Lisl is a Senior Lecturer at the University of South Australia. Lisl’s recent research focuses on how genre and dialogic pedagogies can be used to support language and conceptual learning within disciplinary literacy contexts. Her research has also investigated how preservice teachers in initial teacher education programs can be supported to learn about the functional model of language and to apply this to planning for teaching in disciplinary contexts. Lisl’s research also focuses on how curriculum design, methods of assessment and differentiation practices can either support or limited opportunities to learn and achieve for students who are traditionally disadvantaged in formal schooling. Lisl is a member of the Centre for... Read more
About me
Lisl is a Senior Lecturer at the University of South Australia. Lisl’s recent research focuses on how genre and dialogic pedagogies can be used to support language and conceptual learning within disciplinary literacy contexts. Her research has also investigated how preservice teachers in initial teacher education programs can be supported to learn about the functional model of language and to apply this to planning for teaching in disciplinary contexts. Lisl’s research also focuses on how curriculum design, methods of assessment and differentiation practices can either support or limited opportunities to learn and achieve for students who are traditionally disadvantaged in formal schooling. Lisl is a member of the Centre for Research in Educational and Social Inclusion at UniSA.
About me
Doctor of Philosophy The University of Adelaide
Master of Special Education Flinders University
Graduate Diploma in Education The University of Adelaide
Graduate Certificate in Neuroscience (Learning) Flinders University
Graduate Certificate in Higher Education Australian Catholic University
Bachelor of Arts (Honours) The University of Adelaide
Bachelor of Arts The University of Adelaide
Research
Excludes commercial-in-confidence projects.
Network Inquiry: Trialling Evaluation Tools and Protocols for Producing Evidence of Impact with a focus on literacy, Catholic Education South Australia, 17/12/2019 - 28/02/2022
Research
Research outputs for the last seven years are shown below. Some long-standing staff members may have older outputs included. To see earlier years visit ORCID, ResearcherID or Scopus
Open access indicates that an output is open access.
| Year | Output |
|---|---|
| 2022 |
Open access
5
5
|
| 2022 |
Open access
19
13
|
| 2017 |
Open access
1
|
| 2014 |
Open access
12
|
| 2011 |
8
5
|
| Year | Output |
|---|---|
| 2022 |
Open access
19
13
|
| Year | Output |
|---|---|
| 2023 |
Open access
1
|
| 2022 |
Open access
5
5
|
| 2021 |
Open access
|
| 2020 |
Open access
1
|
| 2018 |
Open access
4
4
1
|
| 2017 |
Open access
2
2
|
| 2017 |
Open access
1
|
| 2014 |
1
|
| 2014 |
Open access
12
|
| 2014 |
Open access
8
1
|
| 2013 |
Open access
12
|
| 2012 |
8
7
|
| 2012 |
6
5
|
| 2011 |
8
5
|
| 2010 |
5
|
External engagement & recognition
| Organisation | Country |
|---|---|
| Australian Catholic University | AUSTRALIA |
| Deakin University | AUSTRALIA |
| Federation University Australia | AUSTRALIA |
| University of South Australia | AUSTRALIA |
External engagement & recognition
| Engagement/recognition | Year |
|---|---|
Professional Learning ConsultantKildare Catholic College, New South Wales |
2021 |
Professional Learning ConsultantKildare Catholic College, New South Wales |
2020 |
Teaching & student supervision
Teaching & student supervision
Supervisions from 2010 shown
| Thesis title | Student status |
|---|---|
| Graduates from elite universities as schoolteachers: A sociological exploratory study | Current |
| Ways of using dialogic values and practices to initiate and sustain whole-school change in pedagogy, learning, wellbeing, leadership and governance | Current |
