Professor Kylie Shaw
Dean of Graduate Research
Graduate Research (Education)
- Email:kylie.shaw@newcastle.edu.au
- Phone:(02) 4921 6007
Journeying into thinking
An accomplished teacher turned researcher, Professor Kylie Shaw is focused on what doctorate holders can bring to industry and how people at that elite level develop and learn.
It’s been a busy few years for Professor Kylie Shaw since she stepped into the academic world from the classroom. The established mid career researcher currently has six research projects underway all with a focus on high level learning and its impacts within the workforce; and on future focused learning.
Professor Shaw began her career as a primary school teacher, before becoming a coordinator of academic programs at her independent school. She completed her PhD part time while teaching and looked at how students at university engaged with honours degrees.
“While I was doing my undergraduate degree I was fascinated by students who never wanted to leave university so I got really interested in why people want to do research. This led me to my own PhD studies,’ she said.
“Honours-level research programs across Australia are very different, so I did an analysis of that, then looked at honours across one institution and came up with a notion of research preparedness, asking what is it that encapsulates students’ preparedness to begin higher research studies, and what the learning journey looks like in different disciplines,” Professor Shaw said.
From there she applied for a role at the University of Newcastle. In this role, part of her current focus is on how being doctoral can influence the education profession to re-conceptualise learning for children.
“When I was working in schools and I was doing my PhD I talked to the kids about it and why I was doing it, and how it made knowledge uncertain. I think that helped the children see that school is not just about learning information, because information can change. It’s like the solar system and when we found out Pluto wasn’t a ‘real’ planet. It was someone learning at that high level that discovered that and transformed knowledge as we knew it. Knowledge isn’t absolute, particularly now in our ever-changing technological world,” Professor Shaw concluded.
Researcher excellence in contemporary contexts
In 2017 Kylie was awarded a Women in Research Fellowship by the University of Newcastle which funded a research project that involves working with teachers who are doing PhDs. Professor Shaw says there is a lot more emphasis on teacher learning and professional development presently and so is looking at whether engaging in higher level learning enriches learning for teachers and how that impacts on their student’s learning.
“I’m trying to get a sense of how teachers engage in quality research projects, and does having the support of a network help them progress with that research,’ she said. “When teachers are learning at this high level, does that then impact on their student’s learning? For leaders in schools and school systems, how do they develop as leaders of learning so they can ensure that professional learning programs for teachers develop their own future focused thinking capabilities?”
The value of doctoral education
Professor Shaw is passionate about proving just how much high level learners, such as those with a PhD, can contribute to the workforce. She’s adding to the national debate on this topic through a variety of research projects that focus on doctoral learners and what they have to contribute to industry.
Professor Shaw says there’s not a lot known about what value is added when people engage in high level learning, particularly in professions which revolve around newer disciplines such as teaching, nursing and the health sciences.
“At the moment there’s a problem with people engaged in higher learning, they’re often sidelined in industry and not recognised for the skills they bring. There is this juncture in what value a PhD adds to a person’s skills. There’s sometimes a lot of resistance to people who have done this high level learning and what they can contribute.”
“One area I am especially passionate about is trying to establish how much high level learners can add to the profession, in terms of the way they work, their policy and social entrepreneurism, and how they push the profession forward. They’re creating new knowledge in the work they do in their doctorate so I’m interested in whether or not they see the world differently and can help to then push forward the profession as well,” Professor Shaw said.
Professor Shaw is working with colleagues in SORTI (The Centre for the Study of Research Training & Innovation) on an Australian Research Council funded project called Excellent researchers: using learner profiles to enhance research learning which aims to build a picture of what learners are like at the doctoral level. She says generally people conceive PhD students as already at the level they need to be to complete a doctorate, but what this research is finding is that there are different types of learners doing doctorates and many are still developing as doctoral learners.
“For this multi-faceted study, we’ve developed a program called DocLearn which helps students understand themselves as learners. Using an online portal, students do a survey and through this we build an individualised learning profile for each student which the students can then explore and learn from,” Professor Shaw said.
To build this profile, the survey looks at whether students see knowledge as complex or simple, how they draw on coping strategies, how they solve problems within their projects, what are their motivations and what strategies they use as learners.
“Students can also choose to do a monthly check-in, which helps them to track the highs and lows of their doctoral journey.”
At the end of their doctorate the students will be surveyed again to see if any changes have occurred in the intervening years.
“This process will show how they’ve developed as learners, whether their expectations at the start have been met and what their experience has been like,” Professor Shaw said.
The results of this project will be released in 2020 with the aim of being translated into practice in the industry.
“There’s a national debate about the skills doctoral students bring into the workforce, so this research should give a better picture of doctoral students as learners and what they’re actually taking with them into industry practice.”
“In a previous project I worked with teachers on how to design innovative and authentic learning activities at school so they can help students to show what they can do in terms of knowledge construction, collaboration, communication and self regulation - all of those 21st century skills,’ Shaw commented.
“I believe those same skills should be incorporated into undergraduate and postgraduate programs because we want to personalise learning to equip all students with the skills they’ll need for the 22nd century. We know jobs aren’t going to remain the same and due to artificial intelligence a lot of the jobs that require routine learning are going to disappear, so we need people who can manage uncertainty, with the skills to drive new knowledge and transform practice.”
Support for equity students
Professor Shaw’s examination of doctoral students extends to another research project through the University of Newcastle’s equity group looking at enablers and barriers to an equitable higher degree by research learning environment.
