Dr Angela Page
Associate Professor
School of Education
- Email:apage1@newcastle.edu.au
- Phone:(02) 4921 6410
Fostering inclusive education
Dr Angela Page is an education researcher who is helping to develop Australasian and Pacific nations classrooms to become more inclusive.
Pacific Focus
Dr Page is currently leading a project called “Inclusive Education for Teachers and Communities in the Pacific”, which is the result of many years’ experience as a Special Education Teacher and Inclusive Education Advisor in the region. Dr Page travels to Vanuatu and other Pacific countries to assist in the development of knowledge and capacity for teachers assisting students with disabilities.
This project builds on the work she completed in Nauru, where she worked in partnership with the education department assisting with the professional development of inclusive education for teachers.
She has also recently completed a project focusing on the teacher’s role in addressing physical and relational aggression in the classroom in the Pacific region. “It is important to talk about positive classroom behaviour management strategies in each situationally specific context and doing so can have a significant effect in a short time.”
Dr Page has conducted teacher workshops in the region to help schools build systems and policies around classroom management.
“Inclusive education and associated positive classroom management practices are not new in the Pacific but through this project we are aiming to enrich it. Inclusive education is always about a journey; even in Australia we have challenges we face in our schools. In Pacific nations there are different cultures and contexts to consider, so we will be working alongside the teachers to make improvements to and contextualise a local and sustainable inclusive education,” Dr Page commented.
Innovative and flexible learning environments
You may have noticed that many new school buildings look quite different to the traditional classroom. These big open spaces with a variety of working areas and seating options are the result of a government initiative that promotes new classroom designs that are built to meet the needs of 21st century learners. Dr Page will be researching what challenges as well as benefits are afforded within those learning spaces to children with disabilities and how they interact with those spaces.
“Innovative and flexible learning environments are gaining a lot of traction and one of the pillars of the initiative is inclusivity. Through this project we will test just how inclusive the spaces are. We’ll look at the levels of noise and the fact that the layout of the space is flexible and moveable and how that affects students with disabilities,” Dr Page said.
“We are starting to see some interesting things around how students with ADHD and Autism interact with the space. Some of the challenging behaviours they traditionally present are not happening in these spaces as the students can be freer in the classroom and are not as restricted in how they use the space,” Dr Page observed.
Dr Page will be visiting schools to observe students’ use of innovative and flexible learning environments and will interview students and teachers in Australia and New Zealand.
Teaching inclusive education
Teaching the next generation to become quality inclusive teachers is a vital role for the university. Dr Page is committed to and passionate about this goal. She currently teaches into the Master of Special and Inclusive Education degree within the School of Education. “I am interested in teaching and learning approaches that mirror contemporary pedagogies that have been shown impact positively on student learning, such as inquiry learning, encouraging active student participation, and authentic assessment. I am also cognizant of the ever-changing perspectives in Inclusive Education within an international context that need to be reflected in the content of what we teach.”
Fostering inclusive education
Dr Angela Page is an education researcher who is working towards making Australian and Pacific nations classrooms more inclusive.
Career Summary
Biography
Dr Angela Page has worked extensively in the educational psychology field including Family Court reporting, Intellectual Disability assessments, School Psychology and Behavioural assessments and interventions. Previously, Angela has worked as a secondary school teacher, and special education teacher in Nelson, New Zealand. From her involvement in working with young people, she has completed several pieces of work in the area of Relational and Physical aggression among secondary school students both in New Zealand and the Cook Islands. She is currently involved in teaching in the areas of classroom management and inclusive and special education. She has a particular interest in working with education providers in the Pacific region to promote inclusive teaching practices within new and emerging contexts.
Qualifications
- Doctor of Education, University of Otago - New Zealand
- Post Graduate Diploma (Educational Psychology), Massey University - NZ
Keywords
- Classroom Management
- Inclusive Education
- Innovative Learning Environments
- Pacific Education
- Relational Aggression
Languages
- English (Mother)
Fields of Research
Code | Description | Percentage |
---|---|---|
451412 | Pacific Peoples student engagement and teaching | 30 |
390407 | Inclusive education | 40 |
390411 | Special education and disability | 30 |
Professional Experience
UON Appointment
Title | Organisation / Department |
---|---|
Associate Professor | University of Newcastle School of Education Australia |
Academic appointment
Dates | Title | Organisation / Department |
---|---|---|
26/4/2023 - | Adjunct Professor | University of Fiji Fiji |
1/9/2015 - 1/12/2018 | Lecturer in Inclusive Education and Psychology | University of New England Australia |
Teaching appointment
Dates | Title | Organisation / Department |
---|---|---|
12/6/2014 - 31/8/2015 | Inclusive Education Advisor | Ministry of Education Cook Islands |
1/1/1999 - 1/12/2013 | Teacher and Educational Psychologist | Nelson Schools New Zealand |
Awards
Teaching Award
Year | Award |
---|---|
2022 |
Teaching Fellow Award: Advance HE Advance HE |
Teaching
Code | Course | Role | Duration |
---|---|---|---|
EDUC6081 |
Resources for Challenging Behaviour University of Newcastle |
Course Coordinator | 17/7/2023 - 27/10/2023 |
EDUC 6087 |
Educating Students with Developmental Diversity College of Human and Social Futures | University of Newcastle |
Course Coordinator | 1/1/2019 - 31/12/2021 |
EDUC 6086 |
Education of Students with Challenging Behaviour College of Human and Social Futures | University of Newcastle |
Course Coordinator | 1/1/0001 - 31/5/2023 |
EDUC 3026 |
Inclusive and Special Education College of Human and Social Futures | University of Newcastle |
Course Coordinator | 1/1/2019 - 31/12/2019 |
Publications
For publications that are currently unpublished or in-press, details are shown in italics.
