Dr Zara Ersozlu
Senior Lecturer
School of Education
- Email:zara.ersozlu@newcastle.edu.au
- Phone: (02) 4055 0753
Career Summary
Biography
Dr Zara Ersozlu is a senior Lecturer in Education (Mathematics Education) within the School of Education at the University of Newcastle. She hold an M.A. in Curriculum and Instruction, and completed her Ph.D. in Education. Prior to her current position, she gained valuable teaching experience in public schools for five years. As an academic, she have held tenured positions as an Associate Professor at two high-ranking universities and have undertaken leadership roles as Department Head and Department Chair in disciplines related to teacher education. Her academic journey has taken her to different parts of the world, including North Carolina State University, The U.S.A.; Gazi and Gaziosmanpasa University, TUR; National Taiwan Normal University, TW; The University of Western Australia and Murdoch University, AU; and Deakin University, AU; before joining the School of Education at Newcastle where she currently teaches undergraduate and postgraduate level courses.
At the broadest level, Zara's research investigates solving real-life problems which impact people’s well-being, success, and capacity to achieve. her research areas encompass both primary and secondary mathematics, the psychology of maths (metacognition, self-regulation, anxiety), cross-cultural studies, teacher education, virtual simulated learning and technology, research methodologies, and assessment and evaluation in education. In addition, the use of AI and machine learning (ML) in transforming education (altering teaching, learning, and research), as well as utilising educational big data and learning analytics (LA) to gain insights into the effectiveness of teacher education. As a mixed method researcher, she is capable of fully utilising both quantitative and qualitative methodologies in both small and large data sets through her methodological knowledge and combined data analytic skills.
She has editorial roles in various esteemed journals, including as an Associate Editor in "International Electronic Journal of Mathematics Education" (UK, 2018-Present), Editor in "Interdisciplinary STEM Education" (Australia, 2022-Present), Co-Editor in "Pedagogical Research" (UK, 2021-Present), Associate Editor in "E-Journal of New World Sciences Academy" (TUR, 2009-2018) and Editorial Board Member in "Reflective Practice" (UK, 2012-Present). I currently serve as Guest Editor for a special issue focuses on Psychology of STEM Education in "Frontiers in Education" (UK, 2022-2023).
As an experienced and dedicated researcher, she takes great pride in fostering the next generation of scholars. With a passion for academic mentorship and a strong commitment to advancing knowledge in her field of expertise, she is accepting inquiries from motivated and enthusiastic Master's and PhD candidates and Postdoctoral Researchers. Prospective researchers and students can reach out to her via email at zara.ersozlu@newcastle with a brief introduction and a summary of their research interests.
Qualifications
- Doctor of Philosophy, Firat University- Turkey
- Master of Art, Sakarya University - Turkey
Keywords
- 390307 Teacher education and professional develop
- 390408 Learning analytics
- 490501 Applied statistics
- Mathematics Anxiety
- Mathematics Education
- Mixed Methodologies
- Teacher Education
- Technology Education
- Virtual Reality
Languages
- Turkish (Fluent)
Fields of Research
Code | Description | Percentage |
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390405 | Educational technology and computing | 30 |
390307 | Teacher education and professional development of educators | 30 |
390109 | Mathematics and numeracy curriculum and pedagogy | 40 |
Professional Experience
UON Appointment
Title | Organisation / Department |
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Senior Lecturer Mathematics Education |
University of Newcastle School of Education Australia |
Academic appointment
Dates | Title | Organisation / Department |
---|---|---|
1/7/2018 - 15/2/2023 | Lecturer/Senior Lecturer | Deakin University School of Education Australia |
1/2/2017 - 30/6/2018 | Research Fellow | The University of Western Australia Graduate School of Education Australia |