Traditionally doctoral education candidates are as seen as an elite group of people, however Professor Shaw says undergraduate education is becoming more accessible with diverse pathways for people from differing backgrounds to access university education and then go onto higher level learning.
“What we’re really interested in is those students who come from families where they are the first one to attend university or female students who have barriers to studying at a high level, and how they are experiencing the doctoral journey,” she said. “We’re doing a comparative study looking at students who are doing their doctorate in two different universities and what types of support they’re accessing and whether they feel supported.”
“One of the universities has a reputation for developing and supporting students from equity backgrounds, and the other is an elite university where we are hypothesising that students in doctoral programs there are expected to already be at that high level and so there are not as many supports in place.”
This study also uses the doctoral Journey Tracking plot to follow the highs and lows of their researcher journey but for this study, also their perceptions of support.
The outcomes of this research will translate into recommendations to be made to the deans and directors of graduate research education around Australia, with the aim of improving the support for students from equity backgrounds.
“We’re trying to demystify the notion that when you’re doing the doctorate you are at that high level already and don’t need support. We’ll also end up with knowledge of where students are seeking support so we can create an online presence with resources for these students to access.”
Journeying into thinking
An accomplished teacher turned researcher, Professor Kylie Shaw is focused on what doctorate holders can bring to industry and how people at that elite level develop and learn.It’s been a busy few years for Professor Kylie Shaw since she stepped…
Career Summary
Biography
Professor Kylie Shaw is currently the Dean of Graduate Research in the Research and Innovation Division. Previously she was the Assistant Dean of Research Training (Acting) in the Faculty of Education & Arts and the NSW representative of CADRE (Council of Associate Deans of Research Education). She has also previously held the leadership roles of Deputy Head of School (Research & Research Training), Program Convenor for the Bachelor of Primary (Honours) program and Convenor of the Bachelor of Teaching (Primary)/Bachelor of Arts program.
Kylie is an established mid career researcher, building expertise in the area of research training and doctoral education. She is the Deputy Director of the Centre of the Study of Research Training and Impact (SORTI), which is known internationally for its work on doctoral learning and doctoral assessment. In 2017 and 2019, she chaired the organising committees for the Doctoral Education, Assessment & Learning (DEAL) conferences, which bring together international and national researchers in the field. Kylie has also held national leadership roles in the field, serving in the role of Convenor of the Research into the Doctorate Special Interest Group for the Australia Association of Education Research (AARE) for a number of years.
Professor Shaw is a Chief Investigator on a current ARC Discovery Project investigating excellent researchers, leading the translation of research into an online self-directed learning program for doctoral students called DocLearn. In her doctoral work she developed a method of tracking the journeys of students involved in cross-disciplinary research and developed a construct of research preparedness. She has also been the lead Chief Investigator on grants in affiliation with the Centre of Excellence for Equity in Higher Education (CEEHE), exploring the increasingly diverse cohorts of students undertaking doctoral study, and has recently gained industry funding from the NSW Department of Education, leading research into improving the educational expertise in schools.
Though full time at the university, Kylie still continues to keep her professional practice current as an accredited teacher in schools. She completed her PhD part-time whilst working full time as a teacher, and administrative leader, in the independent school sector. She was a Chief Investigator on a global research project on innovative teaching and is consulting to schools in the areas of future-focused learning, critical & creative thinking, literacy and assessment.
Research Expertise
Professor Kylie Shaw gained international recognition as Chief Investigator on a global project investigating Innovative Teaching and Learning in schools. The project was sponsored by Microsoft and The Department of Education and Communities (DEC). She worked with the Stanford Research Institute (SRI) in San Francisco, developing the dimensions to measure innovative learning activities and student work in schools. She also developed and presented workshops to teachers in Australian schools on developing innovative teaching and learning experiences for 21st century learning. She was an invited participant in the Global Forum on Innovative Teaching and Learning in Washington and has been engaged with consultation for Microsoft and Pearaon International.
Shaw's doctoral studies explored student experience in fourth year undergraduate research programs across a range of disciplines and how prepared students were to continue to further research study. She developed a construct called 'Research Preparedness', which has been published in a leading international journal, and is currently working on a grant to further explore this construct with beginning researchers in undergraduate and in research Masters programs. She has an interest in mixed methodologies, and developed a novel approach to measuring and comparing student research journeys, called the research plot.
Professor Kylie Shaw has presented papers at the Quality in Postgraduate Research (QPR), Australian Association for Research in Education (AARE) and Higher Education Research and Development (HERD) conferences in Australia and has presented her work internationally at the European Association for Research on Learning and Instruction (EARLI) and the American Educational Research Association (AERA) conferences.
In 2008, Kylie was awarded the Faculty of Education and Arts Research Publications Prize for the most outstanding publication. In 2010, she was awarded the NSWIeR Beth Southwell Prize for Most Outstanding Thesis.
Teaching Expertise
Professor Kylie Shaw predominantly works in the areas of Primary Education and Educational Psychology. She has taught in the following courses in the School of Education: Becoming a Teacher, K-6 English, Human Society and its Environment, Learners and the Learning Process, Teacher Research Projects and Introduction to Research Methodology. She has also worked with the Centre for Teaching and Learning, in the area of Course Design. Dr Kylie Shaw has experience in coordinating and developing courses, within both university and school environments. In particular she has experience in curriculum development and developing protocols to evaluate programs. She is a Chair of accreditation committees for Primary Education with NESA and AITSL.
