جست‌وجوی استاد و پژوهشگر

• Educational Assessment
• Measurement and Evaluation
• Psychometrics
• +۶ مورد دیگر

Stephen Humphry is a Senior Honorary Research Fellow at the Graduate School of Education, The University of Western Australia. He joined UWA in 2006 and has maintained continuous research funding through Australian Research Council Linkage grants since 2008. His work focuses on educational assessment, measurement, and evaluation, with significant contributions to large-scale testing programs including NAPLAN and WALNA. Humphry holds a Bachelor of Psychology from Western Australia and a PhD from Murdoch University. His expertise spans psychometrics, Rasch measurement, and quantitative methods in educational assessment. Dr. Humphry's research has increasingly focused on developing novel approaches that enable classroom teachers to reliably assess students in areas not amenable to large-scale testing. His work on pairwise comparison methods, Rasch analysis, and construct validity has advanced the field of educational measurement. He has published extensively on topics including narrative assessment, writing rubrics, and scale development. His recent publications demonstrate a strong trend toward innovative assessment methodologies, particularly in narrative writing and developmental attributes. These works emphasize practical applications for classroom teachers while maintaining rigorous psychometric standards. The research shows increasing sophistication in handling complex assessment challenges through pairwise comparison techniques and ordered exemplars. Dr. Humphry has supervised 7 research projects and has been awarded 25 research grants, including the current "International collaboration in teaching and learning of Einsteinian physics" project funded by the Australian Research Council until 2025. He has also led multiple NAPLAN-related research projects for the Australian Curriculum Assessment & Reporting Authority. His industry experience includes leading the Central Analysis of Data project for NAPLAN (2011-2013) and serving as Psychometrician for the Western Australian Department of Education's large-scale assessment program prior to joining UWA. His research has led to commercial applications including Brightpath Assessments, used by several hundred schools across Australia.

Don Carterمشاهده پروفایل

دانشیار

• English education
• Curriculum design
• Curriculum history
• +۷ مورد دیگر

Don Carter is an Associate Professor in the School of International Studies and Education at the University of Technology Sydney (UTS), Faculty of Arts and Social Sciences. He holds a PhD from the University of Sydney and has a distinguished career spanning academic, policy, and classroom roles in English education. His educational background includes a PhD from the University of Sydney, a Master of Education (Honours) from the University of Wollongong, a Master of Education from the University of Sydney, a Diploma in Education from the University of New South Wales, and a Bachelor of Arts from the same institution. Dr Carter's research is centered on English education, with a strong focus on writing pedagogies, curriculum design and history, standardized testing (especially NAPLAN), spelling instruction, and the influence of Romanticism on educational practices. He investigates how curriculum is developed and implemented, particularly the general capabilities in primary schools and the impact of high-stakes testing on teachers and students. His work often applies theoretical frameworks, such as Biesta’s three functions of education, to analyze policy documents like the Melbourne Declaration. His recent publications reveal a strong trend in curriculum evaluation, teacher education, and educational policy. His research spans from practical classroom pedagogy to high-level policy analysis, with a consistent emphasis on teacher voice, workload, and professional identity. He frequently collaborates with colleagues like Jackie Manuel and Jennifer Yoo, and his work has significant impact in Australia and internationally, particularly in the areas of outcomes-based education in Indonesia and teacher shortages in NSW. Scientific Awards: No specific awards are mentioned in the provided text. Dr Carter has successfully supervised research students and secured competitive grants, including funding from the Australian Teacher Education Association and the Australia-Korea Foundation. His funded projects cover topics such as career change student teachers, the K-2 Literacy and Numeracy Action Plan evaluation, and best practices in online arts learning post-pandemic. He is an active member of the academic community, serving as a peer reviewer for journals like Australian Journal of Language and Literacy and Educational Philosophy and Theory . He is also a sought-after media commentator, appearing on ABC and in major print publications to discuss contemporary educational issues. He leads and contributes to significant research projects and collaborative initiatives within the UTS School of International Studies and Education, focusing on teacher development, curriculum innovation, and educational equity.