1/2/2017 - 15/6/2018 | Research & Teaching Fellow | Murdoch University College of Science, Health, Engineering & Education Australia |
1/5/2016 - 31/12/2016 | Research Fellow | National Taiwan Normal University Graduate Institute of Science Education Taiwan, Province of China |
1/1/2014 - 31/5/2016 | Associate Professor | Gaziosmanpasa University School of Education Turkey |
1/1/2011 - 31/1/2013 | Postdoctoral Research Fellow | North Carolina State University Department of STEM Education & Department of Teacher Education and Learning Sciences, College of Education United States |
1/6/2008 - 30/6/2010 | Assistant Professor | Gaziosmanpasa University School of Education Turkey |
1/6/2005 - 30/6/2008 | Research Assistant | Gaziosmanpasa University School of Education Turkey |
Awards
Award
Year | Award |
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2023 |
ATEA Research Recognition Award Australian Teacher Education Association [ATEA] |
Recognition
Year | Award |
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2021 |
Fellow of the Higher Education Academy Advance HE (UK) Higher Education Academy |
Scholarship
Year | Award |
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2010 |
Fellowship Program for Postdoctoral Researchers Council of Higher Education of Turkey |
Teaching
Code | Course | Role | Duration |
---|---|---|---|
EEE741 |
Designing and Implementing Assessment for Learning in Higher Education Deakin University |
Lecturer | 1/2/2020 - 30/6/2022 |
EDUC2749 |
K-6 Numeracy Faculty of Education and Arts, The University of Newcastle, Australia |
Course Coordinator | 1/2/2023 - 30/6/2023 |
EDUC6042 |
Digitally Supported Learning School of Education, The University of Newcastle |
Course Coordinator | 1/2/2023 - 30/6/2023 |
ESM215 |
Problem Solving, Modelling and Mathematical Applications Deakin University |
Course Coordinator | 1/7/2018 - 31/10/2022 |
EDUC6050 |
Research Methods 1: Quantitative School of Education, The University of Newcastle |
Course Coordinator | 1/2/2023 - 30/6/2023 |
ESM303 |
Primary Mathematics Lesson Study Deakin University |
Campus Coordinator | 1/7/2019 - 31/10/2022 |
ESM310 |
Teachers and Mathematics: Creating an Effective Classroom Deakin University |
Course Coordinator | 1/2/2019 - 1/7/2022 |
EPO5014 |
Methodology and Data Analysis in Educational Research Gaziosmanpasa University |
Course coordinator | 1/1/2010 - 31/12/2014 |
Publications
For publications that are currently unpublished or in-press, details are shown in italics.
Book (3 outputs)
Year | Citation | Altmetrics | Link |
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2014 | Bruning R, Schraw G, Norby M, COGNITIVE PSYCHOLOGY AND INSTRUCTION, Nobel Academic Publishing, Turkey, 461 (2014) | ||
2014 | Bruning R, Schraw G, Norby M, Cognitive Psychology and Instruction [Bilissel Psikoloji ve Ögretim] A Translated Book, Nobel Publishing, Turkey (2014) | ||
2014 | Bruning R, Schraw G, Norby M, Cognitive Psychology and Instruction [Bilissel Psikoloji ve Ögretim] A Translated Book, Nobel Publishing, Turkey (2014) |
Chapter (8 outputs)
Year | Citation | Altmetrics | Link | |||||
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2023 |
Ersozlu Z, Ledger S, Swartz M, 'Improving Authenticity of Learning and Assessment: Reflecting on Professional Noticing through 360-Degree Videos', Reimagining Education for the Second Quarter of the 21st Century and Beyond Dilemmas, Challenges, Advancements and Innovations, Brill, Leiden/Boston 83-103 (2023)
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2022 |
Ersozlu Z, Widjaja W, Blake D, 'Learning Analytics to Support Dissimilar Learners in Mathematics: A Scientific and Exploratory Research Mapping', Educating Gifted, Talented, Creative and Dissimilar Learners Imagining the Future, BRILL, Leiden/Boston 143-160 (2022)
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2021 | Ocean J, Ersozlu Z, Hobbs L, 'Using Q Methodology to construct a questionnaire to explore the extend to which out-of field and in field secondary school maths teachers value nine 'military' practices in mathematics education.', Methodological Approaches to STEM Education Research, Cambridge Scholars Publishing, Newcastle upon Tyne, UK 151-170 (2021) [B1] | |||||||
