Research Centres & Supervisors

School of Education
 Contents
Message from the Associate Dean of Research 3 Early Childhood Research (ECR) Group 10

Edith Cowan Institute for Education Research 4 Our Researchers 12

(ECIER)
Research Highlights 19
Centre for Schooling & Learning Technologies 6
Student Research Projects 21
(CSaLT)

Fogarty Learning Centre 8

THE education rankings?

ECU is committed to reconciliation and recognises and respects the significance of Aboriginal and Torres Strait
ISB results?
Islander peoples’ communities, cultures and histories. ECU acknowledges and respects the Aboriginal and Torres
Gen info
Strait Islander peoples, as the traditional custodians of the land. ECU acknowledges and respects its continuing
association with Nyoongar people, the traditional custodians of the land upon which its campuses stand.
2
Message from the
Associate Dean
Research
ECU’s School of Education has more than 100 (full-
time-equivalent) academic staff who bring high
level expertise and experience in education theory,
disciplinary knowledge and professional practice to
their research activity/endeavour. Staff collaborate
with state and national education bodies, teacher
professional associations, schools, school leaders,
teachers and other professional groups to reform
and inform educational policy and curricula, enhance
school leadership to achieve school improvement,
increase teacher effectiveness, and improve student
engagement and learning outcomes at every level The School offers on-campus facilities and work spaces
(early childhood, primary, secondary and tertiary at both the Mt Lawley and Joondalup campuses and
education). supports off-campus students via a range of contact
strategies.
The Edith Cowan Institute for Education Research
(ECIER) is the School’s leading research body and Thank you for your interest in the research activity of
provides an overarching, inclusive research environment the School of Education. This brochure will share more
to foster collaboration and engagement, and promote detail with you and I invite you to come and become part
the translation of research outcomes. Linked to ECIER of the research effort and collaboration in the School of
are several active research centres and groups working Education.
in the areas of early childhood education, literacy, STEM,
the arts, and learning technologies. Associate Professor Glenda Campbell-Evans
Associate Dean Research
The School has a long history of supporting research School of Education
students, and staff work with students to design and
conduct research that has relevance and impact.

Key Research Areas

Research priorities in the School are early childhood, These embedded priorities reflect the School’s
digital futures, assessment and evaluation, leadership, commitment to conducting and supporting educational
professional learning, Aboriginal education and research that has high social and educational impacts.
curriculum and pedagogy. Alongside these priority areas,
the School of Education has the embedded priorities of
social justice, equity, diversity, and Aboriginal and Torres
Islander perspectives.
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 Edith Cowan Institute for Education
Research (ECIER)
The mission of the Institute is to enhance the quality of education and to close the gap between high and low
performing students and schools. This will be achieved through researching education and development to
reform educational policy, enhance school leadership to achieve school improvement, and enhance teaching
practice to improve student engagement and learning outcomes.

Our aim is to: • Translate research findings through development

• Provide a stimulating environment for the pursuit of
education research and development;
• Provide a focus for the recruitment of higher degrees
by research students and high quality research
training;
• Provide mentoring for early career researchers
and support for writing research proposals, grant
applications, tenders and research publications;
• Conduct applied research in collaboration with
industry partners that will impact on schools,
teachers and students and the broader community
within Australia, and in South East Asian and the
Pacific Rim countries;
• Become an internationally recognised research
centre that attracts scholars and research
collaborators from within Australia and overseas;
and consultancy activities into curriculum resources,
evaluation tools and professional learning programs
that impact on teaching and learning and school
culture;
• Strengthen the nexus between research and pre-
and in-service teacher education programs so that
teacher education at ECU is research informed; and,
• Disseminate research findings through international
journal and conference publications, books,
workshops, seminars and professional learning
programs.
For more information, visit: www.ecu.edu.au/schools/
education/research-activity/edith-cowan-institute-for-
education-research

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Research Projects
The Institute has numerous active research projects
over a diverse range of topics. Projects vary from small,
short-term, internally funded projects of individual early
career researchers to large, long term, externally funded
projects by teams of experienced researchers.
Our current or recently completed projects include:
• Alice Springs - Science, technology, engineering,
arts and mathematics (STEAM) strategic plan and
STEAM capacity building
• Arts‐based pedagogy: Engaging children with
additional needs through multi‐sensory storytelling
• Artworks in residence: Young children as meaning
makers
• ATARP: Australian teacher astronomy research
• program
• Building positive school communities through
participatory action research
• Cultural sky stories
• Developing social skills through music: The impact of
general classroom music in a lower socio-economic
area primary (elementary) school
• Engaging and partnering with Aboriginal and Torres
Strait Islander parents and community to improve
student outcomes
• Evaluating an art program for female Aboriginal
students
• Evaluation of Foodbank WA’s School Breakfast and
Nutrition Education Program (SBNEP)
• Learning and teaching science in an online world
• Pilbara rehabilitation education: Working with real
scientists in a field location
• Quality teaching in primary science education:
Cross-cultural perspectives
• Semiotic resources in the kindergarten mathematics
classroom
• Student perceptions of high school science: Has
anything changed since 2001?
• Supporting positive school culture through
interpersonal engagement
• The identification of intellectually gifted children in
early childhood
• The power of connection: Identifying the role
of social interaction in the coping strategies of
experienced teachers
• The STEM learning project evaluation
• Thinking about visual arts: Exploring student
engagement and assessment in responding to
artworks and artists
• Towards ensuring a STEM workforce: Engaging
industry to inspire and foster real‐world STEM
teacher learning
• Using metaphors and modalities when teaching Year
2 students computational strategies
Post-Doctoral Fellows
Dr Eileen Slater
(Gifted and Talented Education, and STEM)
Eileen is a Post-Doctoral Fellow whose research seeks
to develop and test appropriate measures to identify
young gifted children, so that teachers and schools can
better meet their cognitive and socio-emotional needs.
In her PhD, Eileen developed and validated multiple
assessment instruments (from teachers, parents/carers,
and the child) and a process to identify intellectually
gifted children, a screening process that could be
easily and directly implemented by teachers, in their
classrooms, with input from parents.
There are three streams in the continuation of this
research:
• To consider how the instruments work to identify
students from different ethnic minority groups;
• To develop a process and instruments to identify
young gifted Aboriginal students;
• To further validate the instruments by conducting
research that examines the convergent and
divergent validity with currently used instruments,
mostly IQ tests.
Dr Michael Fitzgerald
(Astronomy Education, and STEM)
Michael is a Post-Doctoral Fellow with a research
interest in astronomy education. Based from Melbourne,
he has been working with the ECIER since 2015,
collaborating on major STEM projects in the Pilbara, the
Northern Territory and the Perth metropolitan area. In
June 2017 he chaired an international robotic telescopes
student research conference in San Diego, attended by
teachers, students, education researchers, scientists,
and technicians from around the world.
Michael’s research includes the use of remotely-located,
relatively small, typically optical robotic telescopes to
drive authentic research undertaken by both high school
and undergraduate students. Importantly, Michael’s
research brings together the relatively disconnected
communities surrounding remote and robotic telescopes,
to accommodate scientific research, and astronomy, to
provide a particular global perspective.
If you are interested in applying to ECU and want
to discuss a specific project within ECIER’s areas of
research, contact:
Associate Professor Geoff Lummis
Telephone: (61 8) 6304 6847 5
Email: g.lummis@ecu.edu.au
 Centre for Schooling & Learning
Technologies (CSaLT)
The Centre for Schooling and Learning Technologies (CSaLT) uses a range of strategies with the aim of
delivering better student learning outcomes by improving the operation of educational institutions and
the effectiveness of learning environments through the use of digital technologies. These technologies
are often referred to as Information and Communications Technologies (ICT). CSaLT works with schools,
school systems, other educational organisations, and commercial providers, with applied research, advisory
services, and the provision of professional learning to improve teaching policies and practices; particularly
through the use of digital devices, networks and software.

