
Beyond content-focused professional development: powerful professional learning through genuine learning communities across grades and subjects
Publisher: Informa UK Limited
Date: 08-02-2022
On the limits to empowerment through critical and feminist pedagogies
Publisher: Routledge
Date: 05-03-2018
An Australian view of the academic partner role in schools
Publisher: Informa UK Limited
Date: 24-02-2017
The perpetuation of a (semi-)profession: challenges in the governance of teacher education
Publisher: Elsevier BV
Date: 07-2001
Was COVID-19 an unexpected catalyst for more equitable learning outcomes? A comparative analysis after two years of disrupted schooling in Australian primary schools
Publisher: Springer Science and Business Media LLC
Date: 03-2023
DOI: 10.1007/S13384-023-00614-Y
Abstract: By the end of 2021, more than 168 million students across the globe had missed a year of face-to-face schooling due to the COVID-19 pandemic. In NSW, Australia, most students engaged in learning from home for eight weeks during 2020 and a further 14 weeks during 2021. This study provides robust empirical evidence on how two years of disruptions to schooling affected student learning. Drawing on matched data for 3,827 Year 3 and 4 students from 101 NSW government schools, this paper compares student achievement growth in mathematics and reading for 2019 (pre-pandemic) and 2021 (second year of the pandemic) student cohorts. While overall there was no significant difference between cohorts, when analysed by socio-educational advantage, we were surprised to find that students in the lowest band achieved approximately three months’ additional growth in mathematics. Arguably, grave concerns about the potentially dire impact of COVID-19 on the learning of disadvantaged students were met by investments that made a difference. We argue that targeted funding and system-wide initiatives to support more equitable outcomes should remain a priority after the pandemic if Australia is to meet its aspirations for excellence and equity.
Exploring Quality Teaching in the Online Environment Using an Evidence-Based Approach
Publisher: Edith Cowan University
Date: 08-2016
An Internet-supported Physical Activity Intervention Delivered in Secondary Schools Located in Low Socio-economic Status Communities: Study Protocol for the Activity and Motivation in Physical Education (AMPED) Cluster Randomized Controlled Trial
Publisher: Figshare
Date: 2016
Quality Teaching Rounds as a professional development intervention for enhancing the quality of teaching: Rationale and study protocol for a cluster randomised controlled trial
Publisher: Elsevier BV
Date: 2015
An Investigation of the Influence of Video Types and External Facilitation on PE Inservice Teachers’ Reflections and Their Perceptions of Learning: Findings From the AMPED Cluster Controlled Trial
Publisher: SAGE Publications
Date: 17-10-2021
Abstract: Teacher professional development (TPD) programs are increasingly using video recordings of teaching practice to develop teacher capacity and foster student learning. However, consensus has yet to be reached about how to utilize video recordings in TPD for physical education (PE) teachers. We used semi-structured interviews and evaluations of PE teachers’ written reflective statements to investigate how they reacted as they engaged with different video material and external facilitators during a TPD program. Teachers believed video-based reflection on their own teaching, rather than viewing others’ practice, was the most useful, even though both forms of analysis produced a similar depth of reflection. PE teachers also benefited from dialogue with external facilitators during the TPD program. These results highlight the importance of researchers, teachers, and facilitators delivering and participating in TPD collaboratively and focusing on strategies that may increase the depth of teacher reflection on their own practices, which is considered a first step toward changing classroom practice and improving student outcomes.
