Laureate Professor Jennifer Gore
Laureate Professor
School of Education
- Email:jenny.gore@newcastle.edu.au
- Phone:(02) 4921 6709
Revolutionising teacher professional development
Professor Jenny Gore and Dr Julie Bowe, from the University of Newcastle’s (UON) Teachers and Teaching Research Centre, are transforming the quality of teaching in NSW with an innovative approach to professional development for teachers.
Quality Teaching Rounds, the brainchild of Gore and Bowe, enables teachers to draw on their own strengths and the advice of their peers to find creative ways of improving their practice.
Using an evidence-based model whereby small groups of colleagues watch a lesson in progress and assess performance, each teacher takes a turn to host a round – similar to medical rounds used to teach junior doctors in hospitals.
It enables teachers to feel really positive about themselves and their work. And it’s having demonstrable impact on student learning overall and on equity outcomes.
The lesson is coded and discussed by the teacher and the observers against the dimensions of quality teaching identified in the Quality Teaching model, which was developed by Gore and Associate Professor James Ladwig. Breaking down teaching into its key elements enables teachers to notice and analyse exactly what's happening in the lesson.
“Although the coding process is central to achieving depth and specificity in the analysis, teachers quickly realise it’s not about the numbers, it’s about the professional conversations they have in the experience,” Gore said.
Unlike most professional development for teachers – where they might attend a workshop but then never have the opportunity to apply what they’ve learned – this approach enables teachers to use a combination of their own professional judgement and evidence generated through a research-informed framework to work out how to improve their practice.
“We’ve found that teachers are really excited about this way of working and the opportunity it creates for them to analyse in detail what they are doing and collectively work on ways to improve teaching practice,” Gore said.
“Because the focus is very much on teaching rather than the individual teacher, it really ensures people don’t feel personally judged but instead feel supported, and often affirmed. It enables teachers to feel really positive about themselves and their work. And it’s having demonstrable impact on student learning overall and on equity outcomes.”
The Quality Teaching model is already used in more than 2,300 government, 300 Catholic and 30 independent schools throughout Australia. It has been shown to make lessons more intellectually engaging and challenging, improve the learning environment, and increase the significance of what is learned.
Together with their colleagues, Professor Max Smith, Professor David Lubans and Dr Nicole Mockler, Gore and Bowe conducted a scientific trial in 2014 to test the effectiveness of the QTR approach with a randomly selected group of public schools in NSW – with a view to providing the academic rigour necessary for Quality Teaching Rounds to be rolled out more broadly.
Earlier analysis of Quality Teaching Rounds suggested it produces significantly higher quality teaching and thus benefits students, for example by raising NAPLAN scores in the classes of teachers who have participated.
“It puts a focus on the things that should and will matter to students in terms of enhancing their life at school and building a commitment to lifelong learning,” Smith said.
The 2014 randomised controlled trial involved 24 schools which were divided into two intervention groups and one control group. Observers were ‘blinded’ as to which group received which intervention (the control group received their intervention the following year). The research team was inundated with interest from schools, with nearly 250 applying to take part in the trial.
Results of the trial demonstrated positive effects of the approach on both the quality of teaching and teacher morale. These effects were consistent across school sectors, school level of advantage, and teachers’ years of experience – and were also sustained 6 months post-intervention.
On the basis of earlier research conducted by Gore and Bowe, the NSW Government has written the Quality Teaching model and Quality Teaching Rounds into its blueprint (Great Teaching Inspired Learning) for all NSW Schools.
The team hopes to introduce Quality Teaching Rounds across all public schools in the State. “This is impactful research embedded in policy with the potential to change the preferred model of teaching and teacher development in schools across the state,” Smith said.
Revolutionising teacher professional development
Professor Jenny Gore and Ms Julie Bowe, from the University of Newcastle’s (UON) Teachers and Teaching research program, are set to transform the quality of...
Career Summary
Biography
Jenny began her career in education as a secondary physical education teacher in South Australia and subsequently completed a Master’s degree at the University of British Columbia, Canada (1983), and PhD at the University of Wisconsin-Madison, USA (1990). Having worked previously at the University of Queensland, she has been at the University of Newcastle since 1991, where she was Dean of Education and Head of the School of Education from 2008 to 2013, and is currently Laureate Professor of Education and leader of the Teachers and Teaching Research Centre. In 2017, she received the Australian Council of Deans of Education award for outstanding contribution to education reform. In 2018, Jenny was awarded the Paul Brock Memorial Medal for outstanding contributions to social justice and evidence-informed policy, practice and research, and she was formally appointed as Visiting Professor at the University of Oxford.