Before joining the School, Kylie worked in the independent school system, and has held the leadership roles of Stage 3 Coordinator, Academic Coordinator of Years 5-8 and Coordinator of Learning Support. She has taught in all Key Learning Areas, from Kindergarten to Year 8, with areas of expertise in English, Humanities and Information Literacy.
Previously Kylie held the position of Head of International House at the University of Newcastle, a residential College bringing together the cultural experiences of students from over 30 different countries. She has a keen interest in supporting international students and has taught English as a Foreign Language in Thailand. In her role at International House, Kylie developed community programs such as International Student School Visit Day, where international students visited a number of local schools and taught the children lessons about their home country.
Other previous Administrative Expertise
Convenor, Research into the Doctorate SIG, Australian Association for Research in Education (AARE)
Chair, Primary Program Management Group
Program Convenor, Bachelor of Teaching (Primary)/Bachelor of Arts
Director, Student Experience, School of Education, The University of Newcastle Treasurer,
NSW Institute of Educational Research (NSW IeR)
Reviewer, Studies in Higher Education (SiHE)
Journal Reviewer, Australian Educational Research (AER) Journal
Member of Australian College of Educators (MACE)
Chair, Teacher Education Research Network (TERN)
Facilitator, Tournament of the Minds (TOM)
Qualifications
- PhD, University of Newcastle
Keywords
- 21st Century Learning Skills
- Doctoral Education pathways
- Educational Psychology
- Higher Education
- Innovative Teaching and Learning
- Learning Journeys
- Literacy
- Mixed Methods research
- Primary Education
- Research Methodologies
- Research Preparedness
- Student Transition
- Student experience
- Teacher Education
- Undergraduate Research
Languages
- English (Fluent)
Fields of Research
Code | Description | Percentage |
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390303 | Higher education | 100 |
Professional Experience
UON Appointment
Title | Organisation / Department |
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Associate Professor | University of Newcastle School of Education Australia |
Academic appointment
Dates | Title | Organisation / Department |
---|---|---|
1/5/2021 - | Dean of Graduate Research | Research and Innovation Division Australia |
23/9/2019 - 30/4/2021 | Interim Dean of Graduate Research | The University of Newcastle - Research and Innovation Division Australia |
11/1/2019 - | Assistant Dean Research Training (Acting), FEDUA | FEDUA, University of Newcastle Australia |
1/1/2016 - 11/6/2019 | Deputy Head of School – Research & Research Training, School of Education | School of Education, The University of Newcastle Australia |
11/5/2015 - | Deputy Director, Centre for the Study of Research Training, Impact & Innovation | School of Education, The University of Newcastle Australia |
11/5/2014 - 11/6/2015 | Program Convenor, Primary Education programs | School of Education, The University of Newcastle Australia |
1/3/2013 - 11/5/2018 | Senior Lecturer | School of Education, The University of Newcastle Australia |
1/1/2010 - | Classroom Teacher | NSW Department of Education and Communities |
1/1/2010 - 11/6/2013 | Lecturer | School of Education, The University of Newcastle Australia |
1/1/2006 - 1/6/2010 | Academic Coordinator, Years 5-8 | Bishop Tyrrell Anglican College Australia |
1/1/2000 - 1/1/2006 | Head of College | International House, The University of Sydney Australia |
Professional appointment
Dates | Title | Organisation / Department |
---|---|---|
11/5/2011 - 11/6/2013 | Director, Student Experience, School of Education | School of Education, The University of Newcastle Australia |
Awards
Award
Year | Award |
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2018 |
Best Presentation Award Clutes Education |
2017 |
Outstanding Service Award Australian College of educators |
2014 |
Australian Educational Publications Award Australian Educational Publications Award |
2008 |
Most Outstanding Publication Award Faculty of Education and Arts |
Member
Year | Award |
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2014 |
International Doctoral Education Research Network (IDERN) International Doctoral Education Research Network (IDERN) |
2012 |
American Educational Research Association (AERA) American Educational Research Association (AERA) |
2011 |
European Association for Research into Learning & Instruction (EARLI) European Association for Research on Learning and Instruction (EARLI) |
2010 |
Australian College of Educators (ACE) Australian College of Educators |
2005 |
Higher Education Research & Development Association The Higher Education Research and Development Society of Australasia (HERDSA) |
2005 |
Australian Association of Research in Education Australian Association of Research in Education |
Professional
Year | Award |
---|---|
2017 |
Accredited Teacher: NSW Education Standards Authority (NESA) NSW Education Standards Authority (NESA) |
Research Award
Year | Award |
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2018 |
Women in Research (WiR) Fellowship Women in Research Fellowship |
2015 |
FEDUA Fellowship FEDUA - Faculty of Education and Arts, UoN |
2011 |
Beth Southwell Award for Most Outstanding Thesis Women in Research, University of Newcastle |
Publications
For publications that are currently unpublished or in-press, details are shown in italics.