Susan Creaghمشاهده پروفایل

مدرس

• Educational Policy Analysis
• English as a Second Language (ESL)
• Quantitative Research Methods
• +۳ مورد دیگر

Dr. Susan Creagh is a Lecturer in TESOL Education at the University of Queensland's School of Education. She holds a PhD in Education from the University of Queensland, a Master's in Applied Linguistics from Darwin University, and a BA/Diploma of Education from the University of New England. Her research focuses on language policy, educational equity, and quantitative methodologies, particularly regarding students from linguistically diverse backgrounds. She has held roles such as Research Fellow at ISSR (2015–2017), collaborating with The Smith Family on a federally funded project addressing educational disadvantage. Creagh critiques national testing systems like NAPLAN, emphasizing how categorizations such as 'Language Background Other Than English' misrepresent outcomes for multilingual learners. Her work includes longitudinal studies on newly arrived migrant and refugee students' academic trajectories. She also explores teacher workload, commercialization in education, and global citizenship education. Key Awards: Ray Debus Award for Doctoral Research (AARE), Penny McKay Memorial Award (ACTA/ALAA) Grants/Projects: ARC Linkage Grant on disadvantage and educational outcomes Teaching Roles: Contributes to BEd, MEd (Secondary Teaching), and MEd (Educational Studies) programs, focusing on ESL/EAL pedagogy. Her research spans 20+ years as an ESL teacher, informing her advocacy for equitable education policies and practices.

• Social-Educational Justice
• Funds of Knowledge
• Bourdieuian Analysis of Capital
• +۴ مورد دیگر

Lew Zipin is an Adjunct Professor at the University of South Australia, affiliated with UniSA Education Futures. His research focuses on social-educational justice, curriculum ethics, and university governance. He collaborates with institutions globally and has published extensively on topics like Funds of Knowledge, Bourdieuian capital frameworks, and equity in education policy. Key research interests include reimagining curriculum design to address structural inequalities, ethical dilemmas in knowledge systems, and the impact of governance models on academic work. His work often bridges theoretical frameworks with practical educational praxis, emphasizing marginalized voices in policy and pedagogy. Recent articles explore intersections of funds of knowledge with wealth and capital theories, while book chapters address challenges in regional school collaboration and accountability systems. Zipin’s contributions highlight pragmatic-radical strategies to navigate systemic barriers in education, particularly in low-socioeconomic regions. He has supervised research degrees and co-authored works with Marie Brennan and others, focusing on Australian curriculum policies and the future of education research in higher education amid funding shifts. His collaborative efforts aim to strengthen equitable educational practices through interdisciplinary dialogue and community engagement.

Glenn Savageمشاهده پروفایل

استاد

• Education Policy
• Strategic Design
• System Change
• +۳ مورد دیگر

Glenn Savage is a Professor of Education Futures at the Faculty of Education, The University of Melbourne . His work focuses on the intersection of education policy, strategic design , and system change , with a particular emphasis on school funding , equity in education , and national curriculum reforms. He has held academic roles since 2011, including Associate Professor and Lecturer positions at the University of Melbourne and the University of Western Australia. Glenn Savage’s research has been funded by the Australian Research Council , and he frequently contributes to public discourse on education policy through platforms like The Conversation . His recent articles analyze the Better and Fairer Schools Agreement (2025–2034), NAPLAN testing , and the challenges of achieving equity targets in Australian schooling. Key themes in his work include federal-state funding negotiations , teacher workforce development , and accountability mechanisms for educational outcomes.