Book (1 outputs)
Year | Citation | Altmetrics | Link | ||
---|---|---|---|---|---|
2020 |
Inclusive Education: Global Issues and Controversies, Brill, The Netherlands (2020)
|
Chapter (11 outputs)
Year | Citation | Altmetrics | Link | |||||
---|---|---|---|---|---|---|---|---|
2022 |
Linzarini A, Bugden S, Merkley R, Gaab N, Siegel LS, Aldersey H, et al., 'Identifying and supporting children with learning disabilities', Reimagining education: The International Science and Evidence Based Education Assessment, UNESCO MGIEP, New Delhi, India 358-450 (2022) [B1]
|
|||||||
2022 |
Page A, Anderson J, Serow P, Hubert E, O'Donnell-Ostini A, 'Creating inclusive classrooms in the Pacific region: Working in partnership with teachers in the Republic of Nauru to develop inclusive practices', Instructional Collaboration in International Inclusive Education Contexts, Emerald Group Publishing, Bingley, UK 7-22 (2022) [B1]
|
Nova | ||||||
2022 |
Anderson J, Page A, Boyle C, 'At the Nexis of Schooling: The Conflict Between Special and Inclusive Education.', Research for Inclusive Quality Education., Springer, Singapore 259-270 (2022) [B1]
|
Nova | ||||||
2020 |
Anderson J, Boyle C, Page A, Mavropoulou S, 'Inclusive Education: An Enigma of Wicked Proportions', Inclusive Education: Global Issues and Controversies, Brill, Leiden, The Netherlands 1-11 (2020) [B1]
|
Nova | ||||||
2020 |
Page A, Jones M, 'Transforming Teacher Education Classroom Management to Provoke Philosophies and Engender Practices of Inclusivity', Inclusive Education: Global Issues and Controversies, Brill, The Netherlands 147-162 (2020) [C1]
|
Nova | ||||||
2020 |
Anderson J, Boyle C, Page A, Mavropoulou S, 'Inclusive Education: An Enigma of Wicked Proportions', Inclusive Education: Global Issues and Controversies, Brill, Leiden, The Netherlands 1-11 (2020) [B1]
|
Nova | ||||||
2020 |
Page A, Jones M, 'Transforming Teacher Education Classroom Management to Provoke Philosophies and Engender Practices of Inclusivity', Inclusive Education: Global Issues and Controversies, Brill, The Netherlands 147-162 (2020) [C1]
|
Nova | ||||||
2019 |
Page A, 'Classroom Behavior Management in the Pacific: Developing an Approach to Create Meaningful Shifts in Teacher Thinking', Encyclopedia of Teacher Education, Springer Singapore, Singapore 1-6 (2019) [B1]
|
Nova | ||||||
2018 |
Charteris J, Smardon D, Page A, 'Spatialised Practices in ILEs: Pedagogical Transformations and Learner Agency', Transforming Education: Design & Governance in Global Contexts, Springer, Singapore 19-33 (2018) [B1]
|
|||||||
Show 8 more chapters |
Journal article (39 outputs)
Year | Citation | Altmetrics | Link | |||||
---|---|---|---|---|---|---|---|---|
2024 |
Page A, Mosen J, 'Addressing the challenges of conference participation for the Pacific: a regional approach to maximise attendance and participation', PROFESSIONAL DEVELOPMENT IN EDUCATION, [C1]
|
|||||||
2024 |
Page A, Mosen J, 'Addressing the Challenges of Conference Participation for Remote Regions: A Pacific Approach', Professional Development in Education, (2024) [C1]
|
|||||||
2024 |
Page A, Barr M, Rendoth T, Roche L, Foggett J, Leonard C, Duncan J, 'Making Reasonable Adjustments for Students with Disability in Australian Mainstream Classrooms: A Scoping Review', Australian Journal of Special and Inclusive Education, (2024)
|
|||||||
2024 |
Page A, Barr M, Rendoth T, Roche L, Foggett JL, Leonard C, Duncan J, 'Making Reasonable Adjustments for Students With Disability in Australian Mainstream Classrooms: A Scoping Review(Mar, 10.1017/jsi.2024.1, 2024)', AUSTRALASIAN JOURNAL OF SPECIAL AND INCLUSIVE EDUCATION,
|
|||||||
2023 |
Page A, Anderson J, Charteris J, 'Teachers working with students with high and very high needs and their perceptions of Innovative Learning Environments', Asia Pacific Journal of Education, (2023) [C1]
|
Nova | ||||||
2023 |
Page A, Anderson J, Charteris J, 'Including students with disabilities in Innovative Learning Environments: A model for inclusive practices', International Journal of Inclusive Education, 27 1696-1711 (2023) [C1]
|
Nova | ||||||