Jenny’s educational and research interests have consistently centred on quality and equity, and have ranged across topics such as teacher socialisation, alternative pedagogy, power relations in teaching, reform in teacher education, pedagogical reform, and teacher development.
Since 1992 Jenny has won more than $23 million in external research funding, and has been involved in and/or managed several large research grants, including: ARC Large Grants on power relations in pedagogy (1992-1994) and educational governance and social inclusion and exclusion 1998-2000) (with Ladwig and Lingard); an Education Queensland grant (1998-2000) (with Ladwig, Luke, and Lingard); a DEST grant (2001-2002) on the preparation of teachers in literacy and numeracy education (with Louden et al); an ARC Linkage Grant (2004-2007) on the relationships between professional development, pedagogy, and achievement with the NSW DET (with Ladwig, Griffiths and Amosa); a Carrick Institute Grant (2007-2008) on improving assessment in higher education (with Amosa, Ladwig, Griffiths, and Parkes); an ARC Linkage Grant (2009-2012) on effective implementation of pedagogical reform (with Amosa and Bowe); an ARC Discovery Grant (2013-2015), a RCT of a school-based physical activity intervention in at-risk communities (with Lonsdale, Lubans, Peralta, Kolt and Maeder); and, an ARC Linkage Grant (2012-2015) on the educational and career aspirations of children in the middle years of schooling (with Southgate, Albright, Holmes, and Smith).
Jenny has sat on the Advisory Board for other government-funded studies, has assessed ARC grants, as well as research grant applications for key schemes in Portugal and the United States, and has reviewed more than 200 articles for a range of international journals.
Jenny’s role as a leading academic in teacher education led to her appointment in 2003 as Associate Editor for Teaching and Teacher Education: An International Journal of Research and Studies (2003-2010), and she is currently on the Editorial Boards of the Australian Journal of Education, Teaching and Teacher Education, and Sport, Education and Society. Jenny has also held executive roles for the Australian Association for Research in Education (2001) and the Australian Council of Deans of Education (2000-2002). She was President of the NSW Teacher Education Council (2000-2002), the sole teacher educator on the NSW Teacher Education Review Taskforce (2001) and a member of the National Initial Teacher Education Advisory Committee (2012-2013).
Widely published and cited (more than 10,400 citations), Jenny’s major books are published with Routledge (New York and London), and most of her book chapters are in volumes that bring together leaders in the field with publishers such as Teachers College Press, Falmer, Macmillan, and Sense. Her journal publications are located in a range of journals, including the Journal of Teacher Education, Cambridge Journal of Education, International Studies in the Sociology of Education, Teaching and Teacher Education, Teachers and Teaching and Asia Pacific Journal of Teacher Education.
Jenny’s research on Quality Teaching and professional learning has had significant impact, resulting in substantial consultancy across government, catholic and independent school systems, especially in NSW and the ACT. Her work in this area also led to a Carrick Institute Citation for Outstanding Contribution to Student Learning, awarded in 2007 to Jenny and James Ladwig for sustained excellence and leadership in transforming teaching and learning in teacher education through the development of innovative conceptual frameworks and resources.
Jenny delivered the prestigious Radford Lecture at the annual conference of the Australian Association for Research in Education in Melbourne in 2016, the highest honour within the association for distinguished academics. A video of the Lecture is available here.
In 2020, she was elected as a Fellow of the American Educational Research Association. AERA Fellows, selected on the basis of their notable and sustained research achievements, exemplify the highest standards of excellence through accomplishment, professionalism, and commitment.
Research ExpertiseSpecialist studies in education, Curriculum and pedagogy.
Collaborations
Laureate Professor Jenny Gore is currently leading the Teachers and Teaching Research Program, which represents a culmination of more than a decade of research, mostly undertaken in collaboration with key colleagues at the University of Newcastle, including Jim Albright, Julie Bowe, Leanne Fray, Jess Harris, Kath Holmes, David Lubans, James Ladwig, Wendy Miller, Drew Miller, Nicole Mockler, Sally Patfield, Elena Prieto, Max Smith and Erica Southgate. She also works closely with research higher degree students on projects related to this research agenda. Collaborative research partnerships with external organisations have been central in building the program of work, especially with the NSW Department of Education, the ACT Education and Training Directorate, and various Catholic Education Offices.
