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ABOUT THE CONTRIBUTORS

Ananda Aryal is a PhD candidate in the Faculty of Education in the University of , . 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 . 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, . 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, . 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.

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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 . Sharon has taken leadership of the move to online delivery in the Faculty of Education and is a key member of senior University committees in learning and teaching.

Rod Galloway is an EdD candidate in the Faculty of Education at the University of Tasmania, Australia and also the Principal of George Street Normal School in Dunedin, New Zealand. He has taught in primary, intermediate and secondary schools and served as a music adviser and regional coordinator of Teacher Support Services for College of Education. In 2009 Rod was a Visiting Fellow at the University of Edinburgh. His research interests include positive psychology, strengths-based approaches, character education and student engagement.

Seyum Getenet worked as a lecturer in Teacher Education University before joining the University of Tasmania in 2012 as a doctoral student. Seyum also taught secondary schools mathematics. He obtained his master’s degrees from Addis Ababa University, Ethiopia in 2006 and the University of Twente in 2011, the Netherlands. He was awarded a doctoral degree in December 2015 at the University of Tasmania, Australia. He is currently working as a Lecturer in Mathematics Curriculum and Pedagogy at the University of Southern , Australia.

Jan Gube is Research Associate at Hong Kong Community College, The Hong Kong Polytechnic University. He received a PhD from the University of Tasmania, Australia. A linguist by undergraduate training, an educational researcher by profession and a social scientist by inclination, his research includes (but not limited to) the schooling, identity and social adjustment of ethnic minorities, with a special interest in educational experiences that bring about social inclusion, participation and cultural awareness.

356 ABOUT THE CONTRIBUTORS

Ian Hay (PhD) is Professor and past Executive Dean of the Faculty of Education, University of Tasmania, Australia. He has published some 150 research journal and book chapters and some 150 conference papers. His main research interests are: students’ learning and their cognitive development; the influence of psychosocial factors on students’ achievement; and how teachers develop and enhance their pedagogical knowledge.

Anne Heath is currently a sessional tutor in Human Development in the Faculty of Education, University of Tasmania and is also employed in the Community Services industry as a Quality and Human Resource Manager. Anne has worked in a range of roles from youth worker, alcohol and drug counsellor, and mental health worker before moving into management roles including quality improvement and human resources, in both the Education and Community Services industries. Anne has research interests in the multi-faceted links between mandated process (policy, procedure, legislation) and personality’s variables in the workplace. Her desire is to continue research in these interests while teaching adult learners. Anne holds a Master of Human Resource Management and a Master of Education, and is presently in the final stages of the Doctor of Education.

Chandra Hunt is an experienced Early Childhood teacher living and working in Victoria, British Columbia, Canada. Chandra is a French Immersion teacher and, as a Master of Education student, has been researching the impact of immersion on learners in her class. Her research is contextualised to one educational region in British Columbia and provides a snapshot of some of the issues involved in Immersion delivery.

David Kember is a Professor in Curriculum Methods and Pedagogy in the Faculty of Education at the University of Tasmania. Prior to that, he spent 25 years working in Hong Kong. The final position was as a Professor in Higher Education at the .

Subhash Koirala is a second year PhD candidate in the Faculty of Education at the University of Tasmania studying under Professor David Kember and Dr. Robyn Reaburn. The topic of his PhD research is “Language Learning and Integration of Adult Bhutanese Refugees: An Ethnographic Study”. He holds an M.Ed. in English Language Teaching (ELT) from Tribhuvan University, Nepal. He also has over 5 years of experience of conducting pre-departure Cultural Orientation (CO) classes to Bhutanese and other refugees in South Asia bound for resettlement to USA, Australia, and Canada.

Quynh Le is a Senior Lecturer and the coordinator of Graduate Research in the Centre of Rural Health, School of Health Sciences, University of Tasmania. She started as a mechanical engineer in Vietnam and gained her M.AppComp from

357 ABOUT THE CONTRIBUTORS the University of Tasmania. M.Ed at the University of , and PhD from . She has participated in a number of Department research projects. She has a wide range of publications in rural health, intercultural health, health workforce issues, social epidemiology, spatial statistics and the application of information technology in education and health.

Robyn McCarthy is an Associate Lecturer in Education Studies at the University of Tasmania, Faculty of Education. She has been involved in pre-service teacher education for the past seven years and has worked primarily in the areas of education foundation studies/educational theory and professional studies, with an interest in teaching across the arts. Her research interests are in the areas of creativity, resilience and pre-service teacher education. These interest areas are the key concepts for her current doctoral study.

Jenny McMahon is a Lecturer in Health and Physical Education at the University of Tasmania, Australia. Her research interests include; creative analytical practices; sociology of sport; sport development, coach education, athlete well-being, and sporting culture. Her teaching areas include health and physical education as well as a number of research units in higher degree programs.