2022 |
Boyle C, Costello S, Anderson J, Collett K, Page A, Allen K, 'Further development of the Teacher Attitudes Towards Inclusion Scale: Principal components and Rasch Analysis', International Journal of Inclusive Education, (2022) [C1]
|
Nova | ||||||
2022 |
Page A, Mavropoulou S, Harrington I, 'Culturally responsive inclusive education: The value of the local context', International Journal of Disability, Development and Education, 69 1313-1326 (2022) [C1]
|
Nova | ||||||
2022 |
Garrad T-A, Page A, 'From face-to-face to the online space: The continued relevance of connecting students with each other and their learning post COVID-19', Frontiers in Education, 7 (2022) [C1]
|
Nova | ||||||
2022 |
Page A, Dally K, Anderson J, Thraves G, 'Media representation and the Paralympics: A step too far or not far enough?', Media International Australia Incorporating Culture and Policy: quarterly journal of media research and resources, (2022) [C1]
|
|||||||
2022 |
Page A, Vira A, Ledger S, Mosen J, Anderson J, Charteris J, Boyle C, 'Pacific Inclusive Education Model: Addressing dichotomies to ensure positive outcomes.', Journal of Education Policy, (2022) [C1]
|
Nova | ||||||
2022 |
Page A, 'Using online tools to develop higher order learning among tertiary students', Online Learning Journal, 26 221-235 (2022) [C1]
|
Nova | ||||||
2022 |
Charteris J, Page A, 'Virtual inclusion through telepresence robots: An inclusivity model and heuristic', International Journal of Inclusive Education, (2022) [C1]
|
|||||||
2022 |
Garrad TA, Vlcek S, Page A, 'The Importance of the Promotion of Evidence-Based Practice as a Reasonable Adjustment in Mainstream Education Settings for Students With Autism Spectrum Disorder', Australasian Journal of Special and Inclusive Education, 46 101-112 (2022) [C1] Autism spectrum disorder (ASD) is a neurodevelopmental condition that can affect a person¿s ability to manage the complexities of varied social and environmental situations. This ... [more] Autism spectrum disorder (ASD) is a neurodevelopmental condition that can affect a person¿s ability to manage the complexities of varied social and environmental situations. This is particularly evident in the dynamic context of a school classroom. To assist students with ASD to navigate the complexities of Australian primary and secondary mainstream classrooms, educators are required to provide ¿reasonable adjustments¿ to support learning; that is, to make changes that are practicable and achievable in order for students to access learning on the same basis as their peers. We present an argument that the ¿reasonable adjustments¿ made by schools to ensure that students with ASD have equitable learning opportunities should meet a criterion of acceptability where the adjustment is evidence based. The paper also offers a summary of evidence-based pedagogical strategies that have been effective for students with ASD and concludes with a discussion offering evidence-based practices as a solution to meeting legislative requirements for students with disability.
|
Nova | ||||||
2021 |
Charteris J, Anderson J, Page A, 'Psychological safety in innovative learning environments: planning for inclusive spaces', International Journal of Inclusive Education, (2021) [C1] Innovative Learning Environments (ILEs) are characterised by features that can create hypervisibility, and hyperstimulation, that raise psychological safety issues. However, there... [more] Innovative Learning Environments (ILEs) are characterised by features that can create hypervisibility, and hyperstimulation, that raise psychological safety issues. However, there is a lack of research in the field of ILEs that addresses these complexities especially for students with additional learning needs. This case study draws on interview data with staff and students in a special education setting within an Australian ILE. Results map three aspects of design that have implications for the psychological safety. Findings are presented as a set of indicators that educators and designers can use to assist in their planning for inclusive spaces in ILE.