On the relationship between socio-economic status and educational and career aspirations in the middle years of schooling
Publisher: Unpublished
Date: 2014
The impact of COVID-19 on student learning in New South Wales primary schools: an empirical study
Publisher: Springer Science and Business Media LLC
Date: 12-03-2021
DOI: 10.1007/S13384-021-00436-W
Abstract: The COVID-19 pandemic produced widespread disruption to schooling, impacting 90% of the world’s students and moving entire school systems to remote and online learning. In the state of New South Wales, Australia, most students engaged in learning from home for at least eight weeks, with subsequent in idual and intermittent school closures. However, while numerous claims have circulated in the popular media and in think tank reports, internationally, about the negative impacts on learning, there is limited empirical evidence of decreased student achievement. Drawing on data from more than 4800 Year 3 and 4 students from 113 NSW government schools, this paper compares student achievement during 2019 and 2020 in a s le of matched schools to examine the effects of the system-wide disruption. Somewhat surprisingly, our analysis found no significant differences between 2019 and 2020 in student achievement growth as measured by progressive achievement tests in mathematics or reading. A more nuanced picture emerges when the s le is examined by dis/advantage (ICSEA) and Year level. The Year 3 cohort in the least advantaged schools (ICSEA 950) achieved 2 months less growth in mathematics, while the Year 3 students in mid-ICSEA schools (950–1050) achieved 2 months’ additional growth. No significant differences were identified for Indigenous students or students located in regional locations. These results provide an important counter-narrative to widespread speculation about alarming levels of ‘learning loss’ for all students. While the lower achievement growth in mathematics for Year 3 students in lower ICSEA schools must be addressed as a matter of urgency to avoid further inequities, most students are, academically, where they are expected to be. Our findings are a testament to the dedicated work of teachers during the 2020 pandemic to ensure that learning for most students was not compromised, despite unusually trying circumstances.
On the Use of Empirical Research for the Development of a Theory of Pedagogy
Publisher: Informa UK Limited
Date: 06-1997
Social Justice Pedagogy Across the Curriculum
Publisher: Routledge
Date: 05-04-2010
An Integrated Analysis of School Students’ Aspirations for STEM Careers: Which Student and School Factors Are Most Predictive?
Publisher: Springer Science and Business Media LLC
Date: 17-01-2017
Can continuing professional development utilizing a game-centred approach improve the quality of physical education teaching delivered by generalist primary school teachers?
Publisher: SAGE Publications
Date: 08-04-2016
Abstract: The primary objective of this study was to evaluate the efficacy of a continuing professional development (CPD) intervention in producing changes in physical education (PE) teaching practice and PE teaching quality by generalist primary school teachers when the CPD addressed the use of a game-centred approach. A cluster randomized controlled trial was conducted in seven primary schools in the Hunter Region, New South Wales, Australia. One year six teacher from each school was randomized into the Professional Learning for Understanding Games Education (PLUNGE) intervention ( n = 4 teachers) or the 7-week wait-list control ( n = 3) condition. The PLUNGE intervention (weeks 1–5) used an instructional framework to improve teachers’ knowledge, understanding and delivery of a game-centred curriculum, and included an information session and weekly in-class mentoring. The intervention was designed to enhance content and pedagogical knowledge for the provision of pedagogy focused on a broad range of learning outcomes. Teaching quality was assessed at baseline and follow-up (weeks 6 and 7) via observation of two consecutive PE lessons using the Quality Teaching Lesson Observation Scales. Linear mixed models revealed significant group-by-time intervention effects ( p 0.05) for the quality of teaching (effect size: d = 1.7). CPD using an information session and mentoring, and a focus on the development of the quality of teaching using a game-centred pedagogical approach was efficacious in improving the quality of PE teaching among generalist primary school teachers.
Who says we are not attracting the best and brightest? Teacher selection and the aspirations of Australian school students
Publisher: Springer Science and Business Media LLC
Date: 26-10-2016
Australian School Student Aspirations for Military Careers: Traditional Perceptions in Shifting Contexts
Publisher: SAGE Publications
Date: 12-12-2017
Abstract: Modern military organizations are making a concerted effort to recruit a more erse range of people, with the role of women in the military at the forefront of debate. In Australia, in response to the changing role of the military and with the aim of positioning the military as an “employer of choice” for women, females are targeted as early as high school. Using data from a study of 6,492 Australian school students in Years 3–12, we examine student aspirations for military careers. Student aspirations were influenced by traditional perceptions of the military as a primarily masculine enterprise. Key reasons for student interest included dominant notions of masculinity, familial military experience, career options, and enlistment benefits. We argue that current views of the military among school children signal the need to shift such perceptions to appeal to a wider range of people and attract a more erse workforce.