Qualifications
- PhD, University of Wisconsin - USA
- Diploma of Teaching, Adelaide College of the Arts and Education
- Bachelor of Education, Adelaide College of the Arts and Education
- Master of Physical Education, University of British Columbia - Canada
Keywords
- aspirations
- equity
- pedagogical reform
- pedagogy
- power and pedagogy
- social theory and education
- sociology of education
- teacher development
- teacher education reform
- teacher socialisation
- teacher supervision and mentoring
Fields of Research
Code | Description | Percentage |
---|---|---|
390102 | Curriculum and pedagogy theory and development | 25 |
390201 | Education policy | 25 |
390307 | Teacher education and professional development of educators | 50 |
Professional Experience
UON Appointment
Title | Organisation / Department |
---|---|
Professor | University of Newcastle School of Education Australia |
Academic appointment
Dates | Title | Organisation / Department |
---|---|---|
1/3/2020 - | Fellow - American Educational Research Association | American Educational Research Association (AERA) United States |
1/11/2017 - | Laureate Professor | School of Education, The University of Newcastle Australia |
1/1/2016 - | Visiting Professor - University of Oxford | The University of Oxford |
1/1/2015 - | Director, Teachers and Teaching Research Centre | School of Education, The University of Newcastle Australia |
1/1/2014 - | Editorial Board - International Editorial and Advisory Board, Sense Publishers (The Netherlands) | International Editorial and Advisory Board, Sense Publishers (The Netherlands) Netherlands |
1/1/2013 - 31/12/2014 | Editorial Board - Teaching and Teacher Education | Teaching and Teacher Education Australia |
1/1/2013 - 31/12/2014 | Director, Teachers and Teaching Research Program | School of Education, The University of Newcastle Australia |
1/1/2012 - 31/12/2017 | Editorial Board | Australian Journal of Education Australia |
1/2/2008 - 1/12/2013 | Dean of Education and Head of School | University of Newcastle School of Education Australia |
1/1/2003 - 1/12/2008 | Director of the Centre for Professional Learning in Education | University of Newcastle Australia |
1/3/2001 - 1/12/2001 | Sole Teacher Educator | Teacher Education Review Taskforce Australia |
1/1/2001 - 1/12/2001 | Research Training Coordinator | Australian Association for Research in Education Australia |
1/1/2001 - | Editorial Board | Sport, Education and Society Australia |
1/7/2000 - 1/7/2002 | President | NSW Teacher Education Council [NSW TEC] Australia |
1/1/2000 - 1/12/2002 | NSW Representative | Australian Council of Deans of Education |
1/1/1997 - 31/1/2000 | Associate Professor | University of Newcastle Education Australia |
1/1/1995 - 31/1/1997 | Senior Lecturer | University of Newcastle Education Australia |
1/1/1994 - 1/12/2006 | Assistant Dean | University of Newcastle Faculty of Education and Arts Australia |
1/1/1989 - 27/12/1990 | Lecturer | The University of Queensland Education Australia |
Membership
Dates | Title | Organisation / Department |
---|---|---|
9/11/2023 - | Fellow - Academy of the Social Sciences in Australia | Academy of the Social Sciences in Australia Australia |
20/5/2021 - | Fellow - Royal Society of NSW | Royal Society of New South Wales Australia |
1/4/1998 - 1/3/1999 | Member of the University Council | University of Newcastle Australia |
1/1/1997 - 1/12/1998 | Member of the Academic Promotions Committee | University of Newcastle Australia |
1/1/1996 - 1/12/1999 | Member of the Academic Senate | University of Newcastle Australia |
1/1/1996 - 1/12/1998 | Member of the Outside Study Program Appeals Committee | University of Newcastle Australia |
1/1/1994 - 1/12/1997 | Executive Member | NSW Teacher Education Council [NSW TEC] Australia |
Professional appointment
Dates | Title | Organisation / Department |
---|---|---|
1/1/2015 - 20/5/2019 | Co-Editor - Teaching and Teacher Education | Teaching and Teacher Education (Elsevier) United Kingdom |
Awards
Award
Year | Award |
---|---|
2024 |
Member of the Order of Australia Department of the Prime Minister and Cabinet | Australian Government |
2023 |
ACEL Educational Leadership Award Australian Council for Educational Leaders (SA) | Australia |
2022 |
Excellence Award for Outstanding Engagement for Research Impact Engagement Australia |
2018 |
Dr Paul Brock Memorial Medal Australian Council for Educational Leaders (NSW) |
2017 |
ACDE Award for Outstanding Service to Education Australian Council of Deans of Education |
2016 |
Springer Prize for Best Paper Australian Association for Research in Education [AARE] |
2016 |
Radford Lecture and Award Australian Association for Research in Education |
2007 |
Citation for Outstanding Contribution to Student Learning Commonwealth Office for Learning and Teaching |
Honours
Year | Award |
---|---|
2023 |
Garth Boomer Memorial Address Australian Curriculum Studies Association |
2022 |
William Walker Oration Australian Council for Educational Leaders |
2015 |
Carolyn D Baker Memorial Lecture The University of Queensland |
Member
Year | Award |
---|---|
2023 |