Edward W. Wolfeمشاهده پروفایل

پژوهشگر ارشد

• Educational Measurement
• Psychometrics
• Automated Scoring
• +۷ مورد دیگر

Edward W. Wolfe is currently a Principal Research Scientist in the Research and Innovations Network at Pearson, where he focuses on research related to human raters and automated scoring. He also holds an Honorary Research Fellow position. Previously, he held academic appointments at the University of Florida, Michigan State University, and Virginia Polytechnic Institute and State University. His work involves operational support for Australia’s National Assessment Program – Literacy and Numeracy (NAPLAN) and the National Board for Professional Teaching Standards (NBPTS). Dr. Wolfe’s research interests are centered on educational measurement , psychometrics , and automated scoring evaluation . He explores applications of latent trait models to detect and correct rater effects, model rater cognition, and develop multidimensional and multifaceted assessment instruments. His work also extends to cross-cultural testing equivalency, meta-analysis of reliability coefficients, and the effectiveness of training methods for writing assessment raters. Key areas include: Latent trait models for rater analysis Instrument development in educational and psychological assessments Statistical methodologies in test equating and meta-analysis Psychometric approaches in non-traditional fields like cognitive radio testing Evaluation of workplace support structures for breastfeeding Longitudinal monitoring of rater performance His research has been published in prominent journals such as Educational and Psychological Measurement , International Journal of Testing , and Journal of Educational Measurement . Recent publications emphasize the application of the Rasch model in diverse contexts, including software development (e.g., RaschFit.sas), bootstrap methods for model validation, and equating strategies. He also investigates item non-response and the comparability of data matrices, reflecting a focus on improving the reliability and validity of assessments across different populations and methodologies. In his advisory and collaborative roles, Dr. Wolfe serves on the editorial boards of Journal of Applied Measurement and Journal of Writing Assessment . He represents Pearson in committees sponsored by the National Assessment of Educational Progress (NAEP) and the Council of Chief State School Officers (CCSSO). While no formal student advising is listed, his contributions include training programs for writing assessment raters and collaborative research with institutions on professional development and evaluation frameworks.

• English education
• poverty
• linguistic and cultural diversity
• +۸ مورد دیگر

Professor Karen Dooley is based at the School of Education , part of the Faculty of Creative Industries, Education & Social Justice at Queensland University of Technology (QUT) . As Deputy Head of School , she coordinates the Doctor of Education (EdD) and teaches Research Methods and TESOL . Her work bridges curriculum development , pedagogy , and equity in linguistically and culturally diverse contexts . Education: PhD (Griffith University) Graduate Certificate in Arts (Chinese) (University of New England) Graduate Certificate in Applied Linguistics (Griffith University) BEdStud(Hons) (University of Queensland) DipT (Brisbane College of Advanced Education) Research Interests focus on English education , social justice , and linguistic diversity , with a strong emphasis on shadow education (private tutoring) and its impact on equity and parental involvement . Her studies explore how digital inclusion and economic disparity shape educational outcomes, particularly for migrant and refugee students . Grant Funding includes five Australian Research Council (ARC) grants and an Ian Potter grant , addressing topics like NAPLAN-related literacy tutoring , digital literacies in disadvantaged schools , and educational provision for refugee students . She is a Senior Investigator on the Education Horizon: First Nations research project (Queensland Department of Education). Leadership and Editorial Roles: Deputy Chair of cADRE (community of Associate Deans Research in Education) General Editor for the Routledge series, Bourdieu and Education of the Asia Pacific Guest Co-editor and Associate Editor roles for journals like Australian Educational Researcher and Research in the Teaching of English Supervision includes higher degree research students on topics such as family language policy , heritage language learning , and school-family relationships in diverse communities .

• Mathematics Education
• Music Education
• Teacher Professional Development
• +۵ مورد دیگر

Dr Lewes Peddell is a Lecturer and Chair of Discipline (Teaching Professional Learning) in the Faculty of Education at Southern Cross University, specializing in mathematics and music education with over 20 years of K-12 teaching experience across Australia and the USA. His academic qualifications include: Diploma of Teaching (BCAE) Bachelor of Music (Queensland Conservatorium) Graduate Diploma of Music (Griffith University) Master of Music (University of Minnesota) Doctor of Philosophy (University of Minnesota) Dr Peddell's research establishes a national program focused on K-12 teaching improvement through well-being, communities of practice, organizational structures, and social network analysis. He addresses systemic challenges in regional, rural, and remote Australian schools, particularly for mathematics teachers, and develops adaptive solutions for Indigenous educational contexts. His 2020-2024 publications reveal dominant themes in mathematics teacher identity formation, heutagogy (self-determined learning), and online professional learning networks. Key trends include applying Theory of Planned Behaviour to teacher engagement, analyzing leadership influences on professional development decisions, and creating context-specific interventions for geographically isolated educators. No scientific awards were documented in the source material. As principal supervisor for PhD, EdD, and BEd(Hons) students, Dr Peddell mentors research in digital learning environments, project-based learning leadership, and mathematics teaching improvement. The provided text specifies no grant funding details. He actively contributes to educational transformation through TeachLab, an SCU research collective partnering with Australian learning organizations to reimagine education via collaborative inquiry and consultative processes.