2021 | Ersozlu Z, 'Using Q methodology to construct a questionnaire to explore the extent to which out-of-field and in field secondary school maths teachers value nine military practices in mathematics education', Methodological Approaches to STEM Education Research, Cambridge Scholars Publishing, Newcastle upon Tyne, UK 151-170 (2021) | |||||||
2021 |
Ersozlu Z, Ledger S, Hobbs L, 'Virtual Simulation in ITE: Technology Driven Authentic Assessment and Moderation of Practice', Authentic Assessment and Evaluation Approaches and Practices in a Digital Era A Kaleidoscope of Perspectives, BRILL, Leiden/Boston 53-68 (2021)
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Show 5 more chapters |
Journal article (36 outputs)
Year | Citation | Altmetrics | Link | ||||||||
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2024 |
Ersozlu Z, Taheri S, Koch I, 'A review of machine learning methods used for educational data', Education and Information Technologies, (2024) [C1] Integrating machine learning (ML) methods in educational research has the potential to greatly impact upon research, teaching, learning and assessment by enabling personalised lea... [more] Integrating machine learning (ML) methods in educational research has the potential to greatly impact upon research, teaching, learning and assessment by enabling personalised learning, adaptive assessment and providing insights into student performance, progress and learning patterns. To reveal more about this notion, we investigated ML approaches used for educational data analysis in the last decade and provided recommendations for further research. Using a systematic literature review (SLR), we examined 77 publications from two large and high-impact databases for educational research using bibliometric mapping and evaluative review analysis. Our results suggest that the top five most frequently used keywords were similar in both databases. The majority of the publications (88%) utilised supervised ML approaches for predicting students¿ performances and finding learning patterns. These methods include decision trees, support vector machines, random forests, and logistic regression. Semi-supervised learning methods were less frequently used, but also demonstrated promising results in predicting students¿ performance. Finally, we discuss the implications of these results for statisticians, researchers, and policymakers in education.
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2024 |
Ersozlu Z, Barkatsas T, 'The Psychology of STEM Education', Frontiers in Education, (2024)
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2024 |
Ersozlu Z, Barkatsas T, 'The Psychology of STEM Education', Frontiers in Education, (2024)
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2023 |
Ersozlu Z, Swartz M, Skourdoumbis A, 'Developing Computational Thinking through Mathematics: An Evaluative Scientific Mapping', Education Sciences, 13 (2023) [C1] Computational thinking (CT) has been accepted and embraced by educators and researchers alike, but many questions remain surrounding what concepts and topics have been used in CT,... [more] Computational thinking (CT) has been accepted and embraced by educators and researchers alike, but many questions remain surrounding what concepts and topics have been used in CT, what tools have been used to help teach CT, and the current range of research on CT. In this paper, we address those questions and the state of professional development (PD) used to train teachers and preservice teachers in CT. Using a scientometrics analysis to map data from the scientific literature based on different kinds of published research, we found that most publications were published in education-related sources and that CT in relation to mathematics teaching was mostly about teaching computing skills and teaching computer programming using practice and algorithmic thinking in engineering and in STEM, mostly at the higher education level. Additionally, our results revealed that Scratch was the dominant tool used to teach programming skills at all school levels and in teacher education. Research on PD illustrated a main focus centred on improving computational thinking via programming skills in rural and urban areas of teaching. Lastly, we conclude that high-impact research outputs support the notion of computational thinking as a problem-solving process.