Book (4 outputs)
Year | Citation | Altmetrics | Link |
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2018 | Shaw KM, Churchill R, Ferguson P, Godinho S, Johnson NF, Keddie A, et al., Teaching: Making a Difference, John Wiley & Sons Australia Ltd, Milton, Queensland, 656 (2018) | ||
2017 | Seely-Flint A, Kitson L, Lowe K, Shaw K, Vicars M, Feez S, Humphrey S, Literacy in Australia: Pedagogies for Engagement., John Wiley & Sons, Milton, QLD, 470 (2017) | ||
2015 | Churchill R, Ferguson P, Godinho S, Johnson N, Keddie A, Letts W, et al., Teaching: Making a Difference, John Wiley & Sons, Milton QLD, 656 (2015) | ||
Show 1 more book |
Chapter (1 outputs)
Year | Citation | Altmetrics | Link | ||
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2015 |
Buchanan RA, Holmes K, Preston G, Shaw K, 'The Global And The Local: Taking Account Of Context In The Push For The Technologization Of Education', Critical Perspectives on Technology and Education, Palgrave MacMillan, Basingstoke 227-244 (2015) [B1]
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Nova |
Journal article (17 outputs)
Year | Citation | Altmetrics | Link | ||||||||
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2024 |
Holbrook A, Shaw K, Fairbairn H, Scevak J, 'Wellbeing and doctoral candidature: The background and development of the importance to doctoral wellbeing questionnaire', Innovations in Education and Teaching International, 61 5-18 (2024) [C1]
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2024 |
Holbrook A, Spray E, Burke R, Shaw KM, Carruthers J, 'Conveying the learning self to others: doctoral candidates conceptualising and communicating the complexion of development', Studies in Graduate and Postdoctoral Education, (2024) [C1] Purpose: Highly developed and agile learners who can clearly convey and call on their skills are sought in all walks of life. Diverse demand for these capacities has called attent... [more] Purpose: Highly developed and agile learners who can clearly convey and call on their skills are sought in all walks of life. Diverse demand for these capacities has called attention to how the skills and knowledge gained during doctoral study can be conveyed, translated and leveraged in non-academic settings; however, the complex learning reality underneath doctoral development is challenging to convey. Design/methodology/approach: The data set for this particular analysis was obtained from 245 in-depth telephone interviews with PhD candidates collected prior to COVID-19. Candidates were asked about learning processes, challenges and changes, and both the questions and thematic analysis were guided by theories of doctoral development and transformational learning. Findings: For many participants, learning and development were not familiar topics, while a small proportion deflected questions about learning altogether. One fifth of participants presented rich and lucid accounts of learning in which cognisance of complexity, metacognitive processes and transformational experiences were embedded and multiple avenues of development were in evidence. They were well-placed to convey the complexion of doctoral development. Candidates more deeply engaged in learning also commented more about changes they noticed in themselves. The most identified avenue of development was in understanding and approach to knowledge. Originality/value: Candidate communication about learning and development is an under-explored dimension of doctoral experience and skill that is relevant to advancing knowledge about doctoral development and illuminating graduate potential both within and outside academe. This must constitute a key element of the re-vitalisation of the doctorate post-pandemic. The salience of framing transferable skills within a learning development perspective is discussed.
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2020 |
Mavilidi MF, Lubans DR, Miller A, Eather N, Morgan PJ, Lonsdale C, et al., 'Impact of the Thinking while Moving in English intervention on primary school children s academic outcomes and physical activity: A cluster randomised controlled trial', International Journal of Educational Research, 102 101592-101592 (2020) [C1]
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2018 |
Truong DTTH, 'The Integral Role Played by Soft Skills in Advancing Business Management Success', International Journal of Management and Economics Invention, 4 1552-1565 (2018) [C1]
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2018 |
Shaw KM, Holbrook AP, 'Integrative possibilities in Fine Arts doctoral supervision: a four-quadrant model', STUDIES IN GRADUATE AND POSTDOCTORAL EDUCATION, 9 165-180 (2018) [C1]
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Nova | |||||||||
2017 |
Laura RS, Truong TTH, Shaw K, 'An Examination of the Technology of Specialised Soft Skill Sets Deployed in Business Sectors from Four Different Regions of the Globe', Journal of Education and Culture Studies, 1 186-197 (2017) [C1]
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Nova | |||||||||
2016 |
Truong HTT, Laura R, Shaw KM, 'New Insights for Soft Skills Development in Vietnamese Business Schools: Defining Essential Soft Skills for Maximizing Graduates Career Success', World Academy of Science, Engineering and Technology, International Journal of Industrial and Systems Engineering, 10 1857-1863 (2016) [C1]
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Nova | |||||||||
2014 |
