Researcher

“The more I live, the more I learn.
The more I learn, the more I realize, the less I know”

Michel Legrand

I have expertise in:

  • Identifying the questions being sought

  • Designing research that is ‘fit for purpose’

  • Collecting data using surveys, interviews, focus groups, and workshop participation

  • Analysing quantitative data involving small and large sets

  • Analysing qualitative data

  • Synthesising findings to identify ‘big ideas’ and recommendations that will guide future directions

  • Leading teams of people ensuring a high degree of collaboration

  • Communicating orally and in the written form to ensure clarity for any audience.

What do we want to know? What questions are being asked?
What design is required to collect relevant data for these questions?
What analyses are needed of these data to ensure valid and reliable findings?
What are the best ways to present and communicate results so they are relevant and meaningful to the context and audience?

 

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Conference presentations – sharing findings to researchers and professionals

Student dispositions

 

Emerging from the Investigation of the Years 7-8 STEM Collaborative Inquiry Project for the Department for Education South Australia (2017-2018). The project monitored the progress of teachers and students in five partnerships across South Australia as they engaged in a variety of STEM inquiry projects over a three-year period. A number of findings emerged including how teachers’ practices contributed to the self-efficacy and self-concept of students.

 
Collabrative projects.PNG
 

STEM education and policy

 

STEM is a national priority for Australia along with many other countries because a skilled STEM workforce is considered important to ensure future economic prosperity. Driving the STEM area is the need for innovation and entrepreneurship. 

The National STEM School Education Strategy 2016-2026 in Australia was implemented to support and nurture STEM education across the nation in the early years, primary, secondary and tertiary settings. 

Each of these projects explored different facets of this STEM agenda collecting data to validate, challenge or explore various components and drivers impacting the implementation and impact of this STEM agenda.

 
 
 
 
 
 

Assessment and testing

 

The research explored through a comparative study the impact of the global testing culture on teaching practices. Evidence was collected from Brazil, Canada and Australia to unpack the impact that increased accountability around assessment was having on the teaching of science in primary schools.

 
 

Teacher education

 

The large-scale evaluation investigated the nature of the mandatory professional learning completed by teachers as a requirement of their registration as a teacher. It involved analysis of the type of professional learning recorded by teachers along with the completion of a survey, which collected demographic data not available (e.g., years of teaching) in the teacher data base held by the Teachers Registration Board of South Australia.