This group of researchers critically explores the strategic alignment of curriculum and pedagogy in the context of shaping capabilities for Australia’s future involvement with the Asian region.
Amanda Berry (Co-Leader)
?Amanda’s research focuses on teacher professional learning at all career stages (pre-service, in-service and higher education). As a highly experienced former high school science and English teacher and now academic teacher educator, Amanda both ‘lives’ and researches the ongoing development of teacher (and student) learning. An important aspect of Amanda’s work includes the investigation and documentation of teachers’ specialised knowledge of practice, as pedagogical content knowledge (PCK). Much of her work in this area focuses on secondary science education. Amanda has published extensively in the above areas, and works with teachers and teacher educators in professional learning and development projects, locally and internationally.
Rohan Nethsinge (Co-Leader)
Rohan’s research interests are focused on facilitating effective learning and efficient knowledge transmission with a particular emphasis on Music education; Arts integration across the curriculum; Higher Education (HDR studies); Sustaining culturally diverse musicking practices; Phenomenology and IPA research; Vocational Education and Training; Lifelong learning and Education of indigenous communities and Inclusion of marginalised societies in education.
Tass is focused on mathematics education research. Tass’s research interests cover quantitative research methods in education, the interface between the cognitive and the affective domains in mathematics education, beliefs, attitudes and values of mathematics teachers and students, mathematics students’ motivation and engagement, the education of gifted and talented mathematics students, use of CAS systems (and ICT) in mathematics education, use of dynamic geometry in mathematics education, and the interface between neuroscience and mathematics education.
Berenice’s research interests are focused on early childhood education. The scope of her work encompasses infant toddler programs, provision of early childhood services in China, a partnership with BNU colleagues undertaking comparative research in early childhood, an international project with colleagues in Sweden, Norway, Denmark, Greece, Germany and Estonia looking at teacher perceptions, policy and politics of early childhood education in Australia (with an interest in advocacy) and an on-going history project.
Josephine’s research interests span education policy, human capital development, early childhood curriculum change, pedagogical approaches, children’s learning, internationalisation of higher education and comparative education across China, Singapore and Australia.
Aleksandra’s research interests are music and diversity; more specifically, music in early childhood, music of the world, baroque music and cultural diversity and inclusion. Influenced by the programs of Reggio Emilia and socio-cultural theory, Aleksandra sees music as an integral part of mainstream curriculum and wants it treated as one of the languages of childhood. Through her research Aleksanrda has been striving to inform and promote the rights of young children in Australia and internationally to enjoy music and high quality music education.
Annette has an extensive track record in education research projects and publication. Here research interests cover environmental education, education for sustainability, science education, gender studies, research methodologies in education, curriculum policy, design and development, and teacher education.
Di is a researcher with a track record in mathematics education projects, nationally and internationally. Her interests include understanding the teaching and learning of mathematics; building evidence-based assessment materials that teachers can use with confidence to identify and support students’ mathematical thinking in Years F to 10; supporting mathematics teachers to address diverse learning needs in the middle years of schooling; finding respectful and collaborative ways to improve the quality and sustainability of mathematics education in remote communities; exploring teacher knowledge for teaching mathematics; and bringing about sustainable changes mathematics teaching practices.
Heather is committed to excellence in the theory and practice of literacy development, learning and teaching, and workplace performance. Current research includes a large Department of Education and Science Training (DEST) tendered project with a consortium of researchers from RMIT, Murdoch, Queensland, and South Australia Universities to undertake a distance education study. As well, Heather was the CI in a successful ARC Linkage Grant during 2006–2010 investigating the working lives of two cohorts of bachelor and trade graduates from RMIT University.
Jude’s research interests cover the history of mathematics education. She has investigated nineteenth-century developments in military and civil engineering, the appropriation of military curriculum and pedagogies by civil engineering, and the flowthrough of military curriculum and pedagogies to high school mathematics education (in the US and France, and to other English speaking countries). In addition, Jude is interested in the present effects of these historical events in the production of the ‘audit culture’; critical mathematics education; and the conditions for the production of ethical erasure in mathematics education.
Rebecca has research interests in teacher professional knowledge and beliefs about teaching mathematics; diagnosis and intervention of mathematics learning difficulties and disabilities; special education teacher knowledge and beliefs; numeracy and students with special learning needs; fraction ideas and the development of multiplicative thinking; geometric reasoning and spatial sense; and design based research methods.
Richard has conducted research on pedagogy: mentoring/tutoring/engaging Gen Y. He has research interests in intercultural teaching, with a particular emphasis on ‘Asia Intelligence’ and Asia Literacy; and engaging in language learning in the primary school (particularly Nepali, Sanskrit, Hindi, Chinese).