Fostering Diversity in the Creative Arts by Addressing Students' Capacity to Aspire
Publisher: Wiley
Date: 02-02-2018
DOI: 10.1002/JOCB.232
On the Continuity of Power Relations in Pedagogy
Publisher: Informa UK Limited
Date: 1995
Key influences on aspirations for higher education of Australian school students in regional and remote locations: a scoping review of empirical research, 1991–2016
Publisher: Springer Science and Business Media LLC
Date: 28-06-2019
Charting career aspirations: a latent class mixture model of aspiration trajectories in childhood and adolescence
Publisher: Springer Science and Business Media LLC
Date: 28-11-2019
Action research and reflective teaching in preservice teacher education: A case study from the United States
Publisher: Elsevier BV
Date: 1991
Teacher Education/ors in Australia: Still Shaping the Profession Despite Policy Intervention
Publisher: Springer Nature Singapore
Date: 2021
On becoming a university student
Publisher: Routledge
Date: 17-03-2021
Measuring up? The discursive construction of student subjectivities in the Global Children's Challenge™
Publisher: Informa UK Limited
Date: 09-06-2016
Widening participation in medicine? New insights from school students’ aspirations
Publisher: Wiley
Date: 09-11-2017
DOI: 10.1111/MEDU.13480
Abstract: Students from lower socio-economic status backgrounds continue to be under-represented in medical education. Although various initiatives have been implemented by universities to widen participation, their effectiveness and their timing remain contentious. Prior studies have primarily focused on students already on a medical pathway, with little analytical attention given to the aspirations of primary and secondary school-aged students. The aim of this study was to identify the characteristics of students who express early interest in medicine and ascertain the degree to which ersification of the future medical student cohort is indicated. As part of a longitudinal study of educational and occupational aspirations (2012-2015), students in Years 3-12 (n = 6492) from government schools in New South Wales, Australia, completed an annual online survey. Their in idual responses were linked with prior academic achievement and demographic data. Logistic regression models were used to examine the significance of student- and school-related variables as predictors of interest in medicine. Significant predictors were: being in the early years of secondary school, possessing high cultural capital, coming from a language background other than English, being female, and perceiving oneself as 'well above average' relative to peers. Socio-economic status was a significant predictor when examined independently, but not when all variables were considered in the full regression model. For medical schools seeking to widen participation, this study underscores the importance of recognising the intersection of other factors with socio-economic status and how they contribute to students' aspirational biographies. If medical schools are to select from a more erse range of applicants, recruitment strategies must take into account the discursive positioning of the discipline. Sustained outreach into primary and secondary schools may be critical to interrupting the current social reproduction of medical schooling.
An Internet-supported Physical Activity Intervention Delivered in Secondary Schools Located in Low Socio-economic Status Communities: Study Protocol for the Activity and Motivation in Physical Education (AMPED) Cluster Randomized Controlled Trial
Publisher: Figshare
Date: 2016
Early career teacher profesional learning
Publisher: Informa UK Limited
Date: 03-2006
FOUCAULT E A EDUCAÇÃO: FASCINANTES DESAFIOS - JENNIFER M. GORE
Publisher: Universidade Federal do Parana
Date: 30-09-2007
Interrupting attrition? Re-shaping the transition from preservice to inservice teaching through Quality Teaching Rounds
Publisher: Elsevier BV
Date: 2015
Erratum to: Scaling-up an efficacious school-based physical activity intervention: Study protocol for the ‘Internet-based Professional Learning to help teachers support Activity in Youth’ (iPLAY) clus
Publisher: Springer Science and Business Media LLC
Date: 30-09-2016
Do disadvantaged schools have poorer teachers? Rethinking assumptions about the relationship between teaching quality and school-level advantage
Publisher: Springer Science and Business Media LLC
Date: 28-07-2022
DOI: 10.1007/S13384-021-00460-W
Abstract: Improving educational performance, including narrowing equity gaps, is frequently touted as a matter of improving the quality of teachers in the lowest performing, often disadvantaged, schools. However, the assumption that teaching is of poorer quality in disadvantaged schools is largely unsubstantiated. Using the Quality Teaching Model of pedagogy, we observed 832 lessons in 193 New South Wales primary schools and found a small relationship between teaching quality and school-level advantage. However, when 174 teachers from across the school spectrum participated in Quality Teaching Rounds we found equivalent, and substantial, gains in teaching quality across all levels of school advantage. This result indicates that differences in teaching quality are less a reflection of teacher capabilities than of the challenging circumstances in disadvantaged schools. We argue that policies seeking more equitable achievement should address wider social inequities, rather than unfairly blaming teachers for being unable to level an unequal playing field.