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Nova | |||||||||
2022 |
Ersozlu Z, Blake D, Usak M, Hawken S, 'Addressing Preservice Teacher's Reasons for Mathematics and Test Anxiety', European Journal of Educational Research, 11 1715-1728 (2022) [C1] Mathematics anxiety in initial teacher education is a growing issue that reflects on teacher quality and their student's maths anxiety and abilities. Previous studies have pr... [more] Mathematics anxiety in initial teacher education is a growing issue that reflects on teacher quality and their student's maths anxiety and abilities. Previous studies have presented a range of different perspectives to mathematics anxiety. We aimed to explore further the reasons of mathematics anxiety in preservice teachers and suggest some intervention strategies in reducing maths anxiety for initial teacher education systems. We used a mixed methodology in this research analysing both qualitative data along with some quantified data derived from qualitative data sources. The findings provide insights to causes of maths and test anxiety along with some intervention strategies that teacher educators can use in their future teaching.
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2022 |
Ersozlu Z, Usak M, Blake D, 'Using Multi-Group Invariance Analysis in Exploring Cross-Cultural Differences in Mathematics Anxiety: A Comparison of Australia and Russia', Journal of Ethnic and Cultural Studies, 9 1-18 (2022) [C1] Mathematics anxiety is well known and studied concept. Most of the studies have been focused on the effects of mathematical anxiety on students¿ academic achievement, especially f... [more] Mathematics anxiety is well known and studied concept. Most of the studies have been focused on the effects of mathematical anxiety on students¿ academic achievement, especially from the viewpoint of analysing large national and international data sets. We aim to bring a different perspective to the existing research on mathematics anxiety and resilience by considering the measurement equivalence across cultures, so they can be compared fairly. We used Multi Group Invariance analysis with this purpose. Our findings suggested that full metric and partial scalar model invariance were confirmed which advise that the mathematics anxiety scale can be compared across two countries. We also ran multiple regression using Fisher¿s Z to understand the reciprocal relationship among the variables across two samples. Preliminary results revealed that the perceived mathematics anxiety and perceived mathematics ability predict the measured mathematics anxiety equally well for both Australia and Russia.
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2022 |
Courtney M, Karakus M, Ersozlu Z, Nurumov K, 'The influence of ict use and related attitudes on students math and science performance: multilevel analyses of the last decade s pisa surveys', Large-Scale Assessments in Education, 10 (2022) [C1] This study analyzed the latest four PISA surveys, 2009, 2012, 2015, and 2018, to explore the association between students¿ ICT-related use and math and science performance. Using ... [more] This study analyzed the latest four PISA surveys, 2009, 2012, 2015, and 2018, to explore the association between students¿ ICT-related use and math and science performance. Using ICT Engagement Theory as a theoretical framework and a three-level hierarchical linear modeling approach, while controlling for confounding effects, ICT-related independent variables of interest were added to the models at the student, school, and country levels. The series of models revealed that, in general, an increase in ICT availability and ICT use both inside and outside school had a negative association with learning outcomes, while students¿ positive attitude toward ICT demonstrated a strong positive relationship. However, students¿ perceived autonomy related to ICT use had the strongest association with academic performance, which is consistent with the changing nature of the modern learning environments. Findings revealed that virtually all forms of student ICT use, both inside and outside of school and whether subject related or not, had no substantive positive relationship with student performance in math or science. Conversely, higher student attitude toward, confidence in, belief in utility of, and autonomous use of ICT was associated with higher math and science performance for each of the four years of the study. Incidentally, we also found that while country GDP per capita had no consistent association with student performance, a school¿s provision of extra-curricula activities did. Recommendations for educational leaders, teachers, and parents are offered.
