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.
Peter Rushbrook (Co-Leader)
Peter has a strong track record as a researcher in the field of vocational education over four decades. His research, which utilises qualitative research methodologies, is focused on interests in workplace learning, history of education (adult and vocational education), education policy analysis (adult and vocational education), adult learning and assessment, vocational curriculum (including Competency Based Training) and Asian adult and vocational education (and in particular, Singapore).
Seth Brown (Co-Leader)
Seth’s research explores young people’s transitions from school to work / further study. More specifically, he investigates the motivation of young people selecting vocational educational subjects / alternative education programs and the implications of youth training in these programs in terms of their learning and post-school options. Seth uses a mixture of methods for conducting research that involves collecting quantitative (survey research) and qualitative data (interviews, field observations and document collection) and a mixture of methodologies (action research, autoethnography, case study and grounded theory) and data analysis (constant comparison and discourse analysis).
Peter is a social theorist/researcher who has published extensively on young people, the practice of youth studies, and social theory and globalisation. His research interests currently include youth transitions, youth health and wellbeing and new work identities, obligations, and responsibilities in a globalised risk economy.
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.
Rohan’s principal research interests include arts/music education; lifelong learning and health and wellbeing; sustainability of cultural traditions; applied learning and vocational education and training; and accessibility to education including effective learning and teaching approaches.
Geoff’s research interests cover, first, the labour process of teaching, and second, the participation of marginalised youth in education, training and employment. Specific topics include: post-compulsory education; applied learning; aesthetics of teaching and learning in higher education; teachers’ work; early school leaving; youth transitions; popular culture/s and student identities; and life history research. He is concerned with understanding how educational experiences are constructed, enabled and restricted by social structures (including policy) and their attendant and discursive communities.
Rob’s research is positioned in neo-marxist debates about the role of education reproducing and reforming the competition for advancement through education. His research interests include school to work transitions, labour market change and social reproduction.
Grant’s research has primarily focused on how psychosocial factors impact students’ intentions for a range of behaviour, ranging from science teaching pedagogy in pre-service teachers to students’ motivations to study at university. Grant’s research interests also cover how advanced statistical methods (and in particular, Structural Equation Modelling) can be applied to the field of Education.