Below are the major fields of interest of our staff members. This list is not exhaustive and staff interests and expertise extend beyond the listed topics. Potential students are invited to enquire further if their own interests appear not to be covered.

Dr Julie Bower

Dr Julie Bower's research interests include: strengths-based case management in adolescence; prevention and intervention approaches; assessment of risk and protection in vulnerable youth; social and emotional well-being in adolescence; evidence-based resources for adolescent development; positive youth development; inclusive practices for Indigenous youth.

Dr Chris Campbell's research interests include ICT pedagogy and integration, mobile learning, virtual world research, self regulation in online learning, learning design, TPACK, and robotics in education. Chris uses predominantly qualitative approaches with case studies featuring highly.
 
Associate Professor Annemaree Carroll's research interests include children and adolescent behaviour problems and risk-taking behaviours, self-regulation and goal setting, reputation enhancement, attentional disorders, and intervention and prevention programs for at-risk young people. Annemaree uses a mixed methods approach and draws on both quantitative and qualitative analytic tools.
 
Associate Professor Monica Cuskelly's research interests include development of persons with down syndrome, development of children born prematurely, family relationships in families with a child with a disability, self-regulation, challenging behaviour and intellectual disability.
 
Associate Professor Gloria Dall'Alba's research interests include professional education, learning and teaching in higher education, and learning in the workplace. Gloria's research predominantly adopts a lifeworld approach in line with hermeneutic phenomenology.
 
Associate Professor Shelley Dole's research is predominantly classroom-based working with teachers to improve mathematics teaching and learning. Classroom teaching experiments use a design research approach and incorporate action research and case study methodologies. Shelley's research takes a qualitative approach. Fields of interest and expertise include: learning and learned difficulties in mathematics; mathematics pedagogy; proportional reasoning and multiplicative thinking.
 
Professor Robyn Gillies' research interests include learning sciences, classroom discourses, small group processes, classroom instruction and student behaviour, counselling, guidance, and classroom management. 
 
Professor Merrilyn Goos
Professor Merrilyn Goos' research interests include mathematics and technology education, teacher education, sociocultural analysis of classroom discourse and interaction, and higher education. Merrilyn uses an interpretive approach with case study and design research methods, and she also has some expertise in survey methods.
 
Dr Obaid Hamid's research interests include English as a second/foreign language, English and English-in-education policy in the context of national development, social perspectives on second language acquisition and the sociology of English learning, and language and migration. His research is informed by a mixed-methods approach.
 
Dr Ian Hardy's research interests include social theory in education, sociology of education, educational policy, politics and practice, Pierre Bourdieu and education, professional practice, teacher professional development, teacher education, and higher education. Ian draws heavily upon qualitative research methods, and his research is heavily informed by various social theoretical (and philosophical) approaches.
 
Dr Eileen Honan's research interests include relations between policy development and pedagogical practices within diverse and complex contexts including those classrooms where literacy practices are mediated by new technologies. Her research is located within theoretical and methodological paradigms that generate new insights into contemporary educational practices, including the fields of New Literacy Studies, critical teacher research, and educational philosophy. The work of Deleuze informs development of alternative and innovate methodologies used in research designs and data analysis. 
 
Dr Amanda Keddie's research interests are in the areas of social justice and schooling especially focusing on issues of marginalisation, cultural diversity and equity policy. Amanda draws on feminist, poststructural and postcolonial theories of identity and justice in her research in schooling contexts with educators, students and community organisations. Her approach reflects a critical and transformative agenda in relation to the identitiy politics of race, gender, class and sexuality. 
 
Professor Bob Lingard's research interests include sociology of education and education policy, federalism and schooling, globalisation and education policy, school reform and pedagogies, gender, social justice, and Bourdieu. Bob's methodological approach is eclectic with a major focus on qualitative approaches, particularly interview-based studies. He is interested in critical policy studies in education, including document analysis. However, he supports mixed method approaches, but rejects epistemological innocence in his methodology and in any method (qualitative or quantitative).
  
Associate Professor Liz Mackinlay's reserach interests include arts as education and research practice in both school and university settings, primary school music education, Indigenous Australian education and pedagogy, feminism and educational contexts, and applied ethnomusicology as education.
 
Dr Katie Makar's reserach interests include mathematics education, inquiry-based classrooms, statistical reasoning and informal inference, argumentation for learning, professional development, youth futures, and middle years of schooling practices.
 
Dr Kerryn McCluskey's research interests include professional experiences (practicum), student mobility, communities of practice, tertiary students of a non-English speaking background, beginning teachers, critical discourse analysis, and teacher identity.
 
Dr Mary McMahon's research interests include narrative career counselling, lifespan career development, career development learning, transition to retirement, mentoring and supervision, lifelong learning, and qualitative career assessment. Mary prefers to use qualitative research and sometimes uese a mixed methods approach.
 
Dr Carmen Mills takes a socially critical approach to research, utilising qualitative research methods and the theoretical constructs of Pierre Bourdieu and others to (i) help make sense of the role that schools and teachers can play in (re)producing social and cultural inequalities for marginalised students, and (ii) imagine ways that schools and their communities might be restructured so that they may also be spaces for agency to generate more equitable alternatives. 
 
Professor Martin Mills' research interests include gender and education, schools and violence, education and social justice, and school reform and pedagogy.
 
Associate Professor Karen Moni predominantly draws on qualitative approaches in her research on English curriculum and literacy education, literacy development in adolescents, literacy development in young adults with intellectual disabilities, and teaching and learning in higher education.
 
Dr Kim Nichols' research interests include contemporary science and inquiry curriculum studies, representational practices in the development of scientific content-specific literacy skills, and the use of information and communication technologies to support the development of representational fluency.
 
   

Dr Louise Phillips

 
Dr Louise Phillips' areas of interest include action research; children's folklore and literature; children's participation rights; civic learning and action; critical theory; early childhood education, social justice; storytelling; young children. Louise applies critical ethnographic research methods, with a particular interest in arts based research methods, such as those that use visual (e.g., drawing, painting, sculpture, photography), performative (e.g., ethnodrama, walking) or media forms.
   
Professor Peter Renshaw's research interests include sociocultural pedagogy, collaborative learning, technology and learning, reform of classroom teaching and learning, peer interaction and social development, and Vygotskiian theory and educational research.
 
Dr Sam Sellar

Education policy; sociology of education; education theory; globalization; equity and social justice; pedagogies.

 

Dr Ravinder Sidhu's research interests include globalisation and education policy formation, sociology of education, comparative and international education, higher education governance, and transnationalism.
 
Dr Simone Smala's research interests include sociology of education, teacher education and globalisation, multilingual schooling, CLIL, mobile learning in education, social networking sites in education, and governmentality.
 
Associate Professor Christa van Kraayenoord's research interests include: literacy development and education, especially reading; learning difficulties; metacognition; assessment; instructional practices; special education; and inclusive education. Christa has expertise in applying research techniques that are either quantitative or qualitative in nature.
 
Dr Jana Visnovska's research interests include professional development of mathematics teachers, equity issues in mathematics education, middle years statistics, and designing tools to support learning (design research).
 
Dr Tony Wright's research interests include science education, chemistry education, information and communications technologies (ICT) and learning, assessment and evaluation, and teacher education.

 

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