Suzanne Riceمشاهده پروفایل

مدرس ارشد

• Education Policy
• Leadership
• Teacher Training
• +۵ مورد دیگر

Suzanne Rice is a Senior Lecturer in Education Policy and Leadership at the Melbourne Graduate School of Education, University of Melbourne. Her work focuses on teacher diversity, workforce policies, and educational equity, particularly in disadvantaged schools. Education: PhD (University of Melbourne, 2008), Master of Education (University of Melbourne, 2003), Graduate Diploma in Humanities (La Trobe University, 1991), Diploma of Education (La Trobe University, 1984), Bachelor of Music (Honours) (University of Melbourne, 1983). Research Interests center on high-stakes testing, student engagement, and teacher pathways. She advocates for policies like grow-your-own programs and teacher residencies to diversify the workforce and address shortages in rural/remote schools. Publication Trends highlight her analysis of NAPLAN testing, teacher diversity, and strategies to improve retention in disadvantaged schools. Her work emphasizes equity, standardized assessments, and systemic reforms. Scientific Awards Jack Keating Scholarship Fund (2023) Australian Research Council funding Grants and Collaborations include Whitlam Institute support (2012) and partnerships with researchers like Alice Garner and Lorraine Graham on teacher diversity and policy frameworks.

Sally Larsenمشاهده پروفایل

مدرس ارشد

• Reading Development
• Mathematics Development
• Educational Assessment and Measurement
• +۹ مورد دیگر

Sally Larsen is a Senior Lecturer in the School of Education at the University of New England (UNE), within the Faculty of Humanities, Arts, Social Sciences and Education. She is an active researcher and educator with a focus on quantitative methods in educational research, particularly longitudinal and multilevel modeling. Education: Ph.D., University of New England, 2022 M.Ed. (Teacher-librarianship), Queensland University of Technology, 2011 B.Ed. (Secondary), University of Queensland, 2004 B.A. (English/French), University of Queensland, 2002 Her research centers on reading and mathematics development across primary and early secondary school, with a strong emphasis on analyzing longitudinal data such as NAPLAN. She investigates growth patterns, predictors of academic development, and the application of behavioral genetics in educational contexts. Her methodological expertise includes structural equation modeling, latent growth curve models, and multilevel analysis. Her recent publications reveal a consistent focus on developmental trajectories in literacy and numeracy, school sector differences, genetic and environmental influences on learning, and methodological rigor in educational measurement. These works appear in top journals such as Developmental Psychology , Child Development , and Behavioral and Brain Sciences . Scientific Awards: Australian Association for Research in Education, Early Career Researcher Conference Paper Award (2023) University of New England, Chancellor’s Doctoral Research Medal (2022) Society for the Scientific Studies of Reading, Taylor and Francis Award (2020) Sally Larsen has contributed to major research collaborations and projects, including the Academic Development Study of Australian Twins (ADSAT). She advises on research methods and statistics and coordinates the Graduate Teaching Performance Assessment. She has presented at leading conferences such as AARE and SSSR and is a member of key academic societies including the Society for Research in Child Development. She is actively involved in translating research into practice, particularly in supporting evidence-based teaching and understanding how genetic research may inform, but not dictate, educational policy and classroom practice.

Christine Robinsonمشاهده پروفایل

دانشیار

• Early Childhood Development
• Play-based Pedagogies
• Spirituality in Early Childhood
• +۵ مورد دیگر

Associate Professor Christine Robinson is a prominent academic in Early Childhood Education at Edith Cowan University's School of Education. With extensive leadership experience, she previously served as Associate Dean (Research) at the University of Notre Dame Australia's Faculty of Education and coordinated early childhood programs there for over a decade. Her career spans teaching in Catholic schools, holding roles like Assistant Principal, and leading research teams. She specializes in early childhood development, play-based pedagogies, and spirituality in education, with a focus on holistic and faith-based approaches. Her research employs qualitative methodologies like Interpretative Phenomenological Analysis (IPA). Education: Doctor of Philosophy, University of Notre Dame Australia (2017) Research Interests: Christine's work explores the intersection of spirituality and education, particularly in Catholic contexts. She investigates how play and outdoor activities foster holistic child development, and advocates for policies that support educator well-being and faith-based pedagogy. Recent projects include analyzing NAPLAN's impact on teaching practices and promoting spiritual capabilities in early childhood. Awards: 2019 Australian Awards for University Teaching (AAUT) Citation 2019 Education Publishers Awards Australia 2017 Vice Chancellor’s Award for Initiatives Enhancing Student Learning Advising & Grants: Leader of the 'Leading for Leaders in the Early Years' project ($32,629 grant, 2025–2027). She also coordinates the G.R.A.C.E initiative, fostering international collaboration in early childhood education. Though currently listed as having no active student supervisions, her research frequently engages pre-service teachers in reflective practices. Labs/Teams: Convenor of G.R.A.C.E (Global Research and Action Collective in Education) and advisor to Melbourne Catholic Education and OMEP. She contributes to the Partners in Literacy and Numeracy (PLaN) initiative at ECU.

