Griffith Institute for Educational Research - Insights
Dr Loraine McKay is a consistent achiever, with strong guiding values in social justice and equity, who has created an international profile as a researcher in the fields of pre-service teacher identify development. Her work incorporates well-being, resilient-engagement, self-efficacy and agency to prepare teacher for the rigours of the professional world. Read More
GIER members were recently involved in the ‘Australasian Vocational Education and Training Research Association’ (AVETRA) annual conference, a hybrid event held over two days (28-29 April). GIER’s Deputy Director, Steven Hodge, was conference chair. Read More
Associate Professor Kevin Larkin is an inspiring and dedicated educator and researcher, who’s been working in the field of education his entire life. After 15 years as a primary school teacher and 14 years as a Deputy Principal, Kevin completed his Doctoral studies at Griffith in 2010, and has been working here since 2012, specifically with pre-service teachers in mathematics. He has been a long standing and valued member of GIER. Read More
GIER was delighted to welcome Professor Susan James Relly from Oxford University to present a seminar on her latest research project. Professor Relly's engaging talk included a wealth of insight into the contested space between national education and skills policy, Further education colleges (TAFE equivalent in Australia), and local collaborative anchors, including employers, universities and hospitals (‘eds and med’s). Read More
Student learning in the 21st century is complex and requires a deep understanding of the realities of teaching in diverse, under resourced and uncertain contexts. Dr Sonal Nakar has developed her passion and intricate knowledge of ethics and ethical reasoning for teacher education, with a career encompassing private and public teaching in schools and the vocational education (VET) sector in India and Australia. Read More
There’s long been acknowledgement of the importance of embedding Indigenous content into the Australian curriculum and classrooms, however recent research tells us teachers are still quite apprehensive around doing so. There are long standing fears of getting it wrong, certain sensitivities at play, and a lack of awareness of how to Indigenise a classroom or apply appropriate Indigenous frameworks. Read More
GIER member Dr Linda Willis has co-authored a new book, Principal leadership for parent engagement in disadvantaged schools: What qualities and strategies distinguish effective principals? Read More
Shared reading of storybooks is an important activity for learning how to read. Young children often enjoy reading with their classroom teachers. Shared reading of digital books (e.g., storybook apps using tablets or iPads) is increasing in the pre-school classroom: however, little is known about how early childhood educators can best enhance children’s interactions with digital storybooks. Read More
How are economically disadvantaged communities and schools portrayed in news stories about school results in the National Assessment Program: Literacy and Numeracy (NAPLAN) assessments? In one case, a news story used the metaphor, ‘punching well above their weight’, when referring to the NAPLAN results of ‘disadvantaged’ schools. This metaphor represents schools in locations of poverty as performing poorly on NAPLAN by implying that any NAPLAN success is unusual or an exceptional variance. Recent research by Dr Aspa Baroutsis has investigated the use of metaphors in news stories about the NAPLAN performance of schools in locations of poverty in the Australian print media over the last 10 years. Read More
Griffith University’s School of Education and Professional Studies (EPS) and Griffith Institute for Educational Research (GIER) annual research conference “Research in 2021 and Beyond” was held at the Ship Inn, South Bank. Read More