Fellow of the Academy of the Social Sciences in Australia Academy of the Social Sciences in Australia |
2021 |
Fellow of the Royal Society of NSW Royal Society of New South Wales |
2020 |
Fellow of the American Educational Research Association American Educational Research Association (AERA) |
Recognition
Year | Award |
---|---|
2022 |
Australia's leading researcher in teaching and teacher education The Australian |
2015 |
The Educator's inaugural "Hot list: Who's who in education in 2015" The Educator |
Invitations
Keynote Speaker
Year | Title / Rationale |
---|---|
2018 |
Insights into building a sustainable research trajectory and developing successful interlinked projects Keynote address for the "Building Cross-institutional Research in Professional Experience" symposium, hosted by Melbourne Graduate School of Education, The University of Melbourne |
2018 |
The career aspirations of Australian school students: Understanding complexity for greater equity Keynote address at the annual national conference for the Career Development Association of Australia (CDAA) |
2018 |
Widening participation in medicine? New insights from school students’ aspirations Keynote address for the launch of "40 Years of Medicine" at the University of Newcastle |
2018 |
Leading powerful professional development Keynote address for the leadership conference of the Victorian Association of State Secondary Principals |
2018 |
Powerful professional development? Evidence on what it takes to change practice Keynote address at the Australian Council for Educational Leaders annual national conference, "Evidence and Experience: Setting the Learning Agenda" |
2018 |
Improving the quality of teaching: Evidence from diverse methodological perspectives Keynote address at the 7th International Research Methods Summer School (IRMSS), hosted by the Mary Immaculate College, University of Limerick |
2017 |
Enhancing teaching, sharing practice: Teaching rounds as a method of enhancing teacher effectiveness and improving student learning Public lecture for the “Teaching Matters” series hosted by Flinders University School of Education and Sciences of Learning in Education Research Centre, Adelaide |
2017 |
Quality Teaching Rounds: A tested approach to enhancing teaching for improved student outcomes Public lecture for the Flinders Educational Futures Research Institute "Critical Conversations" series |
2017 | Empowering teachers to enhance professional practice and student learning through Quality Teaching Rounds |
2017 |
The educational and occupational aspirations of Australian school students: Understanding complexity for greater equity Department for Learning and Leadership Seminar Series, UCL Institute of Education |
2017 |
Quality Teaching Rounds: Navigating the tensions between accountability and support for teachers Educating Teachers Matters Seminar Series, UCL Institute of Education |
2016 |
Radford Lecture Each year AARE invites a distinguished figure in the area of educational research to present the prestigious Radford Lecture at its annual conference. This is the highest honour within the Association for distinguished academics. Professor Gore delivered the lecture Reconciling Educational Research Traditions. You can view it here. |
2016 |
Quality Teaching Rounds: Evidence of impact and implications for practice in teacher education Lecture presented at the Australian Council of Deans of Education forum. View here. |
2016 | Reform and the Reconceptualisation of Teacher Education in Australia |
2016 | Quality Teaching Rounds: Research overview and findings |
2016 | A question of impact? Curriculum, aspirations, and collaboration |
2015 |
Empowering teachers to enhance professional practice and student learning The Excellence in Professional Practice conference is held annually to explore the best practice in education. |
2014 |
Leading teacher professional learning Organisation: 13th Conference on Educational Leadership |
2012 |
How do you get both quality learning and good NAPLAN scores? Organisation: The Australian Curriculum Studies Association (ACSA) 2012 Curriculum Symposium |
2005 |
Challenges for the profession: Perspectives and directions for teachers, teaching and teacher education Organisation: International Study Association on Teachers and Teaching |
2004 |
The Quality Teaching framework: Raising the bar Organisation: ACHPER International conference Description: This invitation to provide a keynote address at the Biennial ACHPER conference was an indication of the ongoing relevance of my current work to the field of health and physical education. I have just turned down an invitation to follow up with a keynote address at the National ACHPER conference in Fremantle in 2007 due to prior commitments, |
2003 |
Improving pedagogy: Challenges of moving teachers toward higher levels of quality teaching Organisation: International Study Association on Teachers and Teaching Description: My invited keynote address at the first ever Australian hosting of the ISATT conference was an enormous honour. Four keynote addresses were given during the four days of the conference, with the other speakers from Belguim, USA, and New Zealand. |
