I am a lecturer and researcher at the School of Education, who researches the implicit psychological aspects of learning – such as epistemic beliefs, metacognition, motivation, and self-regulated learning – and explores how this understanding can inform the development of meaningful, authentic learning experiences for both teachers and students. With extensive classroom teaching experience, I collaborate with schools and education systems to strengthen teachers’ pedagogical reasoning and address the complexities of holistic teaching.
My office can be found in Mawson lakes in MC2-20 (Ext:25778)
About me
I am a lecturer and researcher at the School of Education, who researches the implicit psychological aspects of learning – such as epistemic beliefs, metacognition, motivation, and self-regulated learning – and explores how this understanding can inform the development of meaningful, authentic learning experiences for both teachers and students. With extensive classroom teaching experience, I collaborate with schools and education systems to strengthen teachers’ pedagogical reasoning and address the complexities of holistic teaching.
My office can be found in Mawson lakes in MC2-20 (Ext:25778)
About me
Doctor of Philosophy University of South Australia
Graduate Certificate in Education (Professional Practice) University of South Australia
Bachelor of Education (Junior Primary and Primary) with Honours University of South Australia
Research
Excludes commercial-in-confidence projects.
Self Regulated Learning RCT, Department for Education, 19/06/2023 - 31/12/2029
High Achieving Teachers (HAT) Program: Phase 2 Expansion Pilots, Cwth Dept of Education, Skills & Employment, 12/09/2024 - 31/12/2028
Closing the loop in authentic assessment: An EFA collaborative project, Seaview High School, 03/07/2024 - 03/07/2027
Rapid Response Evidence Review + extension , Department for Education, 01/07/2024 - 30/06/2025
Self Regulation Measurement, Department for Education, 07/06/2023 - 06/06/2024
Rapid-Response Evidence Reviews – Metacognition Part 2, Department for Education, 01/06/2023 - 15/08/2023
Rapid-Response Evidence Reviews – Metacognition Part 1, Department for Education, 01/06/2023 - 07/07/2023
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 |
|---|---|
| 2024 |
Open access
18
12
3
|
| 2023 |
Open access
13
7
2
|
| 2023 |
Open access
1
2
|
| 2022 |
Open access
32
27
3
|
| 2022 |
Open access
2
2
4
|
| Year | Output |
|---|---|
| 2025 |
Open access
|
| 2025 |
|
| 2024 |
Open access
18
12
3
|
| 2024 |
Open access
2
|
| 2023 |
Open access
13
7
2
|
| 2023 |
Open access
5
5
6
|
| 2023 |
Open access
|
| 2023 |
Open access
1
2
|
| 2023 |
Open access
8
6
|
| 2022 |
Open access
32
27
3
|
| 2022 |
Open access
2
2
4
|
| 2021 |
Open access
|
| 2019 |
Open access
|
| Year | Output |
|---|---|
| 2022 |
Open access
|
| 2021 |
Open access
|
| 2020 |
Open access
|
| Year | Output |
|---|---|
| 2024 |
|
| 2023 |
Open access
|
| 2023 |
Open access
|
| 2023 |
Open access
|
| 2023 |
Open access
|
| 2023 |
Open access
|
| 2022 |
Open access
|
| 2021 |
Open access
|
External engagement & recognition
| Organisation | Country |
|---|---|
| Department for Education | UNITED KINGDOM |
| Ifo Institute | GERMANY |
| Johannes Gutenberg University of Mainz | GERMANY |
| Nuertingen-Geislingen University | GERMANY |
| Queensland University of Technology | AUSTRALIA |
| Trinity College Gawler | AUSTRALIA |
| University of Adelaide | AUSTRALIA |
| University of Koblenz | GERMANY |
| University of South Australia | AUSTRALIA |
| University of Turin | ITALY |
Teaching & student supervision
Teaching & student supervision
Supervisions from 2010 shown
| Thesis title | Student status |
|---|---|
| A complexity approach to educational change: Expansive ethical systems and the Trinity Education Model | Current |
| Creating contextually relevant professional development programmes in culturally diverse LMICs and interventions that benefit educators and positively impact child development outcomes | Current |
| Growth is 4D: Empowering student efficacy in transferable skills, capabilities & dispositions via learning progressions and continuous growth-based feedback, coaching and metacognition. | Current |