The general aims of the Centre are to:
• promote research into improving schooling and
into the application of ICT to improve teaching and
learning;
• support the use of ICT by School of Education staff
in teaching and learning activities;
• provide teacher professional learning; and
• provide consulting services to schools and school
systems.
We encourage enquiries from students and researchers
wishing to pursue research activities in our research
centre.
For more information, visit: www.ecu.edu.au/schools/
education/research-activity/centre-for-schooling-and-
learning-technologies

6
Research Themes
Digital forms of assessment
The Centre is nationally and internationally recognised
for its research and development into the use of digital
technologies to support most processes involved in
assessing learning. In particular it has conducted
research with a range of industry partners for over a
decade into increasing the authenticity, reliability and
validity of high-stakes summative assessment. This
research has included two three-year projects supported
by Australian Research Council (ARC) linkage project
grants.
We have used a range of local and online technologies to
investigate the representation of student practical work
in digital forms for the purpose of online marking using
analytical and pairwise comparisons methods of scoring.
A range of practical work has been investigated from
senior secondary courses such as Physical Education
Studies, Visual Arts, Design, Italian Studies, Engineering
Studies, Dance and Applied Information Technology.
These projects have pioneered the use of multi-camera
systems and online scoring systems, some developed
in-house and others through international industry and
academic partners.
Digital capability of pre-service teachers
We have conducted longitudinal studies into the digital
capability of pre-service teachers in Western Australia
compared with a number of other countries. This has
included the development of a number of instruments
and analysis techniques. We were also involved in an
18-month national project that evaluated and developed
resources, concepts and networks for professional
development to impact on future curricula for teacher
education as well as the skills and knowledge of future
teachers.
Evaluation of the use of ICT in schools
The centre has developed instruments and strategies for
evaluating the use of ICT in schools. These were initially
developed in a large longitudinal study into the use of
ICT in a set of Western Australian schools and have been
adapted to evaluate the use of portable digital devices
in schools.
Digital learning
We are interested in exploring the many ways in which
the use of digital technologies can enhance learning. This
is illustrated by three very different research projects we
conducted; CulturePad, Nanocity, and Digital Toys.
The CulturePad project involved the development of a
multimedia tool that was delivered on iPad tablets to
enable indigenous students to use visual, artistic and
storytelling activities to engage with and record cultural
knowledge and artefacts within their local community
whilst also building crucial skills in ICT and literacy.
The intention was also to build stronger connections
between school and community through targeted
implementation.
The Nanocity project involved developing and
implementing a virtual reality game with secondary
science students. This was achieved through our
partnership with the Transformational Games Centre.
The aim was to increase the levels of interest in science,
in particular nanotechnology that is becoming a major
aspect of developed countries economies. Secondary
school students ‘playing’ the game would become
nanotechnologists who critically engage with science
content and inquiry skills needed to solve problems and
make informed decisions.
The Digital Toys project investigated the ways
that young children interact with familiar discrete
programmable digital toys in a free play setting. As
such it was designed to connect with the Digital
Technologies subject in the Australian Curriculum, in
particular through the content descriptors associated
with Processes Skills and Knowledge and Understanding.
We worked with teachers to provide children with
opportunities to use two types of digital toys. The
children were observed as they interacted with these
toys and their interactions analysed using a checklist of
behaviours.
If you are interested in applying to ECU and want to
discuss a specific project proposal, contact:
Associate Professor Paul Newhouse
Telephone: (61 8) 9370 6469
Email: p.newhouse@ecu.edu.au
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 Fogarty Learning Centre
The Fogarty Learning Centre focuses on research into the effective teaching of all students, with a particular
emphasis on evidence-based instruction of language and literacy. All research projects are conducted
in collaboration with our partners in education, predominantly schools serving low socio-economic
communities, and incorporate elements of professional learning. Findings of the Centre’s research are
implemented in schools and teacher education students to improve outcomes for children in Australian
schools.

Our broad aims are to:

• develop a reputation of excellence and further our For more information, visit: www.ecu.edu.au/schools/
research into effective teaching of core elements of education/research-activity/fogarty-learning-centre
the curriculum;
• develop and foster research skills and opportunities
among staff and students in the School of
Education through collaboration with the wider
education community;
• provide excellence in the teaching of literacy to both
pre-service and postgraduate teachers;
• provide professional development to teachers and
pre-service teachers in the area of literacy and
numeracy teaching.