Shifting the focus of research on effective professional development: Insights from a case study of implementation
Publisher: Springer Science and Business Media LLC
Date: 29-10-2023
DOI: 10.1007/S10833-021-09446-Y
Abstract: Globally, teacher professional development is heralded as a key mechanism for educational reform. With governments investing heavily in PD programs, the aim of these interventions is not only enhanced teacher knowledge and practice but, ultimately, improved student outcomes. A substantial body of research has attempted to identify characteristics of effective PD, generating a growing list of features that ostensibly ‘work’. As such, program design has become the dominant analytic focus. In this paper, we shift attention squarely to program implementation as necessary in conceptualising and evaluating effective PD. We apply the lens of implementation science to a case study of how one regional secondary school in NSW, Australia, implemented a robust PD program called Quality Teaching Rounds that has strong evidence of effectiveness. Despite the school’s attempts to remain true to the spirit of the PD, a combination of remoteness, lack of casual relief teachers, high teacher turnover, and negative perceptions of peer observation result in a form of QTR that is almost unrecognisable from its intended design. We argue greater attention must be given to understanding and supporting successful implementation within and across erse school contexts in order to take effective forms of PD to scale.
Under pressure and overlooked: the impact of COVID-19 on teachers in NSW public schools
Publisher: Springer Science and Business Media LLC
Date: 07-04-2023
DOI: 10.1007/S13384-022-00518-3
Abstract: The COVID-19 pandemic has put unprecedented pressure on teachers around the world, raising significant concerns about their workload and wellbeing. Our comparison of 2019 (pre-pandemic) and 2020 (first year of the pandemic) survey data ( n = 362) from teachers in New South Wales, Australia, demonstrates that their morale and efficacy declined significantly during COVID-19, even with the relatively short period of school closure (8 weeks) during 2020. Interviews with teachers and school leaders ( n = 18) reinforced these findings and highlighted the depth to which teachers felt dispensable and unappreciated, despite working incredibly hard for their students. The pressure to adapt to online teaching and learning, in trying circumstances, also challenged their confidence in their teaching. We argue that practical and emotional support for teachers both during periods of remote learning and upon students’ return to the classroom is essential to support teacher’s wellbeing and a robust teaching workforce into the future.
Socioeconomic status and the career aspirations of Australian school students: Testing enduring assumptions
Publisher: Springer Science and Business Media LLC
Date: 14-03-2015
Improving student achievement through professional development: Results from a randomised controlled trial of Quality Teaching Rounds
Publisher: Elsevier BV
Date: 05-2021
Effect of a Scalable School-Based Intervention on Cardiorespiratory Fitness in Children
Publisher: American Medical Association (AMA)
Date: 03-05-2021
The participation of Australian Indigenous students in higher education: a scoping review of empirical research, 2000–2016
Publisher: Springer Science and Business Media LLC
Date: 29-05-2017
Reassembling teacher professional development: the case for quality teaching rounds
Publisher: Informa UK Limited
Date: 13-07-2017
Movement-based Mathematics: Enjoyment and Engagement without Compromising Learning through the EASY Minds Program
Publisher: Modestum Publishing Ltd
Date: 03-04-2017
Reform and the reconceptualisation of teacher education in Australia
Publisher: Springer Singapore
Date: 2016
Reflecting on Reflective Teaching
Publisher: SAGE Publications
Date: 03-1987
DOI: 10.1177/002248718703800208
Abstract: "Reflective Teaching" is a term used in teacher education to convey various meanings and purposes. In this article, Cruickshank's Reflective Teaching ap proach to practice teaching is critiqued, strengths of the approach are acknow ledged, and modifications are proposed. Gore makes comparisons between Zeichner's critical, but school-based per spective, and the more technocratic, positivistic approach of Cruickshank. The author views Cruickshank's Reflec tive Teaching as viable and efficacious if modifications are made in its structure to accommodate some practical, educa tional, and ideological concerns.