2002 |
Interrupting discourses, reshaping practices: Thinking 'big' in teacher education Organisation: Challenging Futures: Changing Agendas in Teacher Education Conference, UNE Description: This keynote address invitation acknowledged me, alongside Marilyn Cochran-Smith from the USA (the other main keynote speaker), as a leading figure in the reform of teacher education. |
1998 |
Implications of power and pedagogy for the development of literacy Organisation: Austrian Academy of Sciences Conference |
Panel Participant
Year | Title / Rationale |
---|---|
2016 |
Reframing teacher education for learning equity Panel member discussing the topic "The future of teacher education". |
Speaker
Year | Title / Rationale |
---|---|
2018 |
Making a difference through Quality Teaching Rounds: Evidence from a sustained program of research Invited presentation at the annual research conference of the Australian Council for Educational Research (ACER) |
2017 |
My struggle for pedagogy: From poststructural analysis to randomised controlled trial This lecture was delivered at the 2015 annual Carolyn D Baker Memorial Lecture. |
2017 | Improving teaching: Some lessons for the UK from Australia |
2015 |
Improving teaching: Professional development with impact on quality Lecture presented as part of the Dean's Lecture Series 2015. Watch the lecture here. |
2015 | Making it happen: Professional learning through Quality Teaching Rounds |
2014 |
Towards quality and equity: The case for Quality Teaching Rounds Organisation: Australian Council for Educational Research |
2009 |
Effective implementation of quality teaching Organisation: 4th Biennial Equity Conference |
2009 |
Pedagogy, outcomes and teacher dispositions Organisation: 1st National Primary Years Conference |
2008 |
Quality teaching makes a difference Organisation: 4th International Middle Years of Schooling Conference |
Publications
For publications that are currently unpublished or in-press, details are shown in italics.
Book (7 outputs)
Year | Citation | Altmetrics | Link | |||||
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2023 |
Gore J, Patfield S, Fray L, Harris J, Community Matters, Routledge, Abingdon, Oxon, 150 (2023) [A1]
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Nova | ||||||
2022 |
Gore J, Patfield S, Fray L, Harris J, Community matters: The complex links between community and young peoples aspirations for higher education, Routledge, London, UK (2022) [A1]
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Nova | ||||||
2005 | Louden W, Rohl M, Gore JM, McIntosh A, Greaves D, Wright R, et al., Prepared to Teach. An Investigation into the Preparation of Teachers to Teach Literacy and Numeracy, Edith Cowan University, Mount Lawley, WA, 144 (2005) [A2] | |||||||
Show 4 more books |
Chapter (36 outputs)
Year | Citation | Altmetrics | Link | ||||||||
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2022 |
Parkes RJ, Gore JM, 'After poststructuralism: Rethinking the discourse of social justice pedagogy', Social Justice Pedagogy Across the Curriculum: The Practice of Freedom 146-166 (2022)
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2022 |
Gore J, Patfield S, Fray L, 'Questioning the consensus on effective professional development', International Encyclopedia of Education, Elsevier Science, Oxford, United Kingdom (2022)
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2022 |
Patfield S, Gore J, Fray L, 'Disrupting the discourse of under-representation: The place of rural students in Australian higher education equity policy', Youth beyond the city: Thinking from the margins, Bristol University Press, Bristol, United Kingdom 40-56 (2022) [B1]
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Nova | |||||||||
2021 |
Patfield S, Gore J, Fray L, 'On becoming a university student: Young people and the 'illusio' of higher education', Reimagining the Higher Education Student: Constructing and Contesting Identities, Routledge, London, UK 10-26 (2021) [B1]
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Nova | |||||||||
2021 |
Simpson A, Cotton W, Gore J, 'Teacher Education/ors in Australia: Still Shaping the Profession Despite Policy Intervention', Teacher Education Policy and Research, Springer Singapore, Singapore 11-25 (2021) [B1]
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Nova | |||||||||
2020 | Gore J, 'Why isn t this empowering? The discursive positioning of teachers in efforts to improve teaching', Knowledge, policy and practice: The struggle for social justice in education, UCL IOE Press, London, UK 199-216 (2020) [B1] | Nova | |||||||||
2019 |
Albright J, Gore J, Smith M, Holmes K, 'Operationalising Bourdieu in the Study of Student Aspirations: Conceptual and Methodological Challenges', International Perspectives on Theorizing Aspirations: : Applying Bourdieu's tools, Bloomsbury Academic, London 83-97 (2019) [B1]
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Nova | |||||||||
2016 |
Gore JM, 'Reform and the Reconceptualisation of Teacher Education in Australia', Teacher Education: Innovation, Intervention and Impact, Springer, Singapore 15-34 (2016) [B1]
