Linley Cornish

Linley Cornish is an Associate Professor in the School of Education at the University of New England (UNE), within the Faculty of Humanities, Arts, Social Sciences and Education. She is a leading scholar in multi-age and rural education, teacher preparation, and gifted and talented pedagogy. She has held key leadership roles including Chair of Teaching and Learning (2015–2017) and Director of Program Accreditation (2018–2019).

Education:

• Bachelor of Economics (BEc)
• Diploma of Education (DipEd)
• Master of Education (MEd)
• PhD (awarded cum laude, 2012)

Her research focuses on multi-age classrooms, effective teaching strategies, rural education challenges, gifted and talented education, and teacher development through reflective practice. She emphasizes practical, evidence-based approaches to enhance student learning, particularly in diverse and remote settings.

The analysis of her recent publications reveals a consistent focus on equity and innovation in education. Her work bridges theory and practice, particularly in rural and multi-grade contexts. She explores metacognition, teacher preparation, and inclusive pedagogies, often with international applications (e.g., Bhutan, Vietnam, South Africa). Her scholarship is interdisciplinary, drawing from educational psychology, curriculum studies, and teacher education.

Scientific Awards:

• PhD awarded cum laude (2012)
• Australian Learning and Teaching Council Citation (2011)
• Education Week Award (2008, 2001)
• Carrick Award Citation (2006)
• Vice-Chancellor's Award for Excellence in Teaching (2003)
• Quality Teaching Award, Australian College of Educators (2003)
• Certificate of Appreciation, Department of Education and Training (1995)

Linley Cornish has supervised numerous higher-degree research students and contributed to major research projects, including the Bhutan Multigrade Attachment Program, Vietnam Teaching Methodologies Project, and Bougainville Peace Education Project. She has received multiple grants to support international conference attendance and collaborative research. She has played a central role in the professional accreditation of UNE’s teacher education programs.

She has been actively involved in professional service, including co-editing the journal TalentEd, serving on the editorial board of the Journal of Multiage Education, and contributing to policy through committees such as the DET Small Schools Committee and the National Curriculum Consultation Committee. She has led workshops, organized conferences, and mentored teachers and academics nationally and internationally.