An internet-supported school physical activity intervention in low socioeconomic status communities: results from the Activity and Motivation in Physical Education (AMPED) cluster randomised controlle
Publisher: BMJ
Date: 09-10-2017
DOI: 10.1136/BJSPORTS-2017-097904
Abstract: Quality physical education (PE) is the cornerstone of comprehensive school physical activity (PA) promotion programmes. We tested the efficacy of a teacher professional learning intervention, delivered partially via the internet, designed to maximise opportunities for students to be active during PE lessons and enhance adolescents’ motivation towards PE and PA. A two-arm cluster randomised controlled trial with teachers and Grade 8 students from secondary schools in low socioeconomic areas of Western Sydney, Australia. The Activity and Motivation in Physical Education (AMPED) intervention for secondary school PE teachers included workshops, online learning, implementation tasks and mentoring sessions. The primary outcome was the proportion of PE lesson time that students spent in moderate-to-vigorous physical activity (MVPA), measured by accelerometers at baseline, postintervention (7–8 months after baseline) and maintenance (14–15 months). Secondary outcomes included observed PE teachers’ behaviour during lessons, students’ leisure-time PA and students’ motivation. Students (n=1421) from 14 schools completed baseline assessments and were included in linear mixed model analyses. The intervention had positive effects on students’ MVPA during lessons. At postintervention, the adjusted mean difference in the proportion of lesson time spent in MVPA was 5.58% (p .001, approximately 4 min/lesson). During the maintenance phase, this effect was 2.64% (p .001, approximately 2 min/lesson). The intervention had positive effects on teachers’ behaviour, but did not impact students’ motivation. AMPED produced modest improvements in MVPA and compares favourably with previous interventions delivered exclusively face-to-face. Online teacher training could help facilitate widespread dissemination of professional learning interventions. ACTRN12614000184673.
Beyond our differences: A reassembling of what matters in teacher education
Publisher: SAGE Publications
Date: 03-2001
DOI: 10.1177/0022487101052002004
Abstract: In this article, the author presents a framework for unifying teacher educators that is based on what happens in classrooms. The framework identifies intellectual quality, relevance, supportive classroom environment, and recognition of difference as four dimensions of classroom practice that are essential for the learning of student teachers and for their subsequent success in bringing about high-quality learning outcomes for all of their students. The author argues that without such a framework, existing differences among teacher educators, born of different traditions in teacher education, will continue to seriously compromise not only the reforms to which we might aspire but also the very quality and coherence of programs.
On ‘being first’: the case for first-generation status in Australian higher education equity policy
Publisher: Springer Science and Business Media LLC
Date: 06-02-2022
DOI: 10.1007/S13384-020-00428-2
Abstract: For more than three decades, Australian higher education policy has been guided by a national equity framework focussed on six underrepresented target groups: Indigenous Australians, people from low socioeconomic status backgrounds, people from regional and remote areas, people with disabilities, people from non-English speaking backgrounds, and women in non-traditional areas of study. Despite bringing equitable access to the forefront of university agendas, this policy framework has fostered a somewhat narrow conceptualisation of how educational disadvantage should be addressed. Responding to calls for reform, this paper draws on survey data from 6492 students in NSW government schools to examine the extent to which a new category warrants inclusion in the national framework: first-generation status. We illustrate how being the first in a family to attend university brings distinct equity status and argue for a revision of the national equity framework to recognise and support students who are ‘first’.
