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About the Contributors ABOUT THE CONTRIBUTORS Ananda Aryal is a PhD candidate in the Faculty of Education in the University of Tasmania, Australia. He is researching ‘Self-efficacy and Motivation of Nepalese English as a Foreign Language Teachers’. He has research interest in issues of English as a second language and English as a foreign language teaching. Specifically, he is interested in researching Pedagogy and Curriculum in English as a foreign language context. Greg Ashman is a lecturer in the Faculty of Education, University of Tasmania. Currently, Dr. Ashman teaches extensively within the Languages/TESOL education program for both primary and secondary pre-service teachers, coordinates the faculty overseas exchange program and is a professional experience leader within the professional experience program. Research interests include the teaching of Languages – pedagogies and how, as a learning area, it is situated within a balanced curriculum. Deborah Brewer is a PhD student at the University of Tasmania (UTAS). Deborah worked in the Community Services sector with youth, families and children for 10 years prior to studying her Bachelor of Social Work at Monash University. Deborah’s experience in education, community development and social work includes working as an Educational Advisor for APHEDA humanitarian organisation in Timor Leste and Area Manager for Defence Community Organisation (DCO) in Katherine, Northern Territory. In 2002 Deborah completed her Masters of Education studies at UTAS. Deborah’s current PhD research at UTAS investigates the social-ecology of senior secondary education participation in Tasmania. Kim Beswick is a Professor in mathematics education. Kim taught mathematics and science in Tasmanian secondary school before joining the University of Tasmania in 2000. She has maintained links with the profession through involvement with the Mathematics Association of Tasmania and the Australian Association of Mathematics Teachers of which she is currently president. Her research interests include teachers’ beliefs and knowledge, particularly pedagogical content knowledge, and how professional learning can facilitate change. Peter Brett (PhD) is a Lecturer in Humanities and Social Sciences education at the University of Tasmania where has worked mainly within the B.Ed. (Primary) program since 2012. Peter is an experienced teacher educator with specific professional expertise in the areas of history education and civics and citizenship education. He worked as a secondary teacher educator at the University of Cumbria in the north of England from 1993 to 2008. 353 ABOUT THE CONTRIBUTORS Natalie Brown is Head of the Tasmanian Institute of Learning and Teaching at the University of Tasmania. Natalie’s responsibilities include academic staff development, teaching and learning policy development and implementation, and promotion of scholarship of teaching and learning. Prior to her current position, Natalie held positions in the Faculty of Education, and has retained a connection to the faculty through research higher degree supervision. Yoshi Budd has extensive experience in teacher education in the areas of Literacy and English. She has a particular interest in the ways information and communication technologies shape educational practice. Currently she is working for the Tasmanian Institute of Learning and Teaching at the University of Tasmania. Emma Burgess is Head of Senior School, St Michael’s Collegiate School, Hobart. Prior to her appointment in April, 2015, she was Deputy Principal of Guilford Young College, a leading senior secondary independent Catholic College. Her PhD studies focused on educational leadership, examining the current challenge faced by Australian school leaders in developing high quality teaching within their schools. Her professional expertise has developed from wide ranging experience teaching and leading in independent and public schools (K-12) throughout Australia. Emma has a deep commitment to implementing leading edge research and educational practice, to ensure that under her leadership, schools operate as leading, world class educational communities. Stephanie Clayton graduated with a Bachelor of Education (Honours) in 2011. She taught for a year in Early Childhood Education before returning to the University of Tasmania to undertake her PhD. Stephanie’s current research interests include second language learning and the L2 Motivational Self System. Her PhD thesis is investigating the motivational factors that affect Tasmanian year nine to twelve students when considering whether or not to study an elective second language subject at school. These research interests have developed from Stephanie’s passion for the French language, in which she aims to become fluent. Jillian Downing is an experienced educator in a range of national and international contexts, working principally within adult and vocational education. Presently she is a course coordinator and lecturer at the University of Tasmania, teaching in the Bachelor of Education (Applied Learning). Jill’s recent research has focussed on the ways in which students and staff engage in a fully online environment, with particular interest on the implications for ongoing professional development and support. Sherridan Emery is a PhD candidate in the Faculty of Education at the University of Tasmania researching cultural wellbeing in the education of young people. Sherridan’s research explores intersections between wellbeing, the arts and a 354 ABOUT THE CONTRIBUTORS more sustainable future, focusing particularly on arts rich collaborative inquiries. Sherridan has been involved in a number of research projects in the Faculty of Education, including the recent Curious Schools Project and an investigation of the Sustainability cross curriculum priority in Tasmanian schools. She tutors across a range of units in the Bachelor of Education program including Visual Arts and Design & Technology. J-F is a lecturer in human development in the Faculty of Education, University of Tasmania. He is a developmental specialist in child/adolescent mental health, psychiatric and psychological disorders. He worked as a registered school teacher, private consultant as a criminologist for juvenile justice/corrections, guidance officer, educational psychologist, forensic psychologist, and also a developmental specialist in adult and child psychopathology/deviancy. Lidong Fan is a PhD candidate and a casual lecturer at Australian Maritime College, University of Tasmania. His research is on communicative competence of Chinese seafarers. He was a maritime English lecturer in China for over ten years before enrolling at Australian Maritime College. He holds both a master degree of science in shipping and transport from Netherlands Maritime University and a master degree of arts in foreign linguistics and applied linguistics from Southeast University. Si Fan (PhD) is a lecturer in Early Childhood Education at the University of Tasmania. She completed her PhD at the same university in 2011. She has been involved in a number of research projects, and has a broad research interest in Early Childhood Education, web-based learning, teacher education and ESL education. Jiangang Fei is a senior lecturer and a PhD supervisor in the National Centre for Ports & Shipping at the Australian Maritime College, University of Tasmania. His research interests include knowledge management, ports and shipping, supply chain management, value chain efficiency, and innovative learning and teaching. Dr Fei teaches both undergraduate and postgraduate students in a range of subject areas. He has been leading the way in innovative learning and teaching in the Department. Jill Fielding-Wells is a Lecturer in Mathematics Education in the Faculty of Education at the University of Tasmania. She worked in both government and private industry prior to a career shift to primary teaching. After working as a research- practitioner for a number of years, Jill finally committed solely to the tertiary sector; feeling she could have more influence on mathematics education practices through working in initial and in-service teacher education. She continues to follow her research interests which address statistical reasoning, thinking and literacy, student engagement in mathematics, and argument-based inquiry as a pedagogy for teaching in mathematics. 355 ABOUT THE CONTRIBUTORS Noleine Fitzallen is a Lecturer in Assessment in the Faculty of Education at the University of Tasmania. She is an experienced secondary mathematics teacher (Years 7–12). Her research interests are diverse and broad ranging. Noleine’s PhD project explored the way in which students used the exploratory data analysis software, TinkerPlots, to develop an understanding of covariation. Other research projects include HDR supervisor/student relationships and Gratitude practices; and developing mathematics pathways for VET students to transition to tertiary study. Sharon Fraser is the Associate Dean (Learning and Teaching) in the Faculty of Education at the University of Tasmania, taking responsibility for the leadership and coordination of the quality assurance and enhancement of teaching and learning. Sharon has extensive experience in Higher Education research and development having held senior positions at the Institute of Higher Education Research and Development (IHERD), Australian Centre for Educational Studies (ACES) and the Teaching Evaluation for Development Service (TEDS) at Macquarie University. Sharon has taken leadership of the
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