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Nova | |||||||||
2015 | Gore JM, 'My struggle for pedagogy', Leaders in critical pedagogy: Narratives for understanding and solidarity, Sense, Rotterdam, Netherlands 81-92 (2015) [B1] | Nova | |||||||||
2015 | Gore JM, 'Effective and reflective teaching practice', Learning to teach in the secondary school, Cambridge University Press, Cambridge, UK 68-85 (2015) [B1] | Nova | |||||||||
2015 |
Gore JM, 'The impossible dream: Doing deanship with pessimistic optimism', Inside the role of dean: International perspectives on leading in higher education, Routledge, London 160-175 (2015) [B1]
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Nova | |||||||||
2010 |
Parkes RJ, Gore JM, Miller WA, 'After poststructuralism: Rethinking the discourse of social justice pedagogy', Social Justice Pedagogy Across the Curriculum : The Practice of Freedom, Routledge, London 164-183 (2010) [B1]
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Nova | |||||||||
2009 | Ladwig JG, Gore JM, 'Re-reading the standards agenda: An Australian case study', Re-Reading Education Policies: A Handbook Studying the Policy Agenda of the 21st Century, Sense Publishers, Rotterdam 722-734 (2009) [B1] | Nova | |||||||||
2008 |
Gore JM, Parkes RJ, 'On the mistreatment of management', Critical Readings in Teacher Education: Provoking Absences, Sense Publishers, Rotterdam 45-60 (2008) [B1]
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Nova | |||||||||
2007 | Gore JM, 'Improving pedagogy', Making a Difference: Challenges for Teachers, Teaching and Teacher Education, Sense Publishers, Rotterdam 15-33 (2007) [B1] | Nova | |||||||||
2006 |
Gore JM, 'Pedagogy as text in physical education teacher education: Beyond the preferred reading', Physical Education, Curriculum And Culture: Critical Issues In The Contemporary Crisis 79-108 (2006)
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2003 | Gore JM, 'What We Can Do For You! What Can 'We' Do for 'You'? Struggling over Empowerment in Critical and Feminist Pedagogy', The Critical Pedagogy Reader, RoutledgeFalmer Taylor & Francis Group, New York and London 331-348 (2003) [B2] | Nova | |||||||||
2002 | Gore JM, 'Pedagogy, Power, and Bodies: On the Un(der)- Acknowledged Effects of Schooling', Body Movements Pedagogy, Politics and Social Change, Hampton Press Inc, Cresskill, New Jersey 21 (2002) [B1] | Nova | |||||||||
2001 | Ladwig JG, Gore JM, 'Australia: The imposition of a schooled habitus', Upsala Reports on Education 39 - November, Department of Education, Upsala University, Sweden 43-58 (2001) [B2] | ||||||||||
1999 |
Gore JM, 'Unsettling Academic/Feminist Identity', Everyday Knowledge and Uncommon Truths - Women of the Academy, Westview Press, USA 17-24 (1999) [B1]
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1998 | Gore JM, 'Disciplining Bodies: On the Continuity of Power Relations in Pedagogy', Foucault's Challenge: Discourse, Knowledge, and Power in Education, Teachers College, Columbia University, Danvers MA 231-251 (1998) [B1] | ||||||||||
1998 | Gore JM, 'On the limits to empowerment through critical and feminist pedagogies', Power/ Knowledge/ Pedagogy, Westview Press, USA 356 (1998) [B1] | ||||||||||
1998 | Ladwig JG, Gore JM, 'Nurturing democracy in schools', Schooling for a fair go, The Federation Press, NSW, Sydney 128 (1998) [B1] | ||||||||||
Show 33 more chapters |
Journal article (99 outputs)
Year | Citation | Altmetrics | Link | ||||||||
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2024 |
Harper M, Gore J, Harris J, 'A new conceptual framework for understanding and implementing train-the-trainer professional development on a large scale', PROFESSIONAL DEVELOPMENT IN EDUCATION, [C1]
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2024 |
Harris J, Jaremus F, Gore J, 'Building middle leading practice through pedagogy-focused professional development', EDUCATIONAL MANAGEMENT ADMINISTRATION & LEADERSHIP,
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2024 |
Prieto E, Sincock K, Patfield S, Fray L, Gore J, 'New possibilities for engaging school teachers in widening participation: professional development to support student aspirations', AUSTRALIAN EDUCATIONAL RESEARCHER, 51 167-193 (2024) [C1]
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Nova | |||||||||
2023 |
Patfield S, Gore J, Harris J, 'Shifting the focus of research on effective professional development: Insights from a case study of implementation', Journal of Educational Change, 24 345-363 (2023) [C1]
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Nova | |||||||||
2023 |
Gore J, Rosser B, Jaremus F, Miller A, Harris J, 'Fresh evidence on the relationship between years of experience and teaching quality', The Australian Educational Researcher,
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2023 |
Gore J, Rickards B, Fray L, 'From performative to professional accountability: re-imagining 'the field of judgment' through teacher professional development', JOURNAL OF EDUCATION POLICY, 38 452-473 (2023) [C1]