Shaw K, Holmes K, Preston GD, Smith MW, Bourke SF, 'Innovative Teaching and Learning: Part two. Spotlight on Practice', Scan: The journal for educators, 33 29-38 (2014) [C1]
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Nova | |||||||||
2014 |
Shaw K, Holmes K, Preston GD, Smith MW, Bourke SF, 'Innovative Teaching and Learning: From research to practice. Part one', Scan: The journal for educators, 33 19-28 (2014) [C1]
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2014 |
Holbrook A, Shaw K, Scevak J, Bourke S, Cantwell R, Budd J, 'PhD Candidate Expectations: Exploring Mismatch with Experience', International Journal of Doctoral Studies, 9 329-346 (2014) [C1]
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Nova | |||||||||
2013 |
Shaw K, Holbrook A, Bourke S, 'Student experience of final-year undergraduate research projects: an exploration of 'research preparedness'', Studies in Higher Education, 38 711-727 (2013) [C1]
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Nova | |||||||||
2013 |
Holmes K, Preston GD, Shaw K, Buchanan R, ''Follow' Me: Networked Professional Learning for Teachers', Australian Journal of Teacher Education, 38 54-65 (2013) [C1]
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Nova | |||||||||
2013 |
Holmes KA, Bourke SF, Preston GD, Shaw KM, Smith MW, 'Supporting innovation in teaching: What are the key contextual factors?', International Journal of Quantitative Research in Education, 1 85-102 (2013) [C1]
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2008 |
Shaw KM, Holbrook AP, Scevak JJ, Bourke SF, 'The response of pre-service teachers to a compulsory research project', Australian Educational Researcher, 35 89-109 (2008) [C1]
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Show 14 more journal articles |
Conference (39 outputs)
Year | Citation | Altmetrics | Link | ||
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2021 |
Ito K, Nakamura C, Flynn T, Shaw K, Flynn S, Jung J, Frick B, 'L2 processing of Subject-Verb Agreement (SVA): they hear it but can t process it?', Paris, France (2021)
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2018 | Shaw KM, Picard M, 'Examining the success of contemporary Researcher Development programs from a social justice perspective: An integrative review.', Adelaide (2018) | ||||
2018 |
Shaw KM, Holbrook A, Scevak J, Preston G, McInerney D, Fairbairn H, 'Doctoral student expectations, satisfaction and well-being.', 2018 Clute International Conferences Washington DC Proceedings April 8-11, 2018, Washington, DC USA (2018)
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2014 |
Bourke S, Cantwell R, Budd J, Scevak J, Holbrook A, Shaw KM, 'Change in PhD candidate attributes over time', Speaking Back Through Research: 2014 Joint International Conference of AARE-NZARE, Brisbane, QLD, Australia (2014) [E3]
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2014 |
Scevak J, Holbrook A, Budd J, Bourke S, Shaw KM, Cantwell R, 'Is there a mismatch between doctoral students conceptions and actual experience of PhD study?', Proceedings of the 11th Biennial Quality in Postgraduate Research Conference, Adelaide, South Australia (2014) [E3]
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2014 |
Budd J, Scevak J, Cantwell R, Holbrook A, Bourke S, Shaw KM, 'Measuring Doctoral Student Satisfaction with Progress', 11th Biennial QPR Conference Proceedings, Adelaide, South Australia (2014) [E3]
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2014 |
Shaw KM, Scevak J, Holbrook A, Bourke S, Budd J, 'The Journey Plot: an innovative mixed-method approach for assessing transition in doctoral learning', 11th Biennial QPR Conference Proceedings, Adelaide, South Australia (2014) [E3]
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2014 | Truong H, Laura R, Shaw KM, 'The essential soft skills in business success and the strategies in soft skills development', AARE-NZARE Conference 2014: Speaking Back Through Research, Brisbane, QLD, Australia (2014) [E3] | ||||
2013 |
Shaw KM, Holbrook A, Bourke S, 'Mentoring & Nurturing Undergraduate Researchers: a cross-disciplinary perspective.', Responsible Teaching and Sustainable Learning, Munich, Germany (2013) [E3]
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2013 |
Shaw K, Preston GD, Bourke S, Holmes K, Smith M, 'Innovative Teaching Practices: School leader and teacher beliefs in five Australian Secondary Schools', Responsible Teaching and Sustainable Learning, Munich, Germany (2013) [E3]
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2013 |
Preston GD, Shaw K, Holmes K, Bourke S, Smith M, 'School Characteristics, teacher beliefs and innovative teaching practice', Responsible Teachingand Sustainable Learning, Munich, Germany (2013) [E3]
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2012 |
Buchanan RA, Holmes KA, Preston GD, Shaw KM, 'Shifting horizons: A critical examination of projects, policy and progress towards digital education in Australia', Learning with New Media Inaugural Conference. Critical Perspectives on Learning with New Media Conference, Glen Waverley, Vic (2012) [E3]
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2012 |
Mhalila JJ, Holbrook AP, Shaw KM, Smith MW, 'Conceptualizing 'synergy' in higher education policy processes', AARE 2012 Conference Proceedings & Program, Sydney, NSW (2012) [E3]
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2012 | Shaw KM, 'The contribution of Honours: Capturing and preparing undergraduate students to continue in research careers', AARE 2012 Conference Proceedings & Program, Sydney, NSW (2012) [E3] | ||||
2012 |