Community matters: The complex links between community and young people's aspirations for higher education
Publisher: Routledge
Date: 02-11-2022
Border crossings: Cultural workers and the politics of education
Publisher: SAGE Publications
Date: 11-1994
DOI: 10.2307/2076126
New possibilities for engaging school teachers in widening participation: professional development to support student aspirations
Publisher: Springer Science and Business Media LLC
Date: 17-12-2022
DOI: 10.1007/S13384-022-00592-7
Abstract: Access to higher education remains elusive for many young people despite substantial investment in outreach interventions, most of which target students in underrepresented equity groups. This paper explores an alternative approach to widening participation in Australia that focuses on teacher professional development to support student aspirations. We examine school teachers’ responses to a course designed to develop their conceptual understanding of aspirations and provide a framework for developing aspirations-related initiatives with their students and colleagues. The course pilot was evaluated drawing on surveys ( N = 49) and interviews ( N = 21). Teachers reported that they gained the following: (1) access to robust evidence of factors affecting aspirations (2) relevant theoretical perspectives to conceptualise aspirations in new ways and (3) insights on practical strategies with which they might nurture student pathways to higher education. To support widening participation in higher education, we argue that the scope of current outreach initiatives offered by universities must broaden to capitalise on the untapped potential of teachers.
Who wants to be a sportsperson? Student aspirations for sporting careers
Publisher: Informa UK Limited
Date: 30-10-2019
Senior secondary student participation in STEM: Beyond national statistics
Publisher: Springer Science and Business Media LLC
Date: 03-07-2018
Enduring challenges, new contexts: Editing TATE for global impact
Publisher: Elsevier BV
Date: 10-2015
Beyond the limits of technocratic physical education
Publisher: Informa UK Limited
Date: 04-1990
Reframing first-generation entry: how the familial habitus shapes aspirations for higher education among prospective first-generation students
Publisher: Informa UK Limited
Date: 04-06-2020
The burden of expectation in widening participation
Publisher: Wiley
Date: 21-08-2018
DOI: 10.1111/MEDU.13653
Aspiring to higher education in regional and remote Australia: the diverse emotional and material realities shaping young people’s futures
Publisher: Springer Science and Business Media LLC
Date: 28-07-2021
DOI: 10.1007/S13384-021-00463-7
Abstract: Students from regional and remote areas remain significantly under-represented in higher education despite decades of equity policy designed to encourage participation. One explanation is that policy initiatives often overlook the realities in local rural contexts that can make higher education less desirable. Applying the theoretical lens of ‘doxic’ and ‘habituated’ aspirations, this paper analyzes interviews with 13 students, 10 parents/carers, and 4 teachers from one regional and one remote community in NSW, Australia. We document the emotional and material realities shaping young people’s imagined futures in these communities, highlighting the commitment to a rural lifestyle in one, and the desire to escape the other community in decline. We argue that developing successful initiatives to address equitable participation in higher education requires a departure from hegemonic discourses of ‘rurality’ and greater recognition of and respect for the erse needs and desires of regional and remote students.
Degrees of “being first”: toward a nuanced understanding of first-generation entrants to higher education
Publisher: Informa UK Limited
Date: 07-04-2020
Reconciling educational research traditions
Publisher: Springer Science and Business Media LLC
Date: 05-10-2017
Visioning the academic-teacher divide: Power and knowledge in the educational community
Publisher: Informa UK Limited
Date: 02-2004
Effects of professional development on the quality of teaching: Results from a randomised controlled trial of Quality Teaching Rounds
Publisher: Elsevier BV
Date: 11-2017
Girls are still being ‘counted out’: teacher expectations of high-level mathematics students
Publisher: Springer Science and Business Media LLC
Date: 10-2020
Stratification and the illusion of equitable choice in accessing higher education
Publisher: Informa UK Limited
Date: 09-04-2021
Unsettling academic/feminist identity
Publisher: Routledge
Date: 15-10-2021
Towards quality teaching in higher education: pedagogy-focused academic development for enhancing practice
Publisher: Informa UK Limited
Date: 28-07-2022
Fresh evidence on the relationship between years of experience and teaching quality
Publisher: Springer Science and Business Media LLC
Date: 03-03-2023
DOI: 10.1007/S13384-023-00612-0
Abstract: It is commonly assumed that experienced teachers are more proficient than beginners. However, evidence supporting this premise is complicated by erging research traditions and mixed results. We explore the fundamental relationship between years of experience and teaching quality using a comprehensive pedagogical model. Our analysis of 990 lessons, taught by 512 primary teachers in New South Wales during 2014–15 and 2019–21, found no significant differences in pedagogy across the experience range ( 1–24 + years). We canvass two possible explanations: that initial teacher education (ITE) performs better than is typically assumed and/or that experience, including ongoing participation in many forms of professional development (PD), has minimal impact on pedagogical quality. The important lesson from this study, however, is that the continual positioning of beginning teachers and ITE as deficient is unwarranted and, instead, we should focus on providing teachers with access to high-impact PD throughout their careers.