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2021 | Ersozlu Z, Ocean J, Sawatzki C, 'Spotting the Military Influence in Mathematics Education', Australian Primary Mathematics Classroom, 26 20-24 (2021) [C1] | ||||||||||
2021 |
Karakus M, Ersozlu Z, Usak M, Ocean J, 'SELF-EFFICACY, AFFECTIVE WELL-BEING, AND INTENTTO-LEAVE BY SCIENCE AND MATHEMATICS TEACHERS: A STRUCTURAL EQUATION MODEL', JOURNAL OF BALTIC SCIENCE EDUCATION, 20 237-251 (2021) [C1]
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2021 |
Widjaja W, Groves S, Ersozlu Z, 'Designing and delivering an online lesson study unit in mathematics to pre-service primary teachers: opportunities and challenges', INTERNATIONAL JOURNAL FOR LESSON AND LEARNING STUDIES, 10 230-242 (2021) [C1]
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2021 |
Ersozlu Z, Ledger S, Ersozlu A, Mayne F, Wildy H, 'Mixed-Reality Learning Environments in Teacher Education: An Analysis of TeachLivE Research', SAGE Open, 11 (2021) [C1] TeachLivE¿, a mixed-reality simulated classroom technology, has been used in initial teacher education programs to provide repeatable experiential learning opportunities for stude... [more] TeachLivE¿, a mixed-reality simulated classroom technology, has been used in initial teacher education programs to provide repeatable experiential learning opportunities for students now for more than a decade and in more than 80 universities worldwide. However, no broad scale investigation has been conducted into how the platform has been used or what research has been generated as a result. The aim of this study is to provide insight into the types of TeachLivE¿ research carried out since its inception and to identify trends and potential gaps in this research. Peer-reviewed academic primary research publications¿journal articles (23), conference proceedings (12), and thesis dissertations (20)¿were reviewed for participants, research methods, analysis, research design, data collection tools, and design approaches. Of the 102 articles identified as relevant, ¿instructional skills development¿ and ¿integration of TeachLivE¿ in teacher education¿ were the most commonly researched topics. Findings indicate that preservice teachers were the most commonly studied group of participants, research methods were predominately qualitative, single-subject experimental research design was employed most often, and the most used data collection tools were surveys and observation. These findings highlight that the range of topics is increasing, with studies on in-service teachers in school-based contexts beginning to emerge as a new area of interest. This systematic review has implications for researchers and the developers of TeachLivE¿. It provides valuable insight and recommendations for future studies in this emerging teacher education field, where technology is not simply used ¿in the classroom¿ but rather ¿as the classroom.¿
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Nova | |||||||||
2019 |
Ledger S, Ersozlu Z, Fischetti J, 'Preservice Teachers Confidence and Preferred Teaching Strategies using TeachLivE Virtual Learning Environment: A Two-Step Cluster Analysis', Eurasia Journal of Mathematics, Science and Technology Education, 15 1-17 (2019) [C1]
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Nova | |||||||||
2019 |
Ersozlu Z, Karakus M, 'Mathematics Anxiety: Mapping the Literature by Bibliometric Analysis', Eurasia Journal of Mathematics, Science and Technology Education, 15 (2019) [C1] The goal of this study is to analyse the publications on mathematics anxiety to contribute to the development of the related literature. A total of 537 papers on mathematics anxie... [more] The goal of this study is to analyse the publications on mathematics anxiety to contribute to the development of the related literature. A total of 537 papers on mathematics anxiety published in various databases of Web of Science between 2000 and 2018 years were retrieved and analysed through bibliometric analysis approach. Bibliographic coupling of the source, the authors, the countries, the institutions, the publications and co-occurrences of the author keywords were analysed and visualised through VOS Viewer software. Maths anxiety has been studied frequently with the concepts of anxiety, motivation, self-efficacy, self-concept, maths performance, maths achievement, gender-related differences, test anxiety, working memory, arithmetic, mental arithmetic, and numeracy. Frontiers in Psychology and Learning and Individual Differences have been the top journals, and the University of Chicago has been the most influential institution, and the USA has had a significant prevalence in this area.