David Moltow is a Lecturer in the School of Education at the University of Tasmania and Course Coordinator of the Master of Teaching degree. His research interests centre on critical thinking and intellectual engagement, and on how rhetoric, as a distinctive mode of communication, can work alongside and within logical argumentation. David is engaged in a range of research projects including literacy.

Yaar Muhammad is currently finalizing his PhD thesis at the University of Tasmania, Australia exploring whether and how citizenship education in Punjab schools is promoting and balancing common national identity, ethnic and religious diversity and global perspectives. He is a former secondary school teacher in Social Studies, Pakistan Studies and Science and he has earned his Master in Pakistan Studies (2004) at Allama Iqbal Open University, Pakistan; Master in Education (2010) at Linköping University, Sweden and Master in International Migration & Ethnic Relations (2010) at Malmö University, Sweden. His research interests are mainly on citizenship, national identity, citizenship education, curriculum policy, qualitative research and textbook analysis.

Di Nailon is a PhD candidate and tutor in the Faculty of Education, University of Tasmania. Before undertaking her doctoral studies Di was a lecturer for almost 30 years in the School of Early Childhood at the Queensland University of Technology. She has consulted to early childhood services, providing in-service workshops related to the provision of high quality education and care to children from birth

358 ABOUT THE CONTRIBUTORS to eight years. Di remains interested in how services best meet the changing policy imperatives around early childhood curriculum and pedagogy.

Sharon Pittaway is the Director of Student Engagement in the Faculty of Education at the University of Tasmania, as well as a Lecturer in Curriculum Studies. Her teaching experience in classrooms includes English and Drama, which has enabled her to teach across multiple disciplines as a teacher educator. Sharon has developed an Engagement Framework that underpins teaching, unit design/development, and engagement activities across the Faculty. She is keenly interested in student engagement and more particularly the experience of students studying online.

Bronwyn Reynolds (PhD) is a Senior Lecturer in Early Childhood Education at the University of Tasmania, Australia and for the past few years has co-ordinated the Bachelor of Education (Early Childhood) program. She is a qualified and experienced teacher who over the past 25 years has held a number of teaching positions in the early childhood, primary and higher education sectors. Her research interests include young children’s learning, effective documentation, leadership in early childhood and, action research and reflection.

Robyn Reaburn is a lecturer in Mathematics Education at the University of Tasmania. She completed her doctorate in statistics education. She has taught for many years in high schools, TAFE, and at university. Before this she worked as a biomedical scientist. Her current research interests include students’ understanding of statistical concepts on entry to university, and statistics lecturers’ knowledge of content and pedagogy. She also takes a special interest in students who have little confidence in their mathematics ability on entering post-secondary education.

Adnan Satariyan is a PhD candidate in the Faculty of Education at the University of Tasmania, Australia. He also currently serves as a casual lecturer in study skills at the National Institute for Maritime Education, Training and Research (AMC) at the University of Tasmania. He received his B.A in English translation studies and his M.A in TEFL (Teaching English as a Foreign Language) from Azad University, South Tehran Branch, Iran. His research interests centre on pedagogy of literacy skills, metalinguistic awareness, teaching training, psycholinguistics, problems of second language teaching/learning, and action research and classroom-based studies.

Ulf Schriever is a lecturer at the Australian Maritime College, University of Tasmania. After an education in Germany which focused on classical languages and a humanistic philosophy he spent 25 years at sea in positions ranging from galley boy to master. He left the sea in early 1996 and have been lecturing at the AMC since then, mainly in the subject of navigation. His research interests include Maritime English; Aspects of Multiethnic, Multicultural and Multilingual Crews; Ethical Issues in Seafaring and Seafarer Education.

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Megan Short is a lecturer at the University of Tasmania. Her research interests include teachers’ beliefs, teacher knowledge and personal epistemology.

Elspeth Stevenson is a lecturer in Teacher Professional Learning at the School of Education, University of Tasmania. She has more than 20 years experience in the field of education, working with children aged from 6 weeks to 16 years. She has worked in the area of pre-service education for the last 12 years. Her passion lies with the ‘early years’ particularly in the areas of children’s rights, and children’s voice. Elspeth has recently completed her PhD in early childhood; her research focus being the voice of the young child in educational research, particularly in the area of wellbeing.

Karen Swabey is the Head of School and an Associate Professor in Health and Physical Education (HPE) Pedagogy in the Faculty of Education at the University of Tasmania. Before entering the university sector Karen had an extensive career in primary, secondary and senior secondary teaching and school leadership in Tasmania. Her teaching focuses on HPE pedagogy, specifically social and emotional wellbeing, human development and coaching and mentoring. Her areas of research interest are in human development, social and emotional wellbeing and student preparedness for teacher education. She supervises research higher degree students in all of these areas.