|
Nova | ||||||
2021 |
Page A, Charteris J, Anderson J, Boyle C, 'Fostering school connectedness online for students with diverse learning needs: inclusive education in Australia during the COVID-19 pandemic', European Journal of Special Needs Education, 36 142-156 (2021) [C1]
|
Nova | ||||||
2021 | Charteris J, Page A, 'School bonding, attachment, and engagement through remote learning: Fostering school connectedness.', New Zealand Journal of Teachers' Work, (2021) [C1] | Nova | ||||||
2021 |
Charteris J, Wright N, Anderson J, Cowie B, Trask S, Page A, 'Patchworks of professional practices: Teacher collaboration in innovative learning environments', Teachers and Teaching, (2021) [C1]
|
Nova | ||||||
2021 |
Page A, Anderson J, Charteris J, 'Innovative Learning Environments and spaces of belonging for special education teachers', International Journal of Inclusive Education, (2021) [C1]
|
Nova | ||||||
2021 | Page A, Charteris J, 'Student evaluations of teaching and student cyberaggression: The impact of keyboard warriors in tertiary education', Journal of Education and Humanities, 4 96-123 (2021) [C1] | Nova | ||||||
2021 |
Charteris J, Berman J, Page A, 'Virtual team professional learning and development for practitioners in education', Professional Development in Education, (2021) [C1]
|
Nova | ||||||
2021 | Page A, Garrad T-A, 'An evaluation of using virtual teams to map Innovative Learning Environments into the tertiary learning space', International Journal of Online Graduate Education, 4 (2021) [C1] | Nova | ||||||
2020 |
Te Ava A, Page A, 'How the Tivaevae Model can be Used as an Indigenous Methodology in Cook Islands Education Settings', Australian Journal of Indigenous Education, 49 70-76 (2020) [C1] This paper explores an Indigenous research methodology, the tivaevae model, and its application within the Cook Islands education system. The article will argue that the cultural ... [more] This paper explores an Indigenous research methodology, the tivaevae model, and its application within the Cook Islands education system. The article will argue that the cultural values embedded within its framework allow for the successful implementation of this Indigenous methodology. The model draws from tivaevae, or artistic quilting, and is both an applique process and a product of the Cook Islands. It is unique to the Cook Islands and plays an important part in the lives of Cook Islanders. The tivaevae model will be explained in detail, describing how patchwork creative piecescome together to create a story and can be used as a metaphor of the past, present and future integration of social, historical, spiritual, religious, economic and political representations of Cook Island culture. Further, the paper will then make links with the model to teaching and learning, byexploring secondary schools' health and physical education policy and practices. Finally, the efficacy of the model in this context and its research implications will then be discussed.
|
|||||||
2020 | Page A, Charteris J, Berman J, 'Using Virtual Teams to map digital new generation learning environments into tertiary online learning space', International Journal of Online Graduate Education, 3 1-24 (2020) [C1] | Nova | ||||||
2020 |
Page A, Berman J, Serow P, 'Parent and teacher attitudes towards inclusive education in Nauru', Australian Journal of Special and Inclusive Education., 44 116-128 (2020) [C1]
|
Nova | ||||||
2020 |
Page A, Charteris J, 'Telepresence robot use for children with chronic illness in Australian schools: A scoping review and thematic analysis.', International Journal of Social Robotics, (2020) [C1]
|
Nova | ||||||
2019 |
Page A, Te Ava A, 'A critical view of female aggression and the implications of gender, culture and a changing society: A Cook Islands perspective', Journal of New Zealand & Pacific Studies, 7 201-217 (2019) [C1]
|
Nova | ||||||
2017 |
Page A, Charteris J, 'Reconceptualising Relational Aggression as Strategic Communication: Girls, Goals, and Their Peer Groups', EDUCATIONAL AND DEVELOPMENTAL PSYCHOLOGIST, 34 78-91 (2017) [C1]
|
|||||||
2016 | Page A, Davis A, 'The alignment of innovative learning environments and inclusive education: How effective is the new learning environment in meeting the needs of special education learners?', New Zealand Journal of Teachers Work, 13 81-98 (2016) [C1] | |||||||
2016 |
Page A, Smith LF, 'Relational aggression and physical aggression among adolescent Cook Islands students', Issues in Educational Research, 26 98-116 (2016) [C1]
|
|||||||
2012 |
Page A, Smith LF, 'Identifying girls who use relational aggression: A proposed model', Issues in Educational Research, 22 315-332 (2012) This study used mixed methods to compare perceptions of relational aggression (RA) of adolescent girls (n = 282) and their teachers (n = 15) in New Zealand, and to explore strateg... [more] This study used mixed methods to compare perceptions of relational aggression (RA) of adolescent girls (n = 282) and their teachers (n = 15) in New Zealand, and to explore strategies for teachers to effectively manage RA in the classroom. Results indicated that younger adolescent girls view physical aggression as more acceptable than older girls, and that the girls were more likely to view others as engaging in RA, rather than themselves. Teachers' perceptions of RA behaviours overlapped with those of the girls' but perceptions of effective strategies varied. The results led to the development of a model that identifies three types of relationally aggressive adolescent girls. Results are discussed in terms of applying the model and developing strategies for building healthy relationships.