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Research Projects
Recent projects have been conducted in remote
Aboriginal schools in the Kimberley and far north
Queensland, regional schools in Tasmania, and in
metropolitan schools in Western Australia. Below are
some recently concluded and current projects.
Doomadgee school literacy project
Doomadgee State School is located on native title land
in far north-western Queensland. It caters for around
300 students from Early Childhood to Year 10 from the
Doomadgee community, predominantly Gangalidda,
Garrawa and Waanyi first peoples of Australia.
This project aims to build teachers’ knowledge and
practice of the explicit teaching of early reading.
Whole school professional learning sessions have been
conducted every term since Term 4 2015, using the
Big Six (Konza, 2011, 2014) framework to explain the
reading process, and an explicit teaching model adapted
from Hollingsworth and Ybarra (2008). Instruction
in fine-grained assessment and analysis of students’
phonological skills and alphabetic knowledge is also
provided.
In classrooms where there was evidence of the core
elements of explicit teaching, such as closely scaffolded
instruction, high levels of student-teacher interaction,
and regular monitoring of progress, student learning
progressed at a rapid pace. Despite many challenges
including student absence and high teacher turnover,
statistically significant improvements in alphabetic
knowledge were gained during the first year of the
project. The very high standard deviations, however,
reflect the wide spread of student achievement within
the classes, and efforts continue to build the early
reading skills of all students.
Kiara literacy development project
This project involves collaboration between the Fogarty
Learning Centre and Kiara College to offer training and
support in the implementation of curricular materials
and pedagogical practices designed to support students
not achieving key reading milestones.
The aims of this project are two-fold. It will support
teachers at Kiara College to implement the instructional
material, Direct Instruction (DI) Reading Mastery
that has been selected for use in this project based
on research that identified this program as highly
effective in improving the reading and comprehension
skills of students at all levels. The project will also
provide professional learning and coaching for teachers
in all subject areas to use Explicit Direct Instruction
(EDI) pedagogy in order to support subject specific
reading and comprehension skills. It will build on
teachers’ current knowledge and skills and provide a
rich professional learning experience for participating
teachers.
It is anticipated that the study will generate detailed
information about the efficacy of the curricular material
used in the intervention with these secondary students.
In addition, data will be collected to determine whether
the professional learning program on EDI provided
sufficient support to assist teachers in implementing
this material.
Collaborative reading research in Tasmanian
classrooms
This is a collaborative research partnership between the
Fogarty Learning Centre and the Professional Learning
Institute (PLI) within the Tasmanian Department of
Education. The research design shares responsibilities
for professional learning input and monitoring of
implementation, and for data gathering and analysis.
The focus of learning for early years teachers is
instruction of phonological awareness and phonics,
and for upper primary years teachers, vocabulary and
comprehension.
The project combines face-to-face professional learning
with ongoing support through school visits and an
online portal that allows sharing of resources, links to
recommended sites and discussion spaces. The online
facility allows the project team to collect data relating
to portal visits, the frequency with which recommended
sites are visited and uploaded documents are read, and
the various discussion threads. The PLI is responsible for
collecting and analysing student data and A/Prof Konza
is analysing changes in teacher knowledge and practice.
If you are interested in applying to ECU and want to
discuss a specific project within The Fogarty Learning
Centre’s areas of research, contact:
Associate Professor Deslea Konza
Telephone: (61 8) 6304 5797
Email: d.konza@ecu.edu.au
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 Early Childhood Research (ECR) Group
The Early Childhood Research Group conducts research into the experiences of children, families and early
childhood professionals in a range of contexts. We aim to explore and promote the crucial nature of early
childhood to the future well-being of all children, particularly in relation to ‘closing the gap’ that exists
between families and communities. We are committed to conducting our research ethically and using our
research outcomes to bring about change that increases equity and access to opportunity.

Our objectives are to: • build on collaborative research opportunities within

• bring together active researchers in the field of early
childhood to sustain and develop our community of
research and scholarship;
• build on and extend our reputation of excellence in
early childhood teaching and research within the
University, nationally and internationally;
• develop and support research skills of staff and
students in early childhood in order to increase
staff and post-graduate research in early childhood
education and care;
early childhood communities and industry partners;
• increase internal and external research income and
to promote research outcomes in early childhood
education and care; and
• influence national policy and practice in early
childhood education and care.
For more information, visit: www.ecu.edu.au/schools/
education/research-activity/centre-for-research-in-
early-childhood

10
Research Projects
The longitudinal evaluation of the Better
Beginnings family literacy initiative
This is a longitudinal evaluation of outcomes of a literacy
program for families with young children, initiated by
the State Library of WA. The evaluation began in 2005
and involved qualitative and quantitative data collection
from 300 parents, community health child nurses and
local librarians from six communities. Results of the
data collected over a period of 10 years, suggests that
the program is effective in its implementation, delivery
and outcomes for families. Recommendations from
the evaluation led to the development of several new
initiatives, which included a program for kindergarten
families, a community based program for remote
Aboriginal communities and ‘Sing with Me!’ a program
for families with two year olds. These programs have
become part of the longitudinal evaluation project.
Evaluation of the KindiLink pilot
KindiLink is a unique play and learn program for three
year old Aboriginal children attending with their parent/
carer, implemented at 37 selected schools across WA,
initiated by the Department of Education, WA. Using
qualitative and quantitative data collection methods
the evaluation seeks to document the effectiveness
of KindiLink in building the capacity and confidence of
parents/carers as their child’s first educator; fostering
productive relationships between the family, the school
and the community; improving school attendance
and improving children’s capabilities on entry to
Kindergarten. Data collection is currently underway in 37
KindiLink sites and it is anticipated that the report will
be available in July 2018.
Better together: Supporting perinatal and
infant mental health services
This is an ECU wide project funded by WA Primary
Health Alliance (WAPHA). This innovative project
will map how the components of the System of Care
Network (SCN) in the Cities of Wanneroo/Joondalup
interact to enhance the quality of Perinatal and Infant
Mental Health (PIMH) services for the community.
Developing a more cohesive integrated model of care
in which primary health care is more closely connected
with intervention services. The research team will work
with network partners to co-create an action plan
designed to enhance system responsiveness to the social
wellbeing and mental health needs of families with
infants and young children, from both prevention and
intervention perspectives. Ultimately creating a more
integrated and cohesive perinatal and infant mental
health model of care.
NAPLAN narratives: Stakeholders’
perspectives surrounding student wellbeing
This project extends previous work sponsored by
the Australian Independent Schools of WA (AISWA)
that Rogers, Barblett and Robinson (2016) reported
indicating that children are broadly not as worried about
NAPLAN as might popularly be believed. A survey was
administered to Year 3’s, 5’s their parents and their
teachers in 2015. In 2017, we are revisiting the cohorts
now in Year 5 and 7, their parents and teachers and
extended the research to incorporate a new Year 3
cohort.
Engaging families through digital
technologies
Digital technology is becoming a part of everyday life for
many young children and yet very little is known about
the potential and impact of this in early learning. The
aim of this research is to investigate the way in which
digital technologies, such as Seesaw, are being used to
facilitate connections between early childhood educators
and families with young children. This research is being
undertaken in independent pre-primary schools with
children, families and educators, in Western Australia,
supported by the Australian Independent Schools of WA
(AISWA).
Amplify: The innovation stories of six schools
Amplify is an initiative from AISWA and the Innovation
Unit Australia that aims to increase the proportion of
students “who are deeply engaged in their learning,
through the development of teaching, learning and
assessment practices that promote engagement”
(Amplify, 2016, p.6). This project has follows six WA
Independent schools in their “AMPLIFY” journey of
teaching innovation. The research team is probing
issues such as leadership, pedagogical change, student
engagement and school innovation in the data collection
for their descriptive case studies.
If you are interested in applying to ECU and want to
discuss a specific project within CREC’s areas of research,
contact:
Professor Caroline Barratt-Pugh
Telephone: (61 8) 6304 6346
Email: c.barratt_pugh@ecu.edu.au
11
 Our Researchers
Professor Lynne Cohen AM
Dean
PhD, MPsych, BPsych, BSc
Professor Cohen’s background is in school teaching where she was head of
the Biology and Mathematics departments. After returning to study she
achieved a Masters and a PhD in Psychology. She was employed by Edith
Cowan University as a lecturer in the School of Psychology for 17 years and
was the Associate Dean, Teaching and Learning, for the then Faculty of
Computing, Health and Science, and Professor in the School of Psychology
and Social Science. She was responsible for the quality of courses within the
Faculty as well as assisting with curriculum development. She developed
and implemented a literacy program for children with learning difficulties
and trained a team of teachers to provide a service for students with
learning difficulties. She was awarded the Order of Australia in 2016, and an
Australian Learning & Teaching Council Fellowship in 2010.