Towards better teaching: productive pedagogy as a framework for teacher education
Publisher: Elsevier BV
Date: 05-2004
Grouped out of STEM degrees: the overlooked mathematics ‘glass ceiling’ in NSW secondary schools
Publisher: Informa UK Limited
Date: 15-06-2020
Rejuvenating experienced teachers through Quality Teaching Rounds professional development
Publisher: Springer Science and Business Media LLC
Date: 21-05-2021
DOI: 10.1007/S10833-020-09386-Z
Abstract: The key premise of professional development (PD) is that learning to teach continues throughout teachers’ careers. And yet, experienced teachers are often portrayed in media and public policy as resistant to such learning and afraid of change. This paper seeks a more nuanced understanding of why experienced teachers might resist the prospect of PD by investigating their responses to an innovative research-based collaborative approach known as Quality Teaching Rounds (QTR). We chronicle a story of change, from initial reservations to deep engagement and professional renewal. Analysis of before-and-after interviews with 25 mid-to-late career teachers from 20 primary and secondary schools in New South Wales, Australia, revealed that three features of QTR were critical to teacher turnaround: the time afforded teachers to refocus on quality teaching time to observe teaching and learning and be observed and processes founded on trust in and respect for teachers. In essence, QTR inspired teachers to embrace the opportunity to enhance their in idual and collective practice, and they were rejuvenated in the process. Accordingly, we argue that the problem of professional development uptake among experienced teachers may lie less in ageist assumptions about their resistance to change than in the nature of the PD on offer. When PD is meaningful, intellectually engaging, safe, and collegial, experienced teachers are eager to participate.
Correction to: Was COVID-19 an unexpected catalyst for more equitable learning outcomes? A comparative analysis after two years of disrupted schooling in Australian primary schools
Publisher: Springer Science and Business Media LLC
Date: 21-03-2023
When higher education is possible but not desirable: Widening participation and the aspirations of Australian Indigenous school students
Publisher: SAGE Publications
Date: 02-06-2017
Scaling-up an efficacious school-based physical activity intervention: Study protocol for the 'Internet-based Professional Learning to help teachers support Activity in Youth' (iPLAY) cluster randomized controlled trial and scale-up implementation evaluation
Publisher: Springer Science and Business Media LLC
Date: 24-08-2016
The untold story of middle-class Indigenous Australian school students who aspire to university
Publisher: Informa UK Limited
Date: 02-2022
Why people choose teaching: A scoping review of empirical studies, 2007-2016
Publisher: Elsevier BV
Date: 10-2018
After poststructuralism: Rethinking the discourse of social justice pedagogy
Publisher: Routledge
Date: 23-03-2022
Disrupting the discourse of under-representation: The place of rural students in Australian higher education equity policy
Publisher: Bristol University Press
Date: 15-06-2022
Improving student outcomes through professional development: Protocol for a cluster randomised controlled trial of Quality Teaching Rounds
Publisher: Elsevier BV
Date: 2019
Schooling upheaval during COVID-19: troubling consequences for students’ return to school
Publisher: Springer Science and Business Media LLC
Date: 21-09-2022
DOI: 10.1007/S13384-022-00572-X
Abstract: Efforts to contain the COVID-19 virus resulted in various stay-at-home orders and school closures around the globe, causing unprecedented disruption to the lives of children and generating grave concern for their well-being. This study draws on phone interviews with 12 teachers and 6 school leaders from 13 government schools in New South Wales, Australia, to provide insight into how students fared on their return to school after the first wave of COVID-19 in 2020. The interviews highlighted negative consequences for many students including increased stress and anxiety and decreased engagement. This evidence suggests that even a comparatively short period of school closure can drive troubling changes in students’ well-being and behaviour following their return to school. Given far more challenging conditions arising from the pandemic, both elsewhere in Australia and globally, we argue that attending to student well-being is as important as ensuring academic achievement and must be a key focus of policy makers and education systems moving forward.