• Educational Assessment
• Teacher Education
• Assessment Moderation
• +۴ مورد دیگر

Lenore Ellen Adie is an Associate Professor affiliated with the Institute for Learning Sciences and Teacher Education (ILSTE) at Australian Catholic University’s Faculty of Education and Arts. Her research focuses on educational assessment, teacher professional development, and the intersection of policy and practice in assessment moderation. She has contributed significantly to understanding teacher judgment formation, performance assessment design, and the role of technology in educational feedback. Adie has collaborated extensively with colleagues like Claire Wyatt-Smith on projects addressing teacher assessment literacy, standards-based education, and systemic assessment reform. Her work emphasizes aligning large-scale assessment with classroom practices to enhance equity and pedagogical effectiveness. Research Interests: Educational Assessment and Moderation Teacher Education and Professional Standards Performance Assessment Design Formative Feedback Mechanisms Assessment Policy Analysis Recent Article Trends: Her 2023–2024 publications emphasize teacher agency in assessment practices, innovative standard-setting methods, and the relationship between assessment identity and professional development. Earlier work explores rubric-based moderation, student voice in feedback, and international assessment policy dynamics. Grants & Collaborations: Adie has led projects on teacher education reform, including the design of cross-institutional moderation frameworks and the integration of technology (e.g., GoPro, data walls) to enhance assessment feedback. She co-edited pivotal texts such as Teaching Performance Assessments as a Cultural Disruptor (2021) and contributed to national reviews like the 2018 Queensland NAPLAN analysis. Labs/Teams: Her work is anchored in ILSTE’s research on teacher education innovation, with partnerships extending to institutions like Springer Nature and Bloomsbury Academic.

Claire Wyatt-Smithمشاهده پروفایل

استاد

• Educational Assessment
• Teacher Education
• Digital Learning Assessment
• +۵ مورد دیگر

Claire Wyatt-Smith is Professor of Educational Assessment and Literacy and Director of the Institute for Learning Sciences and Teacher Education at Australian Catholic University (ACU). She also serves as Director of the Research Centre for Digital Data and Assessment in Education at ACU. Her leadership extends to major national initiatives including the Graduate Teacher Performance Assessment (GTPA) across 19 Australian higher education institutions. Professor Wyatt-Smith's research focuses on assessment standards, professional judgment, and the implications of digital disruption for teacher professionalism. Her work addresses critical issues in initial teacher education, assessment and learning analytics, human judgment and moderation practices, language and literacy education, and digital assessment. She has examined assessment through research, practice, and policy lenses with extensive cross-domain collaborations. Her recent publications reveal significant trends toward AI integration in educational assessment, post-pandemic assessment practices, teacher judgment development, and the intersection of large-scale and classroom assessment. These works demonstrate her focus on how digital technologies reshape assessment practices while maintaining attention to equity, professional judgment, and standards implementation across diverse educational contexts. 2020 European e-Learning Excellence Awards (second place) ACU Vice-Chancellor's Staff Excellence Medal (2018) Australian Council for Educational Leaders Queensland Honorary Fellowship (2015) Research Excellence Award, Griffith University Griffith University Arts, Education and Law Faculty Group Award (2012) As a Full HDR Supervisor, Professor Wyatt-Smith has secured substantial research funding from the Australian Research Council (including multiple Discovery and Linkage projects from 2011-2025), national and state governments, and international educational agencies. Her major projects include the ARC-funded study on teacher judgment of student samples, the GTPA initiative across six Australian states, and the NAPLAN review involving multiple Australian jurisdictions. She has published extensively in leading international journals and with major academic presses including Routledge, Sage, and Springer, where she serves as Foundation Editor for two book series. Professor Wyatt-Smith leads the Research Centre for Digital Data and Assessment in Education, which focuses on digital learning assessment, big data, and learning analytics. Her team collaborates with education authorities across Australian states and territories, industry partners, and international organizations including UNESCO on projects addressing assessment standards, teacher professionalism, and digital disruption in education.