Recent Publications
Books
• Bernstein, D., Pooley, J. A., Cohen, L., Goldthorpe, B., Provost, S., Cranney,
J. (2017). Psychology: Australia and New Zealand (2nd ed.). Melbourne,
VIC: Cengage.

Book Chapters
• Corkill, J., Brooks, D., Pooley, J. A., Cohen, L., Harris, K., Ferguson,
C., & Harms, C. (2016). The use of resilience indicators to assist in
the selection of personnel for employment in classified and covert Contact:
environments. In Kumar, U. (Ed.), The Routledge international handbook Email: l.cohen@ecu.edu.au
of psychosocial resilience (pp. 436-450). Abingdon, UK: Routledge. Telephone: (61 8) 6304 6459
• Shean, M., Cohen, L., & De Jong, T. (2014). Developing well-being and
self-esteem. In Taylor, M., Pooley, J. A., & Merrick, J. (Eds.), Adolescence: Research Interests:
Places and spaces (pp. 95-105). New York, NY: Nova Science Publishers. • Resilience across the lifespan
• Tan, W. Z., Cohen, L., & Pooley, J. A. (2013). The relationship between • Developing leadership capacity
physical activity and cognition and its application to children with autism particularly in undergraduate
spectrum disorder. In C. Speelman (Ed.), Enhancing human performance university students
(pp. 22-43). Newcastle Upon Tyne, UK: Cambridge Scholars Publishing. • Children with learning difficulties
• Development of transition
Journal Articles programs which empower
• Carastathis, G., Cohen, L., Kaczmarek, E., Chang, P. (2016). students and positively impacts
Rejected by family for being gay or lesbian: Portrayals, perceptions, on their experience and
and resilience. Journal of Homosexuality, 64(3), 289-320. doi: outcomes
10.1080/00918369.2016.1179035
• Mander, D., Cohen, L., & Pooley, J. A. (2015). A critical exploration of staff
perceptions of aboriginal boarding students’ experiences. Australian
Journal of Education, 59(3), 312-328. doi: 10.1177/0004944115607538.
• Mander, D., Cohen, L., & Pooley, J. A. (2015). If I wanted to have more
opportunities and go to a better school, I just had to get used to it:
Aboriginal students’ perceptions of going to boarding school in Western
Australia. The Australian Journal of Indigenous Education, 44(1), 26-36.
doi: 10.1017/jie.2015.3
• Stumpers, S., Cohen, L., Pooley, J. A., & Mander, D. J. (2015). The
social construction of ageing: Australian and Welsh perspectives. The
12 Australian Community Psychologist, 27(1), 53-72.
Associate Professor Glenda Campbell-Evans
Associate Dean, Research
PhD, MEd, BEd
Glenda Campbell-Evans is the Associate Dean of Research for the School
of Education. She has served as the Golden Key International Honour
Society Asia Pacific Rep to the Council of Advisors and is Deputy Chair
of the board and Chair of Governance at UnitingCare West, a not-for-
profit service provider. Her research interests focus on school governance,
leadership and improvement, and on educational policy. She has supervised
numerous research students and is currently working with ten students
undertaking their research qualification in the Master or PhD program.

Recent Publications
Journal Articles
• Bolaji, S., Campbell-Evans, G., & Gray, J. (2017). The perils of
bureaucratic complexity: Education for all in Nigeria. International
Journal of Educational Administration and Policy Studies, 9(1), 1-9.
• Bolaji, S., Campbell-Evans, G., & Gray, J. (2016). Universal basic
education policy implementation in Nigeria. KEDI Journal of
Educational Policy, (13)2, 137-158.
• Leggett, B., Campbell-Evans, G., & Gray, J. (2016). Issues and
challenges of school governance. Leading and Managing, 22(1), 36-56.
• Naylor, D., Campbell-Evans, G., & Maloney, C. (2015). Learning to teach:
Contact:
What do pre-service teachers report. Australian Journal of Teacher
Email: g.campbell_evans@ecu.edu.au
Education, 40(11), 120-136. doi: 10.14221/ajte.2015v40n11.7
Telephone: (61 8) 6304 2500
• Bolaji, S. D., Gray, J., & Campbell-Evans, G. (2015). Why do policies fail
in Nigeria? Journal of Education and Social Policy, 2(5), 57-66.
Research Interests:
• Campbell-Evans, G., Gray, J., Leggett, B., (2014), Adaptive leadership in
• School governance
school boards in Australia: An emergent model. School Leadership and
• School improvement
Management, 34(5), 538-552. doi: 10.1080/13632434.2014.938038
• School leadership
• Norviewu-Mortty, E., Campbell-Evans, G., & Hackling, M. (2014). A
• Educational policy
model for effective leadership in disadvantaged rural schools in Ghana.
Leading and Managing, 20(1), 63-79.
• Leggett, B., Campbell-Evans, G., & Gray, J. (2014). Opportunities taken,
lost or avoided: The use of difference of opinion in school decision
making. Australian Journal of Teacher Education, 39(4), 115-124. doi:
10.14221/ajte.2014v39n4.7
• Campbell-Evans, G., Stamopoulos, E., & Maloney, C. (2014).
Building leadership capacity in early childhood pre-service teachers.
Australian Journal of Teacher Education, 39(5), Article No. 3. doi:
10.14221ajte.2014v39n5.3
• Holt, D., Nagy, J., Cohen, L., Campbell-Evans, G., Chang, P., Macdonald,
I., & McDonald, J. (2013). Leading at the coal-face: The world as
experienced by subject coordinators in Australian higher education.
Educational Management, Administration & Leadership, 41(2), 233-
249. doi: 10.1177/1741143212468346
• Gray, J., Campbell-Evans, G., & Leggett, B. (2013). Independent public
schools: Boards in transition. Leading and Managing, 19(1), 72-88.