|
|||||||
Show 36 more journal articles |
Conference (6 outputs)
Year | Citation | Altmetrics | Link |
---|---|---|---|
2023 | Charteris J, Anderson J, Page A, 'The search for connectedness in students lived experience of space', Otautahi Christchurch, Aorearoa New Zealand (2023) | ||
2022 | Page A, Anderson J, Charteris J, Vira A, 'Investigating Teacher and Community Perceptions of Inclusive Education in Vanuatu: Sharing Local Voice to Create Change', Virtual (2022) | ||
2021 | Anderson J, Page A, 'Students with Disabilities in Innovative Learning Environments (ILEs) A framework for inclusive design', Adelaide (2021) | ||
2020 | Page A, Charteris J, 'Inclusive education in ILEs The nexus of policy and practice in Aotearoa', Melbourne, VIC (2020) [E1] | Nova | |
Show 3 more conferences |
Other (5 outputs)
Year | Citation | Altmetrics | Link |
---|---|---|---|
2020 | Page A, Charteris J, Anderson J, 'Emotional and physical safety design for students with disabilities in ILEs.', ( pp.10-13): ISSUU (2020) | ||
2020 | Charteris J, Page A, Anderson J, Tomkinson E, 'What is relational trust and how do we foster it in our schools?', ( pp.5-7): e-media publications (2020) | ||
2020 | Anderson J, Charteris J, Page A, 'Innovative Learning Environments: Part of a solution to the wicked problem of inclusive education?', Linking Research to the Practice of Education ( pp.3-5). Armidale, Australia: University of New England (2020) | ||
Show 2 more others |
Report (7 outputs)
Year | Citation | Altmetrics | Link |
---|---|---|---|
2023 | Mosen J, Page A, 'Inclusive Career Development Tools Evaluation Report', Brotherhood of St Laurence (2023) | ||
2019 | Page A, 'Nauru Inclusive Education Project', Republic of Nauru, Department of Education (2019) | ||
2019 | Kirsten R, Liyanage S, Stevens R, McEachern S, Robertson C, Cohen J, et al., 'Effective Teams Literature Review', New South Wales Department of Education and Training (2019) | ||
Show 4 more reports |
Grants and Funding
Summary
Number of grants | 23 |
---|---|
Total funding | $466,952 |
Click on a grant title below to expand the full details for that specific grant.
20242 grants / $100,000
Evaluating the impact of implementing Innovative Learning Environments for Inclusive Practices in Pacific Schools$50,000
Funding body: University of Newcastle
Funding body | University of Newcastle |
---|---|
Project Team | Doctor Angela Page, Dr Joanna Anderson, Prof Christopher Boyle, A/Prof Jennifer Charteris, Professor Susan Ledger |
Scheme | Internal Competitive Schemes |
Role | Lead |
Funding Start | 2024 |
Funding Finish | 2024 |
GNo | G2400001 |
Type Of Funding | Internal |
Category | INTE |
UON | Y |
Evaluating the impact of implementing Innovative Learning Environments for Inclusive Practices in Pacific Schools$50,000
Funding body: Diocese of Maitland-Newcastle Catholic Schools Office
Funding body | Diocese of Maitland-Newcastle Catholic Schools Office |
---|---|
Project Team | Doctor Angela Page, Dr Joanna Anderson, Prof Christopher Boyle, A/Prof Jennifer Charteris, Professor Susan Ledger |
Scheme | Research Grant |
Role | Lead |
Funding Start | 2024 |
Funding Finish | 2024 |
GNo | G2400003 |
Type Of Funding | C3200 – Aust Not-for Profit |
Category | 3200 |
UON | Y |
20238 grants / $166,172
Women in Leadership: Developing capacity within disability inclusive education in Vanuatu$58,448
Funding body: Department of Foreign Affairs (DFAT)
Funding body | Department of Foreign Affairs (DFAT) |
---|---|
Scheme | Australia Awards Fellowship |
Role | Lead |
Funding Start | 2023 |
Funding Finish | 2023 |
GNo | |
Type Of Funding | C1500 - Aust Competitive - Commonwealth Other |
Category | 1500 |
UON | N |
Review of Vanuatu Diploma in Education$44,135
Funding body: Tetra Tech International Development Pty Ltd
Funding body | Tetra Tech International Development Pty Ltd |
---|---|
Scheme | VESP - Diploma in Education (Primary Teaching Inservice) Program Delivery Review |
Role | Investigator |
Funding Start | 2023 |
Funding Finish | 2023 |
GNo | |
Type Of Funding | C3400 – International For Profit |
Category | 3400 |
UON | N |
New Colombo Plan Mobility Program$35,200
Funding body: Department of Foreign Affairs (DFAT)
Funding body | Department of Foreign Affairs (DFAT) |
---|---|
Scheme | New Colombo Mobility Program |
Role | Lead |
Funding Start | 2023 |
Funding Finish | 2024 |
GNo | |
Type Of Funding | C1500 - Aust Competitive - Commonwealth Other |
Category | 1500 |
UON | N |
Evaluating the impact of implementing Innovative Learning Environments for Inclusive Practices in Pacific Schools$9,664
Funding body: College of Human and Social Futures | University of Newcastle