Jung-Sook Leeمشاهده پروفایل

دانشیار

• Child and youth well-being
• Educational equity
• Social justice
• +۷ مورد دیگر

Associate Professor Jung-Sook Lee is a faculty member in the School of Social Sciences at the University of New South Wales (UNSW). Recognised among Stanford’s Top 2% Researchers in Social Work (2021) and Education (2023), she leads interdisciplinary projects on child well-being, educational equity, and multicultural practice. Education Ph.D. & M.S.W., University of North Carolina at Chapel Hill, USA M.Ed. & B.A., Seoul National University, South Korea Research Interests Her work centres on breaking cycles of intergenerational disadvantage through evidence-based social and educational policies. Using quantitative and mixed-methods designs, she explores how poverty, cultural capital, and institutional structures shape children’s life chances. Key themes include: Educational equity and social justice Home-school partnerships in multicultural contexts Outcomes for vulnerable children and families Policy evaluation and program effectiveness Research Trends Across her 2021–2025 publications, Lee bridges sociology of education, social work, and public policy to interrogate fairness perceptions, Indigenous parent engagement, and the impacts of national assessments such as NAPLAN. Her recent studies increasingly integrate technology and culturally responsive frameworks to foster inclusive school environments. Scientific Awards & Fellowships Stanford Top 2% Researcher (Social Work, 2021; Education, 2023) LSAY Research Innovation and Expansion Fund Fellowship (2008-2009) Spencer Fellowship in Education Policy Research (2005-2007) Fulbright Scholarship (2003-2005) Grants & HDR Supervision Lee has secured over AUD $720,000 in ARC Linkage grants and international funding, leading large teams on projects such as Lost in Transition: Young People with Complex Support Needs and Long-term Outcomes of Forgotten Australians . She currently supervises four PhD candidates researching fetal alcohol spectrum disorders, Indigenous family-school partnerships, disability-inclusive education, and school counsellor self-efficacy. Professional Service & Engagement She serves on editorial boards including Children and Youth Services Review and is an active member of The Australian Sociological Association and the Australian Association for Research in Education. Her media contributions span The Australian , TES Magazine , and Impact: Journal of the Chartered College of Teaching .

Rachel Leslieمشاهده پروفایل

مدرس

• Educational Psychology
• Inclusive Education
• Dyslexia
• +۸ مورد دیگر

Rachel Leslie is a Lecturer in Curriculum and Pedagogy with a focus on Educational Psychology at the University of Southern Queensland. She holds a PhD from the same institution, completed in 2024, and a Master’s degree from 2020, both centered on the experiences of children with dyslexia and their families. Her professional background includes roles as a teacher, learning support coordinator, and school guidance counsellor, which deeply informs her academic work. PhD, University of Southern Queensland, 2024 Masters, University of Southern Queensland, 2020 Her research is dedicated to understanding and improving the educational experiences of vulnerable students. Key interests include educational psychology, inclusive education, dyslexia, microaggressions in schools, school refusal (or 'school can't'), and the relationship between academic difficulties and mental health. She emphasizes student wellbeing, equity, and the creation of supportive learning environments. Her recent publications explore the subtle yet harmful nature of microaggressions in classrooms, the distinction between school reluctance and refusal, and strategies to support children experiencing anxiety around standardized testing like NAPLAN. These works highlight a consistent trend in her scholarship: translating psychological research into practical guidance for educators, parents, and policymakers to foster more inclusive and mentally healthy school environments. Professional Affiliations: Australian Psychologists and Counsellors in Schools (committee member) Queensland Guidance and Counselling Association Research Collaboration: Collaborates with the advocacy group School Can’t Australia. Rachel Leslie is actively engaged in research and public scholarship, contributing to critical conversations about mental health, inclusion, and equity in the Australian education system. Her work bridges academic research with real-world application, aiming to support both students and the professionals who work with them.