13
 Associate Professor Geoffrey Lummis
PhD
Geoff Lummis is the Acting Director of the Edith Cowan Institute for
Education Research. He has a wide range of teaching and research
experiences in both science and the arts. He has worked within ECU/
WACAE since 1986, and was a visiting professor at the University of
Massachusetts (Dartmouth) 1993/94. Geoff holds a PhD in Sustainability
from Murdoch University; as well as Master of Education in Aesthetics
and Evolutionary Epistemology from the University of Western Australia.
He is also a ceramicist and has exhibited in Australia and the USA. Geoff
has an interdisciplinary approach to his research, which often sees him in
collaboration with some of his former higher degree students.

Recent Publications
Journal Articles
• Morris, J. E., Lummis, G., & Lock, G. (2017). Questioning art: Factors
affecting students’ cognitive engagement in responding. Issues in
Educational Research, 27(3), 493-511.
• Lowe, G., Lummis, G. W., & Morris J. E. (2017). Pre-service primary
teachers’ experiences and self-efficacy to teach music: Are they ready?
Issues in Educational Research, 27(2), 314-329.
• Lummis, G. W., & Morris J. E. (2017). The influence of ecological
citizenship and political solidarity on Western Australian student
teachers’ perceptions of sustainability issues. International Research
in Geographical and Environmental Education, 26(2), 135-149.
doi:10.1080/10382046.2016.12353
• Morris, J., Lummis, G., McKinnon, D., & Heyworth, J., (2017). Measuring
preservice teacher self-efficacy in music and visual arts: Validation of Contact:
an amended science teacher efficacy belief instrument. Teaching and Email: g.lummis@ecu.edu.au
Teacher Education, 64(1), 1-11. Telephone: (61 8) 6304 6847
• Townsend, A., McKinnon, D., Fitzgerald, M., Morris, J. E., & Lummis,
G. W. (2016). Educative curricular and PCK development driven by Research Interests:
STEM professional learning in rural and remote schools: A longitudinal • The Arts in Education
type IV case study. International Journal of Innovation in Science and • Education for Sustainability
Mathematics Education, 24(4), 1-17. • STEM Education
• Lummis, G. W., Morris, J. E., & Lock, G. (2016). The Western Australian • Cross Curriculum Development
art and crafts superintendents’ advocacy for years K-12 visual arts in
education. History of Education Review, 45(1), 115-130.
• Paolino, A., & Lummis, G. W. (2016). Orff-Schulwerk as a pedagogical
tool for the effective teaching of Italian to upper primary students in
Western Australia. Babel, 50(1), 12-23.
• Ellis, M., Lock, G., & Lummis G. W., (2015). Parent-teacher interactions:
Engaging with parents and carers. Australian Journal of Teacher
Education, 40(5), 160-174. doi: 10.14221/ajte.2015v40n5.9
• Lummis, G. W., Morris, J. E., & Lovering, C. (2015). Exploring the drama
experiences of Western Australian pre-service primary teachers. NJ:
Drama Australia, 39(1), 19-30.
• Lummis, G. W., Lock, G., Odgaard, J., & Morris, J. E. (2015). Where
Western Australian Graduate Diploma of Education primary students
source their information on sustainability. Australian Journal of Teacher
Education, 40(10), 51-65.
• Lock, G., & Lummis, G. (2014). Complying with school accountability
requirements and the impact on school leaders. Australian Journal of
Teacher Education, 39(2), Article 5. doi: 10.14221/ajte.2014v39n2.7

14
Professor Caroline Barratt-Pugh
PhD, BEd (Hons)
Caroline Barratt-Pugh is Professor of Early Childhood and Director
 of the
Early Childhood Research group
 in the School of Education at Edith Cowan
University, Western Australia. She has extensive experience of teaching
and research across early childhood settings and tertiary institutions in
the UK
 and Australia. Her research interests include language and literacy
in families, communities and formal educational settings, inter-agency
collaboration and the evaluation of early literacy programs. She is director
and co-director and of several state and national language and literacy
research projects and is currently director of the evaluation of Better
Beginnings Family Literacy program in WA (2005 – 2018) and the KindiLink
pilot initiative for three year old Aboriginal children and their parents/carers.
Numerous publications and engagement with professionals, parents and
other key stakeholders through her research has resulted in evidence-based
recommendations for policy and practice across the early childhood sector.

Recent Publications
Book Chapters
• Barratt-Pugh. C., Rohl, M., & Allen, N. (2017). “The first time I’ve felt
included”: Inclusive literacy learning in early childhood through the Contact:
evaluation of Better Beginnings. In M. Milton (Ed.), Inclusive principles Email: c.barratt_pugh@ecu.edu.au
and practices in literacy education (pp. 125-142). Bingley, UK: Emerald Telephone: (61 8) 6304 6346
Publishing. doi: 10.1108/S1479-363620170000011009
• Barratt-Pugh. C., & Rohl, M. (2016). Transforming research into Research Interests:
practice: Implications of a family literacy program for early childhood • Early language and literacy
professionals. In J. Scull & B. Raban (Eds.), Growing up literate: learning and development
Australian literacy research for practice (pp. 13-36). South Yarra, VIC: • Bilingual and multilingual
Eleanor Curtain publishing. families
• Barratt-Pugh, C., Allen, N., (2015), Transforming practice through • Early childhood pedagogy and
research: Evaluating the Better Beginnings family literacy programme. practice
In C. Rankin & A. Brock (Eds.), Library services from birth to five (pp. 81- • Early intervention programs
98). London, UK: Facet Publishing. • Evaluation of early intervention
programs
Journal Articles
• Constructivist approaches to
• Adam, H., Barratt-Pugh, C., & Haig, Y. (2017). Book collections in long learning
day care: Do they reflect racial diversity? Australasian Journal of Early
Childhood, 42(2), 88-96.
• Barratt-Pugh, C., & Rohl, M. (2016). Evaluation of family literacy
programs: A case study of Better Beginnings, a library initiated family
literacy bookgifting program in Western Australia. Library Trends. 65(1),
19-40.
• Barblett, L., Knaus, M., & Barratt-Pugh, C. (2016). The pushes and pulls
of pedagogy in the early years: Competing knowledges and the erosion
of play-based learning. Australasian Journal of Early Childhood, 41(4),
36-43.
• Barratt-Pugh, C., & Rohl, M., (2015). ‘Better Beginnings has made me
make reading part of our everyday routine’: Mothers’ perceptions of a
family literacy program over four years. Australasian Journal of Early
Childhood, 40(4), 4-12.
• Sulfasyah, N., Haig, Y., Barratt-Pugh, C. (2015), Indonesian teachers’
implementation of new curriculum initiatives in relation to teaching
writing in lower primary school. International Journal of Education, 7(4),
53-72.
• Leitao, N., Barratt-Pugh, C., Anderson, K., Barblett, L., & Haig, Y. (2015).
Engaging children in reading for pleasure: A Better Beginnings project
linking libraries with primary schools. Libri: International Journal of
15
Libraries and Information Services, 65(1), 15-24.
 Associate Professor Deslea Konza
Associate Dean, Research
PhD, MEd, BEd
Deslea Konza is Associate Professor of Language and Literacy and Director
of the Fogarty Learning Centre. Her research interests focus on the teaching
of reading, the professional development of teachers in this area, and
enhancing the capacity of principals to be instructional leaders
in their schools. She has published books on teaching children with reading
difficulties and book chapters and journal articles on special education
practices, the professional learning of teachers, reading interventions, and
researching in schools. Her current research includes working with teachers in
remote schools in Western Australia and Queensland to support the reading
outcomes of Aboriginal students.