Damon Thomas is a Faculty of Education PhD candidate at the University of Tasmania. In 2010, he completed a Bachelor of Education with Honours degree, graduating with First Class Honours. His PhD focuses on unpacking the rhetorical strategies used by highly successful young writers in their efforts to persuade readers.

Mereseini Tikoduadua (M.Ed Research) has held teaching, research and educational policy positions in the South Pacific country of Fiji. She has a strong interest in how teachers in Fiji schools can enhance their students’ learning. She was awarded the Kate McPherson Foundation Research Scholarship from the University of Tasmania to research the influence of the classroom based assessment framework on teachers’ practices in Fiji. Presently she holds a policy and research position with the Fiji Ministry of Education.

Vinh To is currently a tutor in the Faculty of Education at the University of Tasmania in Australia. Prior to this, Vinh was an English language teacher in Vietnam for seven years. Vinh has recently completed her PhD that examined linguistic features of EFL textbooks across levels with special reference to the Vietnamese context. Vinh presented her research at the 17th World Congress of the International Association of Applied Linguistics and at the Australian Systemic Functional Linguistics

360 ABOUT THE CONTRIBUTORS

Association National Conferences 2013 and 2014. Vinh’s research interests include Functional Grammar, Systemic Functional Linguistics, educational linguistics, linguistic complexity, TESOL-languages-literacies education.

John Williamson is a Professor of Education at the University of Tasmania, Launceston. John taught in high schools before travelling to England for further study. He has published widely in the areas of teacher education, classroom processes and teachers’ work lives. He is currently co-directing an international study concerned with teacher and principal perceptions of teacher involvement in school-based decision-making. He has been a consultant and conducted research for the OECD and for several state government departments.

Amanda Yorke graduated from University of Tasmania with BEd(Hons) in 2010. She taught in primary schools in North West Tasmania before returning to UTAS to commence a PhD in 2012. Amanda has tutored in Cultural Awareness/ Aboriginal Studies; Think and Writing at University; and Ethics, Education, and Teacher Identity. Amanda’s research interests include ethics education, educational environments, and Human-animal Studies.

Yinglai Yue is a PhD candidate in the school of Education, University of Tasmania. Her research interest is psycholinguistics and applied linguistics. At the same time, she is an associate professor in Taiyuan Normal University, Shanxi, China. In recent years she is productive in her research and has published 10 papers, and hosted 3 research projects at provincial levels. She also took part in a national research project in ESL teaching and learning.

Chris Zehntner is a lecturer in education at the University of Tasmania, Australia. He works within Faculty of Education programs including Bachelor of Education Health and Physical Education/Technologies Specialisations and the Bachelor of Education Primary and Early childhood. His research includes technological applications in education and coaching and the sociology of sport.

Sandra Zicus. After receiving a PhD in geography from the University of Hawaii, Sandra Zicus moved to Australia and worked as a lecturer at the for three years before relocating to Tasmania to take a position as Communications Manager with the Antarctic Climate and Ecosystems Cooperative Research Centre. She served as co-chair of the International Polar Year Education, Outreach, and Communications committee from 2006–2010. This experience encouraged her to undertake a second PhD through the Faculty of Education at the University of Tasmania to explore ways to overcome language and cultural barriers in international understanding and collaboration on global environmental issues. She is currently living in the Czech Republic and teaching English to adult students.

361 EXTERNAL REVIEWERS

Associate Professor Jeanne Allen Associate Professor Nadine McCrea University of New England

Dr Lorraine Baron Dr Robyn Moloney University of Hawaii Macquarie University

Associate Professor John Buchanan Associate Professor Timothy Moss University of Technology Swinburne University of Technology

Associate Professor Len Cairns Associate Professor Marilyn Pietsch Monash University

Professor Carol Cardno Dr Gabriele Schmidt Unitec Institute of Technology Australian National University

Professor Michael Corbett Associate Professor Pep Serow University of Tasmania University of New England

Associate Professor Maree Dr Jing-Yi Shi Dinan-Thompson Nantong Shipping College Dr Leila Toiviainen Dr Megan Gibson University of Tasmania Queensland University of Technology Associate Professor Jennifer A. Vadeboncoeur Dr Annette Green The University of British Columbia Charles Sturt University Dr Yan Jun Wang Professor Ian Hay University of Tasmania University of Tasmania Dr Xuefeng Wang Associate Professor Roberta Julian Taiyuan Normal University University of Tasmania Associate Professor Yun Yue Dr Jinjin Lu Shanghai University Charles Sturt University

Professor Laxmi Bahadur Maharjan Tribhuvan University Kathmandu

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