Funding body | College of Human and Social Futures | University of Newcastle |
---|---|
Project Team | Angela Page (Lead) Susan Ledger (Co-Investigator) |
Scheme | CHSF - Pilot Research Scheme: Projects, Pivots, Partnerships |
Role | Lead |
Funding Start | 2023 |
Funding Finish | 2023 |
GNo | |
Type Of Funding | Internal |
Category | INTE |
UON | N |
Development of an Information Brochure: Vision Impairment in the Pacific$8,225
Funding body: ICEVI
Funding body | ICEVI |
---|---|
Scheme | ICEVI Pacific |
Role | Lead |
Funding Start | 2023 |
Funding Finish | 2023 |
GNo | |
Type Of Funding | Contract - Aust Non Government |
Category | 3AFC |
UON | N |
Enhancing Social Competence Using Telehealth Services to Protect Mental Health: A Pilot Program to Support Children with 22q11.2 Deletion Syndrome$5,000
Funding body: College of Human and Social Futures | University of Newcastle
Funding body | College of Human and Social Futures | University of Newcastle |
---|---|
Project Team | Laura Roche (Lead) Angela Page (Co-Investigator) |
Scheme | CHSF - Pilot Research Scheme: Projects, Pivots, Partnerships |
Role | Investigator |
Funding Start | 2023 |
Funding Finish | 2023 |
GNo | |
Type Of Funding | Internal |
Category | INTE |
UON | N |
South Pacific Educators for Vision Impairment$3,000
Funding body: South pacific Educators for Vision Impairment
Funding body | South pacific Educators for Vision Impairment |
---|---|
Scheme | South Pacific Educators for Vision Impairment |
Role | Lead |
Funding Start | 2023 |
Funding Finish | 2023 |
GNo | |
Type Of Funding | C3112 - Aust Not for profit |
Category | 3112 |
UON | N |
CHSF Conference Travel Grant$2,500
Funding body: College of Human and Social Futures | University of Newcastle
Funding body | College of Human and Social Futures | University of Newcastle |
---|---|
Scheme | CHSF - Conference Travel Scheme |
Role | Lead |
Funding Start | 2023 |
Funding Finish | 2023 |
GNo | |
Type Of Funding | Internal |
Category | INTE |
UON | N |
20224 grants / $101,903
School Careers Project$70,000
Funding body: Brotherhood of St Laurence
Funding body | Brotherhood of St Laurence |
---|---|
Project Team | Angela Page, Joanne Mosen |
Scheme | Brotherhood of St Laurence |
Role | Investigator |
Funding Start | 2022 |
Funding Finish | 2023 |
GNo | |
Type Of Funding | C3112 - Aust Not for profit |
Category | 3112 |
UON | N |
Education Support Professional Development Programme: Samoa$18,903
Funding body: Pro Vice Chancellor (Academic Excellence)
Funding body | Pro Vice Chancellor (Academic Excellence) |
---|---|
Project Team | Dr Joanne Mosen, Professor Susan Ledger |
Scheme | SDG Related Research Grants |
Role | Lead |
Funding Start | 2022 |
Funding Finish | 2022 |
GNo | |
Type Of Funding | Internal |
Category | INTE |
UON | N |
Educational access for children who are blind in Vanuatu$7,000
Funding body: South pacific Educators for Vision Impairment
Funding body | South pacific Educators for Vision Impairment |
---|---|
Project Team | Angela Page, Jo Mosen |
Scheme | South Pacific Educators for Vision Impairment |
Role | Lead |
Funding Start | 2022 |
Funding Finish | 2023 |
GNo | |
Type Of Funding | C3200 – Aust Not-for Profit |
Category | 3200 |
UON | N |
South Pacific Educators for Vision Impairment$6,000
Funding body: South pacific Educators for Vision Impairment
Funding body | South pacific Educators for Vision Impairment |
---|---|
Scheme | South Pacific Educators for Vision Impairment |
Role | Lead |
Funding Start | 2022 |
Funding Finish | 2023 |
GNo | |
Type Of Funding | C3112 - Aust Not for profit |
Category | 3112 |
UON | N |
20213 grants / $8,060
Inclusive Education: Teachers and Communities in the Pacific$5,000
Funding body: College of Human and Social Futures, University of Newcastle
Funding body | College of Human and Social Futures, University of Newcastle |
---|---|
Scheme | 2021 Strategic Network and Pilot Project (SNaPP) Scheme |
Role | Lead |
Funding Start | 2021 |
Funding Finish | 2021 |
GNo | |
Type Of Funding | Internal |
Category | INTE |
UON | N |
College of Human and Social Futures Conference Travel Scheme$1,800
Funding body: College of Human and Social Futures, University of Newcastle
Funding body | College of Human and Social Futures, University of Newcastle |
---|---|
Scheme | 2021 CHSF Conference Travel Scheme |
Role | Lead |
Funding Start | 2021 |
Funding Finish | 2021 |
GNo | |
Type Of Funding | Internal |
Category | INTE |
UON | N |
CHSF Early Advice Scheme 2021$1,260
Funding body: College of Human and Social Futures | University of Newcastle