Recent Publications
Books
• Dempster, N., Konza, D., Robson, G., Gaffney, M., Lock, G., &
McKennariey, K. (2012). Principals as literacy leaders: Confident, credible
and connected. Kingston, ACT: Australian Primary Principals Association.

Book Chapters
• Main, S., & Konza, D. (2017). Inclusive reading practices for Aboriginal
and/or Torres Strait Islander students in Australia. In M. Milton
(Ed.), Inclusive principles and practices in literacy education (pp.
177-194). Bingley, UK: Emerald Publishing. doi: 10.1108/S1479-
363620170000011012

Journal Articles
• Konza, D. (2017). The Literacy Practices Guide: A “smart tool” for
principals. The International Journal of Educational Organization and Contact:
Leadership, 24(1), 1-16. Email: d.konza@ecu.edu.au
• Shand, J., & Konza, D. (2016). Creating the student writer: A study of Telephone: (61 8) 6304 5797
writing identities in non-academic senior English classes. Australian
Journal of Language and Literacy, 39(2), 149-161. Research Interests:
• Richmond, J., Waugh, R., & Konza, D. (2015). Visually discriminating • Development of reading
upper case letters, lower case letters and numbers. Journal of Applied • Reading difficulties
Measurement, 16(1), 24-40. • Professional learning of teachers
• Konza, D., & Main, S. (2015). The power of pedagogy: When all else fails. regarding literacy knowledge
The International Journal of Learning: Annual Review, 22(2015), 9-29. and effective reading instruction
• Konza, D. (2014). Teaching reading: Why the “Fab Five” should be the
“Big Six”. Australian Journal of Teacher Education, 39(12), 153-169. doi:
10.14221/ajte.2014v39n12.10
• Pond, L., Konza, D., & Hackling, M. (2014). Enhancing academic
vocabulary knowledge through evidence-based instruction. The
International Journal of Pedagogy and Curriculum, 20(3), 79-89.
• Strutt, L., & Konza, D. (2014). Meeting the needs of secondary
students who cannot read: One role among many for English teachers.
International Journal of Literacies, 20(4), 13-29.
• Fried, L., Konza, D., (2013), Using self-determination theory to
investigate student engagement in the classroom. The International
Journal of Pedagogy and Curriculum, 19(2), 27-40.
• Konza, D., & Fried, L. (2012). Maximising the contribution of
paraprofessionals in schools: A win-win-win story. International Journal
of Interdisciplinary Social Sciences, 6(9), 115-123.
• Konza, D. (2012). Researching in schools: Ethical issues. International
16 • Journal of the Humanities, 9(6), 77-86.
Associate Professor Paul Newhouse
Director of CSaLT
PhD, MAppSc, DipEd, BSc
Paul has always considered himself to be both a teacher and learner, from
early years in an innovative state secondary school in Western Australia,
to conducting research in schools and working with pre-service and
practicing teachers at two universities. His aim has been to improve the
opportunities for all children to develop as decision-making, empowered,
responsible, relational citizens through engaging and relevant schooling.
His focus is on implementation strategies for using computer systems to
support learning in schools, particularly as applied to digital technologies,
assessment and curriculum development. In addition he has had a range of
roles the development of curriculum in technology education both locally and
nationally.

Recent Publications
Book Chapters
• Newhouse, C. P. (2016). Digital forms of assessment in schools:
Supporting the processes to improve outcomes. In J. M. Spector, B. B.
Lockee & M. D. Childress (Eds.), Learning, design, and technology: An
international compendium of theory, research, practice, and policy (pp.
Contact:
1-29). Cham, Switzerland:Springer. doi10.1007/978-3-319-17727-4_41-1
Email: p.newhouse@ecu.edu.au
• Newhouse, C. P. (2015). Making learning visible through digital forms of
Telephone: (61 8) 6304 6469
assessment. In M. Henderson & G. Romeo (Eds.), Teaching and digital
technologies: Big issues and critical questions (pp. 214-228). Port
Research Interests:
Melbourne, VIC: Cambridge University Press.
• Implementation strategies
• Newhouse, C. P. (2015). When does technology improve learning? In
for using computer systems
M. Henderson & G. Romeo (Eds.), Teaching and digital technologies:
to support learning in schools,
Big issues and critical questions (pp. 197-213). Port Melbourne, VIC:
particularly as applied to digital
Cambridge University Press.
technologies, assessment and
curriculum development
Journal Articles
• Newhouse, C.P. (2017). STEM the boredom: Engage students in the
Australian Curriculum using ICT with problem-based learning and
assessment. Journal of Science Education and Technology, 26(1), 44-57.
doi: 10.1007/s10956-016-9650-4
• Tarricone, P., & Newhouse, C. P. (2016). Using comparative judgement
and online technologies in the assessment and measurement of creative
performance and capability. International Journal of Educational
Technology in Higher Education, 13(16), 1-11. doi: 10.1186/s41239-016-
0018-x
• Tarricone, P., & Newhouse, C. P. (2016). A study of the use of pairwise
comparison in the context of social online moderation. Australian
Educational Researcher, 43(3), 273-288. doi: 10.1007/s13384-015-0194-z
• Newhouse, C. P. (2015). Measuring the meaningful use of ICT in
schools: A learning environments attributes approach. International
Journal of Technology Enhanced Learning, 7(4), 309-325. doi: 10.1504/
IJTEL.2015.074187
• Newhouse, C. P., Cooper, M., & Pagram, J. (2015) Bring your own digital
device in teacher education. Journal of Digital Learning in Teacher
Education, 31(2), 64-72. Doi: 10.1080/21532974.2015.101129
• Newhouse, C. P. (2014). Programming in the Australian curriculum: A
rationale and a place. Journal for Computing Teachers, Summer 2014,
11-17.