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2018 |
Shieh CJ, Chou JR, Ersozlu ZN, 'Performance evaluation of special education in China based on Data Envelopment Analysis', Quality and Quantity, 52 1319-1327 (2018) [C1] The existence of special schools aims to provide education opportunities and environment for physically and mentally disabled people. The provision of more exquisite and diversifi... [more] The existence of special schools aims to provide education opportunities and environment for physically and mentally disabled people. The provision of more exquisite and diversified services for parents, at ease, placing the children in the schools becomes an essential issue for current special schools. The special needs of students are more complicated that special schools have to overall study the service being more exquisite and diversified to correspond to the needs of students and parents. For this reason, the management of special schools takes the priority when discussing the function of special education institutions. Data Envelopment Analysis is applied to evaluate efficiency in this study. Shanghai, being the municipal city and the national central city of People¿s Republic of China, presents the education quality at the head nationally. Special schools in Shanghai are therefore selected as the evaluated units in this study. The research results show strong efficiency of 1 DMU, revealing the good efficiency of special education execution, 4 DMUs with the efficiency between 0.9 and 1, revealing the efficiency being easily promoted, and 5 DMUs with the efficiency below 0.9, presenting obvious inefficiency. Moreover, the efficiency analysis with Malmquist shows the improvement of efficiency changes between two periods of special schools. Finally, suggestions are proposed according to the conclusion, expecting to assist in the development of special education in China.
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2017 |
Sorgo A, Lamanauskas V, Sasic SS, Ersozlu ZN, Tomazic I, Kubiatko M, et al., 'Cross-National Study on Relations between Motivation for Science Courses, Pedagogy Courses and General Self-Efficacy', EURASIA JOURNAL OF MATHEMATICS SCIENCE AND TECHNOLOGY EDUCATION, 13 6597-6608 (2017) [C1]
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2017 |
Sizova ZM, Semenova TV, Zvonnikov VI, Masalimova AR, Ersozlu ZN, 'The Development of Model and Measuring Tool for Specialists Accreditation in Area of Public Health Services', EURASIA JOURNAL OF MATHEMATICS SCIENCE AND TECHNOLOGY EDUCATION, 13 6779-6788 (2017) [C1]
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2017 |
Ersozlu ZN, Nietfeld JL, Huseynova L, 'Predicting preservice music teachers' performance success in instrumental courses using self-regulated study strategies and predictor variables', MUSIC EDUCATION RESEARCH, 19 123-132 (2017) [C1]
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Show 33 more journal articles |
Conference (3 outputs)
Year | Citation | Altmetrics | Link | |||||
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2015 | Ersozlu Z, Cayci D, 'Teacher Dispositions Index (TDI) Validity and Reliability Study', Turkey (2015) | |||||||
2013 | Ersozlu Z, Ozkan-Bekiroglu S, Yurtseven-Avci Z, Karakaya-Ozyer K, 'Exploring the Pre-service Teachers Knowledge of FATIH Project and Touch Screen Smart Devices: Addressing Future Directions for Teacher Preparation', Turkey (2013) | |||||||
2010 |
Ersozlu ZN, 'Determining of the student teachers' learning and studying strategies', INNOVATION AND CREATIVITY IN EDUCATION, Bahceschir Univ, Istanbul, TURKEY (2010)
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Other (1 outputs)
Year | Citation | Altmetrics | Link | ||
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2017 |
Ersozlu ZN, Miksza P, 'Self-Regulated Practice Behavior Scale--Turkish Version', : American Psychological Association (APA) (2017)
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Grants and Funding
Summary
Number of grants | 2 |
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Total funding | $62,599 |
Click on a grant title below to expand the full details for that specific grant.