Shaw KM, Holmes KA, Preston GD, Smith MW, 'LEAP21 professional learning in Australia', AARE 2012 Conference Proceedings & Program, Sydney, NSW (2012) [E3]
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2012 |
Shaw KM, Holmes KA, Preston GD, Smith MW, Bourke SF, 'Exploring 21C teaching practices in schools through ITL dimensions', AARE 2012 Conference Proceedings & Program, Sydney, NSW (2012) [E3]
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2011 | Shaw KM, 'The undergraduate research journey: a cross-disciplinary examination of student experience', EARLI 2011 14th Biennial Conference: Education for a Global Networked Society. Book of Abstracts and Extended Summaries, Exeter (2011) [E3] | ||||
2010 |
Holbrook AP, St George JM, Sebalj DA, Shaw KM, 'Managing degrees of uncertainty: Management expectations in supervision', AARE International Education Research Conference - 2010, Melbourne, Vic (2010) [E3]
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2010 |
Shaw KM, Holbrook AP, 'Honours as a gateway to the doctorate: Interdisciplinary perspectives', AARE International Education Research Conference - 2010, Melbourne, Vic (2010) [E3]
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2008 | Shaw KM, 'The journeys of fourth year undergraduate research students: Trialling a quantifiable measure', Quality in Postgraduate Research: Research Education in the New Global Environment. Proceedings of the 2008 Quality in Postgraduate Research Conference, Adelaide, SA (2008) [E3] | ||||
2007 |
Shaw KM, Holbrook AP, Scevak JJ, 'The response of education interns to a compulsory research project', Proceedings of the Australian Association for Research in Education 2006 Annual Conference, Adelaide (2007) [E2]
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2006 |
Shaw KM, Holbrook AP, 'An Investigation of the Nature and Contribution of Honours Programs in Australia', Quality in Postgraduate Research Conference: Knowledge Creation in Testing Times. Refereed Publication of the 2006 Quality in Postgraduate Research Conference, Adelaide (2006) [E1]
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Nova | |||
2005 |
Shaw KM, Holbrook AP, 'Mapping honours programs in Australia: The rationale for, and approach to, an investigation of the nature, current and future role of honours programs in Australia', Proceedings of the HERDSA Conference 2005, Sydney, Australia (2005) [E3]
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Show 36 more conferences |
Report (2 outputs)
Year | Citation | Altmetrics | Link | ||
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2013 |
Shaw K, Bourke S, Holmes K, Preston GD, Smith M, 'ITL Australia: Innovative Teaching and Learning- 2013', NSW Department of Communities/ Microsoft, 101 (2013) [R1]
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Nova | |||
2012 |
Shaw KM, Holmes K, Preston G, Buchanan R, 'AIS Building Relationships Grant: Final Report', Association of Independent Schools, 26 (2012)
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Grants and Funding
Summary
Number of grants | 21 |
---|---|
Total funding | $1,084,587 |
Click on a grant title below to expand the full details for that specific grant.
20201 grants / $13,444
Individual's memory and their ability to process grammar: A comparative eye-tracking study$13,444
Funding body: Faculty of Education and Arts, University of Newcastle
Funding body | Faculty of Education and Arts, University of Newcastle |
---|---|
Project Team | A/Prof Kiwako Ito (Lead), A/Prof Kylie Shaw and Dr Traci Flynn |
Scheme | Strategic Network and Pilot Project Grants Scheme |
Role | Investigator |
Funding Start | 2020 |
Funding Finish | 2020 |
GNo | |
Type Of Funding | Internal |
Category | INTE |
UON | N |
20193 grants / $147,818
Thought Leaders Network: building a transformative knowledge community$112,727
Funding body: NSW Department of Education
Funding body | NSW Department of Education |
---|---|
Project Team | Professor Kylie Shaw, Professor Allyson Holbrook, Associate Professor Scott Imig, Professor John Fischetti, Professor John Fischetti, Professor Allyson Holbrook, Associate Professor Scott Imig |
Scheme | Research Project |
Role | Lead |
Funding Start | 2019 |
Funding Finish | 2021 |
GNo | G1900866 |
Type Of Funding | C2300 – Aust StateTerritoryLocal – Own Purpose |
Category | 2300 |
UON | Y |
Enhancing leadership of learning through a collaborative approach to improving formative assessment across a school network$29,091
Funding body: NSW Department of Education
Funding body | NSW Department of Education |
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Project Team | Professor Kylie Shaw, Associate Professor Scott Imig, Associate Professor Scott Imig |
Scheme | Research Project |
Role | Lead |
Funding Start | 2019 |
Funding Finish | 2020 |
GNo | G1900864 |
Type Of Funding | C2400 – Aust StateTerritoryLocal – Other |
Category | 2400 |
UON | Y |
2019 International Research Collaboration Scheme$6,000
Funding body: Faculty of Education and Arts, University of Newcastle
Funding body | Faculty of Education and Arts, University of Newcastle |
---|---|
Scheme | FEDUA IRCS |
Role | Lead |
Funding Start | 2019 |
Funding Finish | 2019 |
GNo | |
Type Of Funding | Internal |
Category | INTE |
UON | N |
20181 grants / $13,680
Enablers and barriers to an equitable Higher Degrees by Research learning environment $13,680
Funding body: The University of Newcastle
Funding body | The University of Newcastle |
---|---|
Project Team | Doctor Kylie Shaw & Assoc. Professor Michelle Picard |