17
 Professor Dawn Penney
Professorial Research Fellow
PhD, BA (Hons)
Dawn Penney is a professorial research fellow in the School of Education,
undertaking research projects focusing on developments in curriculum,
pedagogy and assessment in health and physical education, and equity
in physical education and sport. Dawn is an international leader in
physical education who has worked with government agencies, curriculum
authorities, schools and sport organisations in collaborative research and
evaluation projects In Australia, New Zealand, the UK and South Korea. She
is a National Board member for the Australian Council of Health, Physical
Education and Recreation.

Recent Publications
Books
• Brown, T. D., & Penney, D. (in press). Examination physical education.
Policy, practice and possibilities. London, UK: Routledge.
• Leahy, D., Burrows, L., McCuaig, L., Wright, J., & Penney, D. (2016).
School health education in changing times. Curriculum, pedagogies and
partnerships. London, UK: Routledge.
• Hay, P. & Penney, D. (2013). Assessment in physical education: A
sociocultural perspective. Abingdon, Oxon., UK: Routledge.

Book Chapters
• Penney, D. (2017). Policy and possibilities. In C. D. Ennis (Ed.), Routledge
handbook of physical education pedagogy (pp. 131-142). London, UK:
Routledge.
• Penney, D., & Mitchell, S. (2017). Reforming curricula from the outside-in.
In C. D. Ennis (Ed.), Routledge handbook of physical education pedagogy
(pp. 157-172). London, UK: Routledge. Contact:
Email: d.penney@ecu.edu.au
Journal Articles Telephone: (61 8) 6304 2339
• Brown, T. D., & Penney, D. (2017). Interpretation and enactment of senior
secondary physical education: Pedagogic realities and the expression Research Interests:
of Arnoldian dimensions of movement. Physical Education and Sport • Health and Physical Education
Pedagogy, 22(2), 121-136. curriculum, pedagogy and
• Branson, C., Franken, M., & Penney, D. (2016). Middle leadership in assessment
higher education: A relational analysis. Educational Management, • Equity and inclusion in HPE,
Administration and Leadership, 44(1), 128-145. physical activity and sport
• Franken, M., Branson, C., & Penney, D. (2016). A theory-to-practice • Leadership
leadership learning arrangement in a university context. International
Journal of Leadership in Education. doi:10.1080/13603124.2016.124719
• O’Connor, J.P., Penney, D., Alfrey, L., Phillipson, S., Phillipson, S. N.,
Jeanes, R. (2016). The development of the Stereotypical Attitudes in
HPE scale. Australian Journal of Teacher Education, 41(7). doi: 10.14221/
ajte.2016v41n7.5
• Penney, D., & McMahon, J. (2016). High-performance sport, learning
and culture: new horizons for sport pedagogues? Physical Education and
Sport Pedagogy, 21(1), 81-88.
• Wilkinson, S. D., & Penney, D. (2016). The involvement of external
agencies in extra-curricular physical education: Reinforcing or challenging
gender and ability inequities? Sport, Education and Society, 21(5), 741-
758.
• Wilkinson, S., Penney, D., & Allin, L. (2016). Setting and within-class
ability grouping: A survey of practices in physical education. European
18 Physical Education Review, 22(3), 336-354.
Research Highlights
Evaluating an art program for female Aboriginal students
Investigator: Dr Julia Morris
This project aims to evaluate an existing after-school
art program that is run between Girrawheen Senior
High School, ECU and the City of Wanneroo. The art
program is offered to female Aboriginal students at the
school as a positive way to promote social interactions,
develop personal expression and improve attendance
and behaviour at school. The program was piloted at
the school in 2016, where ECU provided arts expertise
alongside school staff and the City of Wanneroo hosted
an art exhibition of the students’ work in October 2016.
In 2017 the school registered with the Girls’ Academy,
an initiative similar to Clontarf Academy but specific
to female students. The art program has run in 2017
as an extracurricular activity linked to the Academy. As
in 2016, the female students are working towards an
exhibition in September.
In 2017 community artists are working alongside
the students, and ECU is responsible for evaluating
the program by administering a survey to the
students once a term and regular interviews with
stakeholders. Furthermore, video artefacts of the
students’ experiences are being collected throughout
the program. These videos document the students’
journey in the program and are creative works in their
own right. This ongoing monitoring of the program will
ensure it is having a positive impact on the students,
and contributes to a program that is centred on the
students’ needs and interests.
19
 Making a Difference: The Evaluation of Better Beginnings across
Western Australia
Investigators: Prof. Caroline Barratt-Pugh, Associate Professor Lennie Barblett, Dr. Yvonne Haig, Dr. Natalie Leitão,
Cindy McLean
Language and literacy are fundamental to early
childhood development and learning and research
suggests that there are positive connections between
shared book reading and early literacy learning.
The State Library of WA (SLWA) has developed
and implemented a series state wide family literacy
programs delivered to families with children aged from
birth to nine years. Families receive a Reading Pack that
contains a children’s book and resources to support
shared book reading, singing nursery rhymes and songs.
The local library offers weekly activities to support early
literacy, including Baby Rhyme Time and Story Time.
The Early Childhood Research group was commissioned
to evaluate the Better Beginnings (Birth-3 year old)
initiative in 2005. Our evaluation identified a rage
of positive outcomes for families, communities and
professionals who delivered the program. This initial
20
research led to the ongoing evaluation of Better
Beginnings (2005 – 2018) and the development of
four new programs aimed at supporting language
and literacy in specific communities. These include
‘Read to me! I love it’ for families in remote Aboriginal
communities, ‘Sing With Me’ for families with 2 year
olds, ‘Books-to-Go’ for culturally and linguistically diverse
families, and a ‘Kindergarten’ program.
The Early Childhood Research group has led the
evaluation of all these programs and is currently
continuing the longitudinal evaluation of the Birth to
Three Years program and the Kindergarten program
and conducting an evaluation of the ‘Sing With Me’ pilot
program.
More information, including the evaluation reports
for the project, is available on the Better Beginnings
website: www.better-beginnings.com.au
Current Student Research Projects
Doctor of Philosophy

Thesis Title Principal Supervisor

Teacher professional identity construction: Contributions of a TESOL teacher A/Prof Geoffrey Lummis
education program in Australia

Investigating the use of children's literature to support principles of diversity in Prof Caroline Barratt-Pugh
the kindergarten rooms of long day care centres

Learning to play: What online games can teach Prof Caroline Barratt-Pugh

An investigation of secondary student perceptions of fairness about assessment A/Prof Paul Newhouse
processes implemented by their teachers in Croatia.