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Nova | |||||||||
2023 |
Jaremus F, Sincock K, Patfield S, Fray L, Prieto E, Gore J, 'Pressure to attend university: beyond narrow conceptions of pathways to a good life ', Educational Review, 1-20 [C1]
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2023 |
Patfield S, Gore J, Fray L, 'Stratification and the illusion of equitable choice in accessing higher education', International Studies in Sociology of Education, 32 780-798 (2023) [C1]
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Nova | |||||||||
2023 |
Miller A, Fray L, Gore J, 'Was COVID-19 an unexpected catalyst for more equitable learning outcomes? A comparative analysis after two years of disrupted schooling in Australian primary schools', The Australian Educational Researcher,
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2023 |
Fray L, Jaremus F, Gore J, Miller A, Harris J, 'Under pressure and overlooked: the impact of COVID-19 on teachers in NSW public schools', AUSTRALIAN EDUCATIONAL RESEARCHER, 50 701-727 (2023) [C1]
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Nova | |||||||||
2023 |
Fray L, Jaremus F, Gore J, Harris J, 'Schooling upheaval during COVID-19: troubling consequences for students' return to school', AUSTRALIAN EDUCATIONAL RESEARCHER, 50 1533-1550 (2023) [C1]
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2022 |
Patfield S, Gore J, Harris J, 'Scaling up effective professional development: Toward successful adaptation through attention to underlying mechanisms', Teaching and Teacher Education, 116 (2022) [C1] Delivering effective professional development (PD) at scale necessitates a careful balance between program integrity and local adaptation. Drawing on qualitative case study data, ... [more] Delivering effective professional development (PD) at scale necessitates a careful balance between program integrity and local adaptation. Drawing on qualitative case study data, this paper explores tensions in the implementation of a successful PD program, Quality Teaching Rounds, within two contrasting school communities in New South Wales, Australia. Using the theoretical distinction between ostensive and performative aspects of implementation, we demonstrate how even slight surface-level adaptations to the program can have profound consequences for teacher learning. We argue that scaling efforts must attend to the underlying mechanisms of effective PD, not just its design, if benefits are to be realised.
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Nova | |||||||||
2022 |
Patfield S, Gore J, Fray L, 'Degrees of "being first": toward a nuanced understanding of first-generation entrants to higher education', EDUCATIONAL REVIEW, 74 1137-1156 (2022) [C1]
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Nova | |||||||||
2022 |
Gore J, Jaremus F, Miller A, 'Do disadvantaged schools have poorer teachers? Rethinking assumptions about the relationship between teaching quality and school-level advantage', AUSTRALIAN EDUCATIONAL RESEARCHER, 49 635-656 (2022) [C1]
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2022 |
Patfield S, Gore J, Fray L, Gruppetta M, 'The untold story of middle-class Indigenous Australian school students who aspire to university', Critical Studies in Education, 63 80-95 (2022) [C1]
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2022 |
Jaremus F, Gore J, Fray L, Prieto-Rodriguez E, 'Grouped out of STEM degrees: the overlooked mathematics glass ceiling in NSW secondary schools', International Journal of Inclusive Education, 26 1141-1157 (2022) [C1] While international research has demonstrated that ability grouping is inequitable, Australian research has often overlooked equity concerns, predominantly focusing on studying th... [more] While international research has demonstrated that ability grouping is inequitable, Australian research has often overlooked equity concerns, predominantly focusing on studying the benefits of grouping for students perceived to have high ability, especially in mathematics. This paper investigates the effect that mathematics ability grouping has on senior secondary mathematics participation for low and middle grouped students in New South Wales, Australia. We drew on interviews about mathematics participation with 85 students and 22 mathematics teachers from 11 government high schools. Our thematic analysis of these data identified that secondary school grouping practices often serve to entrench student interest and/or performance from primary school. This has consequences for many students, with a differentiated curriculum in Years 9 and 10 precluding low and middle grouped students from participating in high-level mathematics when they reach senior secondary school. These findings raise serious equity questions about the current push in Australia for universities to re-introduce high-level mathematics as a prerequisite to entering certain degrees. We argue that stakeholders need greater awareness of the consequences of ability grouping and that those seeking to lift post-compulsory mathematics participation should be targeting primary and early secondary school.