Scheme | Internal Funding |
Role | Lead |
Funding Start | 2018 |
Funding Finish | 2018 |
GNo | |
Type Of Funding | Internal |
Category | INTE |
UON | N |
20173 grants / $238,322
Thinking while Moving in English: a curriculum based physical activity intervention to enhance learning and health outcomes in primary school$200,000
Funding body: NSW Department of Education
Funding body | NSW Department of Education |
---|---|
Project Team | Doctor Nick Riley, Professor David Lubans, Professor Philip Morgan, Associate Professor Narelle Eather, Professor Kylie Shaw, A/Prof Chris Lonsdale |
Scheme | Research Project |
Role | Investigator |
Funding Start | 2017 |
Funding Finish | 2018 |
GNo | G1700722 |
Type Of Funding | C2300 – Aust StateTerritoryLocal – Own Purpose |
Category | 2300 |
UON | Y |
Researcher excellence in contemporary contexts$24,686
Funding body: University of Newcastle
Funding body | University of Newcastle |
---|---|
Project Team | Professor Kylie Shaw |
Scheme | Women in Research Fellowship |
Role | Lead |
Funding Start | 2017 |
Funding Finish | 2018 |
GNo | G1701406 |
Type Of Funding | Internal |
Category | INTE |
UON | Y |
Supporting School-based Higher Degree Research Cohorts as Professional Learning - Research Consultancy$13,636
Funding body: Knox Grammer School
Funding body | Knox Grammer School |
---|---|
Project Team | Professor Kylie Shaw, Professor John Fischetti |
Scheme | Research Grant |
Role | Lead |
Funding Start | 2017 |
Funding Finish | 2017 |
GNo | G1701137 |
Type Of Funding | C3200 – Aust Not-for Profit |
Category | 3200 |
UON | Y |
20161 grants / $1,500
Quality in Postgraduate Research (QPR) Conference, Adelaide, South Australia, 19-22 April 2016$1,500
Funding body: University of Newcastle - Faculty of Education and Arts
Funding body | University of Newcastle - Faculty of Education and Arts |
---|---|
Scheme | Travel Grant |
Role | Lead |
Funding Start | 2016 |
Funding Finish | 2016 |
GNo | |
Type Of Funding | Internal |
Category | INTE |
UON | N |
20153 grants / $357,850
Excellent researchers: Using learner profiles to enhance research learning$326,770
Funding body: ARC (Australian Research Council)
Funding body | ARC (Australian Research Council) |
---|---|
Project Team | Professor Allyson Holbrook, Doctor Jill Scevak, Professor Kylie Shaw, Professor Dennis McInerney, Professor Dennis McInerney, McInerney, Dennis |
Scheme | Discovery Projects |
Role | Investigator |
Funding Start | 2015 |
Funding Finish | 2019 |
GNo | G1400196 |
Type Of Funding | C1200 - Aust Competitive - ARC |
Category | 1200 |
UON | Y |
Exploring diversity and student expectations in Research Higher Degrees$16,080
Funding body: The University of Newcastle
Funding body | The University of Newcastle |
---|---|
Project Team | Doctor Kylie Shaw, Doctor Jill Scevak, Doctor Kathryn Grushka |
Scheme | Internal Funding |
Role | Lead |
Funding Start | 2015 |
Funding Finish | 2015 |
GNo | |
Type Of Funding | Internal |
Category | INTE |
UON | N |
FEDUA Internal Fellowship$15,000
Funding body: University of Newcastle - Faculty of Education and Arts
Funding body | University of Newcastle - Faculty of Education and Arts |
---|---|
Project Team | Professor Kylie Shaw |
Scheme | FEDUA Internal Fellowship |
Role | Lead |
Funding Start | 2015 |
Funding Finish | 2015 |
GNo | G1500907 |
Type Of Funding | Internal |
Category | INTE |
UON | Y |
20141 grants / $90,000
Research Training and Transformational Knowledge $90,000
Funding body: University of Newcastle - Faculty of Education and Arts
Funding body | University of Newcastle - Faculty of Education and Arts |
---|---|
Project Team | Professor Allyson Holbrook, Professor Kylie Shaw, Emeritus Professor Sid Bourke, Doctor Kathryn Grushka, Doctor Jill Scevak, Doctor Robert Cantwell, Professor Elena Prieto-Rodriguez |
Scheme | Research Programme 2014 |
Role | Investigator |
Funding Start | 2014 |
Funding Finish | 2016 |
GNo | G1400924 |
Type Of Funding | Internal |
Category | INTE |
UON | Y |
20131 grants / $1,500
EARLI, Munich 27-31 August 2013$1,500
Funding body: University of Newcastle - Faculty of Education and Arts
Funding body | University of Newcastle - Faculty of Education and Arts |
---|---|
Project Team | Professor Kylie Shaw |
Scheme | Travel Grant |
Role | Lead |
Funding Start | 2013 |
Funding Finish | 2013 |
GNo | G1300746 |
Type Of Funding | Internal |
Category | INTE |
UON | Y |
20123 grants / $158,850
Swimming with Seahorses academic literacy and achievement project$150,000
Funding body: The University of Newcastle
Funding body | The University of Newcastle |
---|---|
Scheme | Internal Funding |
Role | Investigator |
Funding Start | 2012 |
Funding Finish | 2012 |
GNo | |
Type Of Funding | Internal |
Category | INTE |
UON | N |
People, Places, Pedagogy, Paradigm and Purpose: Evaluating Innovation and Building Research Capacity within a K-12 School $7,350
Funding body: Association of Independent Schools
Funding body | Association of Independent Schools |
---|---|
Project Team | Professor Kylie Shaw, Associate Professor Kathryn Holmes, Associate Professor Rachel Buchanan, Doctor Greg Preston |
Scheme | Independent Schools Centre for Excellence |
Role | Lead |
Funding Start | 2012 |
Funding Finish | 2012 |
GNo | G1200696 |
Type Of Funding | Grant - Aust Non Government |
Category | 3AFG |
UON | Y |
AERA, Vancouver, 11 - 17 April 2012$1,500
Funding body: University of Newcastle - Faculty of Education and Arts
Funding body | University of Newcastle - Faculty of Education and Arts |
---|---|
Project Team | Professor Kylie Shaw |
