Prof. James ( Jim ) Albright

Biography

Since leaving teaching after 22 years of service in primary and secondary schools in 1998, I have undertaken research in Canada, the United States and Singapore. I have contributed sociological perspectives to literacy and literacy education, curriculum theory and design, and professional learning and school reform. As a Early Career Researcher, I won a competitive grant from the Spencer Foundation in 2001 (US$30 000). Before joining the University of Newcastle, I was the prime investigator for two large intervention research projects in Singapore (S$ 850 000). My most recent research focuses on developing teacher capacity across subject areas through building the conditions necessary in schools for innovative teaching and improved student performance.

Qualifications

• Doctor of Philosophy (Curriculum and Instruction), Pennsylvania State University - USA, 1999
• Master of Education (Literacy Education), Mount Saint Vincent University - Canada, 1996
• Bachelor of Education, Dalhousie University - Canada, 1974
• Bachelor of Arts (Philosophy), Trent University - Canada, 1972

Research

Research keywords

• Bourdieu
• Curriculum Studies
• Literacy Education
• Multiliteracies
• Professional Development
• Qualitative Research
• School Reform
• Teacher Education

Research expertise

How Professor James Albright conceptualises his research in English education, and pedagogy and schooling in general owes a debt to French sociologist, Pierre Bourdieu. His research continues to clarify, broaden and deepen his use of Bourdieusian theories and methodologies, especially field analysis. A Bourdieusian stance can enable a powerful sociological and cultural analysis, enabling researchers, teachers and students to engage with and transform available capital, social fields, and systems of exchange.

Professor Albright is interested in how principled and practicable relations can be drawn from Bourdieusian concepts and models to help us understand the peculiar economy of texts and textual practices circulating in disciplinary fieldshow texts are produced and how they are described, interpreted and explained. This interest has been at the heart of his most recent writing on multiliteracies and disciplinarity and has focused on his continuing research in literacy education, curriculum studies, professional development, school reform, and qualitative research.

Over the past few years Professor Albright has worked on innovations projects whose broad goals have been to improve our understanding of the impact of current pedagogical practices, institutional arrangements, and assessment regimes on student outcomes. His understanding of the relevant research suggests that this is best achieved through building teacher capacity through supporting schools as professional learning communities.

Collaboration

How I conceptualizing my research in English education, and pedagogy and schooling in general owes a debt to French sociologist, Pierre Bourdieu. My research continues to clarify, broaden and deepen my use of Bourdieusian theories and methodologies, especially field analysis. A Bourdieusian stance can enable a powerful sociological and cultural analysis, enabling researchers, teachers and students to engage with and transform available capital, social fields, and systems of exchange. I am interested in how principled and practicable relations can be drawn from Bourdieusian concepts and models to help us understanding the peculiar economy of texts and textual practices circulating in disciplinary fieldshow texts are produced and how they are described, interpreted and explained. This interest has been at the heart of my most recent writing on multiliteracies and disciplinarity and has focused on my continuing research in literacy education, curriculum studies, professional development, school reform, and qualitative research. Over the past few years I have worked on innovations projects whose broad goals have been to improve our understanding of the impact of current pedagogical practices, institutional arrangements, and assessment regimes on student outcomes. My understanding of the relevant research suggests that this is best achieved through building teacher capacity through supporting schools as professional learning communities.

Languages

• English
• French

Fields of Research

Centres and Groups

Centre

Memberships

Editorial Board.

• Member - Pedagogies
• Member - Digital Culture & Education

Appointments

Director Newcastle Institute for Research in Education (Australia)

01/10/2009

Invitations

Guest Editor English Teaching: Practice and Critique, New Zealand ( )

2009