Funding body | College of Human and Social Futures | University of Newcastle |
---|---|
Scheme | CHSF - Early Advice Scheme |
Role | Lead |
Funding Start | 2021 |
Funding Finish | 2021 |
GNo | |
Type Of Funding | Internal |
Category | INTE |
UON | N |
20204 grants / $41,310
New Colombo Plan Mobility Program$26,400
Funding body: Department of Foreign Affairs and Trade (DFAT), Australia
Funding body | Department of Foreign Affairs and Trade (DFAT), Australia |
---|---|
Scheme | New Colombo Mobility Program |
Role | Lead |
Funding Start | 2020 |
Funding Finish | 2020 |
GNo | |
Type Of Funding | C1500 - Aust Competitive - Commonwealth Other |
Category | 1500 |
UON | N |
RiISE Research Innovation in Inclusive and Special Education$8,910
Funding body: Newcastle Schools (State, Catholic, Independent)
Funding body | Newcastle Schools (State, Catholic, Independent) |
---|---|
Project Team | Angela Page, Carl Leonard, Judit Foggett, Jill Duncan, Kerry Dally, Laura Roche |
Scheme | Schools Contribution for Inclusive and Special Education initiatives |
Role | Investigator |
Funding Start | 2020 |
Funding Finish | 2021 |
GNo | |
Type Of Funding | Other Public Sector - Local |
Category | 2OPL |
UON | N |
New Schools 2022 Bundle A – Peer Review$4,500
Funding body: Thomson Adsett
Funding body | Thomson Adsett |
---|---|
Project Team | Angela Page, Jennifer Charteris, Jo Anderson |
Scheme | Thomson Adsett |
Role | Lead |
Funding Start | 2020 |
Funding Finish | 2020 |
GNo | |
Type Of Funding | Contract - Aust Non Government |
Category | 3AFC |
UON | N |
FEDUA Conference Travel Grant$1,500
Funding body: FEDUA - Faculty of Education and Arts, UoN
Funding body | FEDUA - Faculty of Education and Arts, UoN |
---|---|
Scheme | FEDUA Conference Travel |
Role | Lead |
Funding Start | 2020 |
Funding Finish | 2020 |
GNo | |
Type Of Funding | Internal |
Category | INTE |
UON | N |
20192 grants / $49,507
Nauru Inclusive Education Project$45,000
Funding body: The University of New England
Funding body | The University of New England |
---|---|
Project Team | Angela Page, Pep Serow |
Scheme | Ministry of Foreign Affairs New Zealand |
Role | Lead |
Funding Start | 2019 |
Funding Finish | 2020 |
GNo | |
Type Of Funding | Contract - Aust Non Government |
Category | 3AFC |
UON | N |
FEDUA NewStart Grant$4,507
Funding body: Faculty of Education and Arts, The University of Newcastle, Australia
Funding body | Faculty of Education and Arts, The University of Newcastle, Australia |
---|---|
Scheme | Faculty Funding |
Role | Lead |
Funding Start | 2019 |
Funding Finish | 2019 |
GNo | |
Type Of Funding | Internal |
Category | INTE |
UON | N |
Research Supervision
Number of supervisions
Current Supervision
Commenced | Level of Study | Research Title | Program | Supervisor Type |
---|---|---|---|---|
2024 | PhD | Innovative Teaching Pedagogy have Positive Impact on Diverse Learners: A Contemporary Inclusive Education Practice that Fits Vanuatu Context for Teachers | PhD (Education), College of Human and Social Futures, The University of Newcastle | Principal Supervisor |
2024 | PhD | Embracing Diversity and Promoting Inclusiveness: Strategies, Challenges and envisaging best practices for Inclusive Education | Education, University of Fiji | Co-Supervisor |
2023 | PhD | The Impact Of Learning Environments On Student Learning Processes. | PhD (Education), College of Human and Social Futures, The University of Newcastle | Principal Supervisor |
2022 | PhD | Transforming Disability into Ability through Vocational Training: Revisiting Policies & Legislations, Teaching & Learning Strategies and Community Perceptions | PhD (Education), College of Human and Social Futures, The University of Newcastle | Principal Supervisor |
2022 | PhD | Fostering Innovative Learning Environment for Including Students with Disability in Solomon Islands | PhD (Education), College of Human and Social Futures, The University of Newcastle | Principal Supervisor |
2022 | PhD | A Heterogeneous Perspective of Autism Spectrum Disorder within Education: Identifying and Monitoring the Individual Traits of Students with Autism Spectrum Disorder, to Support Them Holistically in a Mainstream Classroom Environment. | PhD (Education), College of Human and Social Futures, The University of Newcastle | Co-Supervisor |
2022 | PhD | Ni-Vanuatu Female Principals’ Experiences of the Challenges and Opportunities as School Leaders | PhD (Education), College of Human and Social Futures, The University of Newcastle | Principal Supervisor |
2021 | PhD | Developing Policies for Twice-exceptional students in Saudi Arabia | PhD (Education), College of Human and Social Futures, The University of Newcastle | Principal Supervisor |