Scheme | Travel Grant |
Role | Lead |
Funding Start | 2012 |
Funding Finish | 2013 |
GNo | G1200409 |
Type Of Funding | Internal |
Category | INTE |
UON | Y |
20112 grants / $55,543
Innovative Teaching and Learning Research Project$54,043
Funding body: NSW Department of Education and Training
Funding body | NSW Department of Education and Training |
---|---|
Project Team | Emeritus Professor Sid Bourke, Associate Professor Kathryn Holmes, Doctor Greg Preston, Professor Kylie Shaw |
Scheme | Research Grant |
Role | Investigator |
Funding Start | 2011 |
Funding Finish | 2012 |
GNo | G1000993 |
Type Of Funding | Other Public Sector - State |
Category | 2OPS |
UON | Y |
EARLI 2011, Exeter, UK, 29/8/2011 - 3/9/2011$1,500
Funding body: University of Newcastle - Faculty of Education and Arts
Funding body | University of Newcastle - Faculty of Education and Arts |
---|---|
Project Team | Professor Kylie Shaw |
Scheme | Travel Grant |
Role | Lead |
Funding Start | 2011 |
Funding Finish | 2012 |
GNo | G1100771 |
Type Of Funding | Internal |
Category | INTE |
UON | Y |
20102 grants / $6,080
New Staff Grant 2010$5,000
Funding body: University of Newcastle
Funding body | University of Newcastle |
---|---|
Project Team | Professor Kylie Shaw |
Scheme | New Staff Grant |
Role | Lead |
Funding Start | 2010 |
Funding Finish | 2010 |
GNo | G1000870 |
Type Of Funding | Internal |
Category | INTE |
UON | Y |
AARE, Melbourne, 28 November 2010 - 2 December 2010$1,080
Funding body: University of Newcastle - Faculty of Education and Arts
Funding body | University of Newcastle - Faculty of Education and Arts |
---|---|
Project Team | Professor Kylie Shaw |
Scheme | Travel Grant |
Role | Lead |
Funding Start | 2010 |
Funding Finish | 2011 |
GNo | G1000878 |
Type Of Funding | Internal |
Category | INTE |
UON | Y |
Research Supervision
Number of supervisions
Current Supervision
Commenced | Level of Study | Research Title | Program | Supervisor Type |
---|---|---|---|---|
2021 | PhD | The Use of Smart Technologies by Secondary Students Inside and Outside of School | PhD (Education), College of Human and Social Futures, The University of Newcastle | Co-Supervisor |
2020 | PhD | A Case Study Examination of Self-Efficacy, Motivation, and Self-regulation to Perform Well in NSW HSC Chemistry, Particularly the Working Scientifically Components of the Stage 6 Syllabus, Through Participation in Chemistry Social Learning Groups | PhD (Education), College of Human and Social Futures, The University of Newcastle | Co-Supervisor |
2020 | PhD | Secondary Principals' Lived Experiences Leading Innovation | PhD (Education), College of Human and Social Futures, The University of Newcastle | Co-Supervisor |
2017 | PhD | Aiming for Teacher and Student Excellence: The Confluence Between Professional Learning, Curriculum and Teacher and Student Performance | 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 |
---|---|---|---|---|
2023 | PhD | Developing and Implementing a Computer-Assisted Language Learning (CALL) Literacy Framework for Language | PhD (Education), College of Human and Social Futures, The University of Newcastle | Co-Supervisor |
2023 | PhD | The Integration of Mobile Learning in Student Interpreters’ Out-of-Class Learning in China | PhD (Education), College of Human and Social Futures, The University of Newcastle | Co-Supervisor |
2023 | PhD | An Examination of How System Orientated Educational Policies and Processes Affect Leadership of Transformative Schools | PhD (Education), College of Human and Social Futures, The University of Newcastle | Principal Supervisor |
2022 | PhD | The Connections Between a Singapore Education and Experience to Professional Success: The Stories, Perceptions and Future Possibilities | PhD (Education), College of Human and Social Futures, The University of Newcastle | Co-Supervisor |
2022 | PhD | Quality Assurance in Vietnamese Higher Education: A Systemic Overview | PhD (Education), College of Human and Social Futures, The University of Newcastle | Co-Supervisor |
2019 | PhD | Teachers’ Attitudes towards Use of Information Communication Technology with Students with Intellectual Disability in Saudi Arabian Schools | PhD (Education), College of Human and Social Futures, The University of Newcastle | Principal Supervisor |
2017 | PhD | Critical Reflections on the Vital Importance of Soft Skills and the Strategies for the Integration of Essential Soft Skills into the Curriculum of Higher Education Business Institutions in Vietnam | PhD (Education), College of Human and Social Futures, The University of Newcastle | Co-Supervisor |
News
News • 26 Aug 2019
New Department of Education funding launches research into improving educational expertise in schools
Project to develop a 'thought leaders network'.
News • 27 Oct 2017
Women In Research Fellowships awarded
Thirteen University of Newcastle (UON) researchers have been awarded a Women in Research (WIR) Fellowship thanks to Research Advantage.
News • 5 Nov 2014
ARC Discovery Projects 2015
The Faculty of Education and Arts at the University of Newcastle has secured six Australian Research Council (ARC) Discovery Program grants for 2015.
Professor Kylie Shaw
Position
Dean of Graduate Research
Education
Graduate Research
Research and Innovation Division
Focus area
Education
Contact Details
kylie.shaw@newcastle.edu.au | |
Phone | (02) 4921 6007 |
Office
Room | NIER C Building Graduate Research |
---|---|
Building | NIER Precinct |
Location | Callaghan University Drive Callaghan, NSW 2308 Australia |