Teaching and learning Indigenous histories and cultures at the intersection of Dr Bill Allen
school culture and curriculum

Understanding teachers' pedagogical reasoning and practices in ICT science Prof Mark Hackling
classrooms

The effect of learning lexical chunks on the English-writing proficiency of Dr Anne Thwaite
Chinese-speaking business undergraduates at one Australian university

Engaging Aboriginal and EFL/ESL primary school students with making videos to Dr Julia Morris
enhance their literacy and content knowledge in astronomy

Investigating international postgraduate students decision making processes A/Prof Graeme Lock
when choosing to study in Western Australia

Maximising contributions of PhD graduates for national development: The case A/Prof Glenda Campbell-Evans
of the Seychelles

The impact of changing policy on the teaching of spoken English in primary Dr Yvonne Haig
schools in the north mountainous region of Vietnam

Enhancing learning and assessment of pre-service teachers on practicum Dr Bill Allen

placements using mobile technologies with video capture

Impact of collaboration through Web 2.0 technologies in the primary school Dr Jeremy Pagram
classroom on intercultural communication competence

Digital enhancement of dance assessment Dr Jeremy Pagram

An exploration of factors that impact research performance at an Australian A/Prof Glenda Campbell-Evans
university

The impact of music looping technologies upon pre-service generalist teachers’ Dr Geoffrey Lowe
self-efficacy to teach music in primary schools after pre-service training and in
school practicum situations

The prevalence of twice-exceptional students in the gifted and talented academic Dr Lorraine Hammond
programs: The near miss phenomena

What are pre-primary teacher's enacted understandings of explicit direct Dr Lorraine Hammond
instruction of phonics and phonological awareness?

Teacher educators' and pre-service teachers' preparedness to use ICT - A Dr Jeremy Pagram
Western Australian perspective

English proficiency of Vietnamese business graduates: Expectations of A/Prof Glenda Campbell-Evans

government, private universities and employers

Exploring Chinese EFL teachers’ beliefs about effective teaching of English A/Prof Graeme Lock
reading in primary schools in Zhejiang province of China and the impact of these
beliefs on the teachers’ instructional practices

21
 Thesis Title Principal Supervisor
Examining the perceived benefit of education for Indigenous secondary students A/Prof Glenda Campbell-Evans
in the Pilbara.

Managing change of lower secondary science curriculum in Tanzania: Revealing Prof David McKinnon
the reality of transition in three case-schools

Bridging the gap: Using multi-modal representation to enhance the development Prof Mark Hackling
of scientific literacy with year 11 integrated science students

The impact of early parent training on stress levels of individuals in families with Dr Lorraine Hammond
a child with Autism Spectrum Disorder

Towards understanding stakeholders' roles in shaping pre-service teachers' A/Prof Glenda Campbell-Evans
experience of their teaching practice in Tanzania

Comparative pairs marking for high stakes practical assessments A/Prof Paul Newhouse

Using ICT to foster collaborative writing skills for EFL university students in Dr Jeremy Pagram
Vietnam

Graduate diploma of Education (primary) science unit and preservice teachers' A/Prof Geoffrey Lummis
self-efficacy.

Inclusion through enquiry: Learning disabilities and the International A/Prof Graeme Lock
Baccalaureate

The viability of simulated large-scale marking as professional development for Dr Bill Allen
preservice teachers

Year 2 spelling and writing project Dr Lorraine Hammond

How exemplary teachers promote scientific reasoning and higher order thinking Prof Mark Hackling
in primary science

Giving back: Investigating teacher effectiveness in Aboriginal classrooms. Prof David McKinnon
Investigating causal attributes of cultural competence in teachers and non-
teaching staff working with Aboriginal and Torres Strait Islander students in a
boarding school in Northern Australia.

The use of ICT by science teachers in secondary school science education in A/Prof Paul Newhouse
Bhutan

ICT use across the assessment life cycle in a vocational education institution A/Prof Paul Newhouse

Vietnamese pre-service EFL teachers' perceptions of ICT integration into their Dr Jenny Lane
learning and teaching practice

Determining factors in first year university student uptake of English language Dr Anne Thwaite
support programs at one Australian university

Investigating communicative dissonance within relationships of adults with A/Prof Deslea Konza
Asperger's Syndrome

Master by Research

Thesis Title Principal Supervisor

Factors enabling a successful transition to boarding school for Aboriginal Dr David Rhodes
Australian students

A/R/T + Design A/Prof Geoffrey Lummis

Emerging strategies for Australian jazz ensemble directors: Improving Dr Geoffrey Lowe
engagement with drum-set students

Effect of cognitive training on the working memory and academic achievement of Dr Mandie Shean
middle primary school students
22
Thesis Title Principal Supervisor
Improving science teaching through the use of video reflection and a pedagogical Dr Jenny Lane
content knowledge framework

Principal professional learning: The development of early career principals in Dr Christine Cunningham
Western Australia

The use of a digital diary to facilitate home-school communication: A case study A/Prof Geoffrey Lummis
with teachers and parents of children with an intellectual disability

Teachers' perspectives on the identification of and provision for Gifted and Prof Caroline Barratt-Pugh
Talented English as an Additional Language learners

Coaching parents of children with ADHD: A Western Australian study Dr Lorraine Hammond

Investigating the implementation of the new Australian humanities and social Dr Christine Cunningham
sciences curriculum in an early childhood context

Exploring the effectiveness of digital technologies and video reflection to improve Dr Jenny Lane
student engagement and accountability for their own behaviour

What constitutes “good” writing in junior primary? Four West Australian teachers A/Prof Glenda Campbell-Evans
give their insights

The influence of video analysis in collaborative reflection on action undertaken by Prof David McKinnon
Australian teachers engaged in a shared international school project

Investigating the use of self-tracking video technology and a collaborative cloud- Dr Jenny Lane
based platform for peer and self-reflection and mentoring for preservice teachers
engaged in work place integrated professional learning

Attachment theory and relationship development: Educator perceptions of how Prof Caroline Barratt-Pugh
supportive infant/toddler-caregiver relationships are developed in early childhood
education and care

23
 Contact ECU by
phone on 134 328
Graduate Research School, ECU
For calls outside Australia
phone (61 8) 6304 0000
Email us at
futurestudy@ecu.edu.au
or visit ecugetready.com.au
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