From performative to professional accountability: re-imagining ‘the field of judgment’ through teacher professional development
Publisher: Informa UK Limited
Date: 03-06-2022
General editors' introduction
Publisher: Routledge
Date: 23-05-2006
Unpacking the career aspirations of Australian school students: towards an evidence base for university equity initiatives in schools
Publisher: Informa UK Limited
Date: 16-05-2017
The quest for better teaching
Publisher: Informa UK Limited
Date: 02-01-2021
Scaling up effective professional development: Toward successful adaptation through attention to underlying mechanisms
Publisher: Elsevier BV
Date: 08-2022
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Start Date: 2009
End Date: 2012
Funder: Australian Research Council
View Funded ActivityEducational And Career Aspirations In The Middle Years Of Schooling: Understanding Complexity For Increased Equity
Start Date: 2012
End Date: 2015
Funder: Australian Research Council
View Funded ActivityAERA Annual Meeting 1994, New Orleans
Start Date: 1994
End Date: 1994
Funder: University of Newcastle Australia
View Funded ActivityTowards A Theory Of Power Relations In Pedagogy
Start Date: 1995
End Date: 1995
Funder: Australian Research Council
View Funded ActivityPedagogy And The Disciplining Of Bodies: An Ethnographic Exploration Of Disciplinary Power In Three Pedagogical Sites
Start Date: 1992
End Date: 1994
Funder: Australian Research Council
View Funded ActivityAERA Annual Meeting 1993, Atlanta
Start Date: 1993
End Date: 1993
Funder: University of Newcastle Australia
View Funded ActivityKnowledge, Power And Pedagogy.
Start Date: 1997
End Date: 1997
Funder: Australian Research Council
View Funded ActivityAERA Annual Meeting 1996, New York
Start Date: 1996
End Date: 1996
Funder: University of Newcastle Australia
View Funded ActivityAERA Annual Meeting 1997, Chicago
Start Date: 1997
End Date: 1997
Funder: Curtin University of Technology
View Funded ActivityImproving Teaching Quality Through Peer Observation And Feedback: An Investigation Of The Impact Of Quality Teaching Rounds
Start Date: 2014
End Date: 2015
Funder: NSW Department of Education and Communities
View Funded ActivityEnhancing ICT Classroom Practice Through Quality Teaching Rounds
Start Date: 2013
End Date: 2013
Funder: St Joseph's Catholic College
View Funded Activity(A Cluster Randomised Controlled Trial Of A School-based Physical Activity Intervention In At-risk Communities)
Start Date: 2013
End Date: 2015
Funder: Australian Research Council
View Funded ActivityLinkage Projects - Grant ID: LP120100013
Start Date: 05-2012
End Date: 12-2017
Amount: $634,880.00
Funder: Australian Research Council
View Funded ActivityLinkage Projects - Grant ID: LP0453851
Start Date: 01-2004
End Date: 12-2010
Amount: $550,000.00
Funder: Australian Research Council
View Funded ActivityLinkage Projects - Grant ID: LP0990068
Start Date: 04-2009
End Date: 06-2015
Amount: $227,000.00
Funder: Australian Research Council
View Funded ActivityDiscovery Projects - Grant ID: DP130104659
Start Date: 01-2013
End Date: 01-2016
Amount: $484,000.00
Funder: Australian Research Council
View Funded ActivityDiscovery Projects - Grant ID: DP180100285
Start Date: 06-2018
End Date: 01-2023
Amount: $567,574.00
Funder: Australian Research Council
View Funded Activity