2021 | PhD | Attitude of Vanuatu Community Members Towards Inclusive Education in Vanuatu Schools | PhD (Education), College of Human and Social Futures, The University of Newcastle | Principal Supervisor |
2021 | PhD | Behaviour Management with Dynamic Intention: Applying a Neurocognitive Method of Behaviour Management in Australian High School Classrooms. | PhD (Education), College of Human and Social Futures, The University of Newcastle | Co-Supervisor |
2019 | PhD | How Have the New South Wales Government Behaviour Incentives Impacted Practice, Support and Ongoing Improvements in Systems Approaches for Teachers and Students | PhD (Education), College of Human and Social Futures, The University of Newcastle | Co-Supervisor |
Past Supervision
Year | Level of Study | Research Title | Program | Supervisor Type |
---|---|---|---|---|
2022 | PhD | Translating the Disability Standards for Education 2005 into Practice | PhD (Education), College of Human and Social Futures, The University of Newcastle | Co-Supervisor |
Research Projects
Inclusive Education Teachers and Communities in the Pacific 2021 - 2023
As part of the initial development of a partnership, we are working towards an agreement with the Vanuatu Ministry of Education and Training to deliver a project to address inclusive educational needs for teachers, students and school systems.
The delivery of the project content will be in collaboration with local stakeholders and might include the delivery of workshops and liaison with Ministry of Education personnel both online and face-to-face over the next one to two years to provide assistance with teacher professional development as well as policy advice. The content of this project is likely to include:
- Building awareness and identification of disabilities from early childhood to secondary school students,
- Development of key teaching skills to address the teaching of a range of academic levels for students within the classroom,
- Identification of teachers who may take a key special education role within each school,
- The development of systems to help teachers who require assistance in supporting students who have additional learning needs,
- Working with Ministry of Education staff to ensure ongoing training workshops can be provided,
- Providing parent education workshops in the area of disability support strategies.
Inclusive education has been, and will continue to be, a significant key deliverable in the Pacific area and the skills and expertise in teacher education professional development of our team are essential to the success of the programme.
Inclusive Education in Innovative Learning Environments project. 2020 - 2021
Dr Angela Page with Jennifer Charteris and Jo Anderson of the University of New England have undertaken research into pedagogies of inclusion in the flexible and open learning spaces of newly built and refurbished schools. The team have conducted fieldwork in 21 primary and secondary schools in Australasia and interviewed over 50 leaders and teachers.
The IEILE team provide peer review on school building designs. They are collaborating with Sally Brincat, Education Lead at Thomson Adsett Architects and Lisa Horton, Director at On-Paper, to provide peer review on the design of new school buildings in Victoria. To date the team have reviewed the floor plans of buildings that make up a Supported Inclusion Hub Primary School designed by Thomson Adsett in partnership with Law Architects. The review involved providing input into the effective use of the Department of Education and Training area schedules, general design parameters, site layout and principles, and building typologies and intent. The team are working with Thomson Adsett Architects to develop further peer review projects for Supported Inclusion Hubs and Special Development Schools throughout Victoria.
Telepresence Robots in Schools 2020
Edit
News
News • 1 Aug 2023
University of Newcastle successful recipients of four prestigious Australia Awards Fellowships
From inclusive education in Vanuatu to cyber security training in Samoa, four research teams at the University of Newcastle have been successful recipients of the highly competitive and prestigious Australia Awards Fellowships.
Dr Angela Page
Position
Associate Professor
Education
School of Education
College of Human and Social Futures
Contact Details
apage1@newcastle.edu.au | |
Phone | (02) 4921 6410 |
Mobile | N/A |
Fax | N/A |
Link | Research Networks |
Office
Building | V Building |
---|---|
Location | Callaghan University Drive Callaghan, NSW 2308 Australia |