20231 grants / $60,000
Best Practice Guidelines for RPL in ITE Programs$60,000
Funding body: ACDE Australian Council of Deans of Education
Funding body | ACDE Australian Council of Deans of Education |
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Project Team | A/prof Wayne Cotton, Prof. Jim Tognolini, Dr Cathy Litle, Dr Louisa Peralta, Professor Susan Ledger, Dr Zara Ersozlu, Prof Elena Prieto, A/Prof. Will Lets, A/Prof. Will Lets, Dr Rebecca Andrews, Dr Janet Duton, Dr Kim Wilson, A/Prof Terri Bourke,Dr Reece Mills, A/prof Mathew White, Prof Sue Gregory, Dr Rachael Adlington, A/prof Peter Cook |
Scheme | Research Grant |
Role | Investigator |
Funding Start | 2023 |
Funding Finish | 2023 |
GNo | |
Type Of Funding | External |
Category | EXTE |
UON | N |
20191 grants / $2,599
Exploring the Reciprocal Relationship Between Mathematics Anxiety and Mathematical Resilience: A Cross-Cultural Study$2,599
Funding body: Deakin University
Funding body | Deakin University |
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Project Team | Dr Zara Ersozlu, Professor M Usak, Research Fellow Dr Stuart Hawken |
Scheme | Deakin University Research Funding |
Role | Lead |
Funding Start | 2019 |
Funding Finish | 2020 |
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 |
---|---|---|---|---|
2023 | PhD | Check Before You Click: How Do We Help Mathematics Teachers Become Critical Consumers of Online Education Resources? | PhD (Education), College of Human and Social Futures, The University of Newcastle | Co-Supervisor |
2022 | PhD | Can An Enabling Mathematics Program Mitigate The Impact Of Years Of Low Self-Esteem And Fear In Mathematics? | PhD (Education), College of Human and Social Futures, The University of Newcastle | Principal Supervisor |
2022 | PhD | Transforming the Conventional Teachers’ Professional Development Program (TPD) into the New TPD’s Model through the Integration of ICT to Enhance Teachers’ Professionalism in Aceh Province, Indonesia | PhD (Education), College of Human and Social Futures, The University of Newcastle | Co-Supervisor |
2022 | PhD | The Impact of Playing Video Games on the English Language Learning: A Study of Undergraduate Students in Saudi Arabia | PhD (Education), College of Human and Social Futures, The University of Newcastle | Principal Supervisor |
Past Supervision
Year | Level of Study | Research Title | Program | Supervisor Type |
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2023 | PhD | Comparative analysis of the Australian and Ghanaian early grade math curriculum and the effect of the former on Ghanaian pupils’ computational abilities | Education, Deakin University | Principal Supervisor |
2020 | PhD | Based Innovation for Primary Science Pre-Service Teacher Education | Education, Deakin University | Co-Supervisor |
2016 | Masters | The relationship between teachers’ epistemological beliefs and reflective thinking levels | Education, Gaziosmanpasa University | Sole Supervisor |
2015 | Masters | Turkish adaptation of teachers’ pedagogical understanding of metacognition scale: The study of validity and reliability | Education, Gaziosmanpasa University | Sole Supervisor |
2014 | Masters | Professional competencies of English language teachers: A study of developing scale | Education, Gaziosmanpasa University | Sole Supervisor |
2014 | Honours | Comparison of high school teachers’ reflective practice level and their students’ reflective thinking skills | Education, Gaziosmanpasa University | Sole Supervisor |
2013 | Masters | International comparative study of elementary school Mathematics program | Education, Gaziosmanpasa University | Sole Supervisor |
2010 | Masters | Investigating the relationship between the level of students using mathematical reasoning skills and using metacognitive learning strategies | Education, Gaziosmanpasa University | Sole Supervisor |
2010 | Masters | The anxiety scale of school administrators’ authority using the study of validity and reliability | Education, Gaziosmanpasa University | Co-Supervisor |
2010 | Masters | The relationship between university student’s metacognitive awareness and solving similar type of mathematical problems | Education, Gaziosmanpasa University | Sole Supervisor |
Dr Zara Ersozlu
Position
Senior Lecturer
School of Education
College of Human and Social Futures
Contact Details
zara.ersozlu@newcastle.edu.au | |
Phone | (02) 4055 0753 |
Office
Room | V126 |
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Building | Maths Building (V) |
Location | Callaghan University Drive Callaghan, NSW 2308 Australia |