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2022 |
Gore J, Rosser B, 'Beyond content-focused professional development: powerful professional learning through genuine learning communities across grades and subjects', Professional Development in Education, 48 218-232 (2022) [C1] Articulations of effective teacher professional development (PD) consistently foreground a focus on curriculum content and how best to teach it. Consequently, when teachers work t... [more] Articulations of effective teacher professional development (PD) consistently foreground a focus on curriculum content and how best to teach it. Consequently, when teachers work together on pedagogy they typically work with colleagues who have similar specialisations, focusing on a specific subject or part of the curriculum. Arguably, however, pedagogical practices cut across grades and subjects, which signals the possibility of effective PD that includes diverse teachers. In this paper, we analyse the impact of a pedagogy-focused approach to PD called Quality Teaching Rounds (QTR), recently tested under randomised controlled trial conditions. Drawing on post-intervention interviews with 96 teachers and leaders at 24 schools in NSW, Australia, we demonstrate that QTR generated fresh insights about pedagogy and students, enhanced collegiality and led to ongoing professional collaboration, even though it does not abide by the general consensus that effective PD should be content-focused. We argue that pedagogy-focused PD, using QTR, is an important mechanism for improving teaching on a large scale, not just for this grade or subject, but for teaching in general. With a global push for better teaching as foundational to improved student outcomes, building teaching capacity across the entire teacher workforce remains a challenge. QTR offers a way forward.
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2022 |
Patfield S, Gore J, Prieto E, Fray L, Sincock K, 'Towards quality teaching in higher education: pedagogy-focused academic development for enhancing practice', International Journal for Academic Development, 1-16 (2022) [C1]
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2021 |
Gore J, Fray L, Miller A, Harris J, Taggart W, 'The impact of COVID-19 on student learning in New South Wales primary schools: an empirical study', Australian Educational Researcher, 48 605-637 (2021) [C1] The COVID-19 pandemic produced widespread disruption to schooling, impacting 90% of the world¿s students and moving entire school systems to remote and online learning. In the sta... [more] The COVID-19 pandemic produced widespread disruption to schooling, impacting 90% of the world¿s students and moving entire school systems to remote and online learning. In the state of New South Wales, Australia, most students engaged in learning from home for at least eight weeks, with subsequent individual and intermittent school closures. However, while numerous claims have circulated in the popular media and in think tank reports, internationally, about the negative impacts on learning, there is limited empirical evidence of decreased student achievement. Drawing on data from more than 4800 Year 3 and 4 students from 113 NSW government schools, this paper compares student achievement during 2019 and 2020 in a sample of matched schools to examine the effects of the system-wide disruption. Somewhat surprisingly, our analysis found no significant differences between 2019 and 2020 in student achievement growth as measured by progressive achievement tests in mathematics or reading. A more nuanced picture emerges when the sample is examined by dis/advantage (ICSEA) and Year level. The Year 3 cohort in the least advantaged schools (ICSEA < 950) achieved 2¿months less growth in mathematics, while the Year 3 students in mid-ICSEA schools (950¿1050) achieved 2¿months¿ additional growth. No significant differences were identified for Indigenous students or students located in regional locations. These results provide an important counter-narrative to widespread speculation about alarming levels of ¿learning loss¿ for all students. While the lower achievement growth in mathematics for Year 3 students in lower ICSEA schools must be addressed as a matter of urgency to avoid further inequities, most students are, academically, where they are expected to be. Our findings are a testament to the dedicated work of teachers during the 2020 pandemic to ensure that learning for most students was not compromised, despite unusually trying circumstances.
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2021 |
Gore JM, 'The quest for better teaching', Oxford Review of Education, 47 45-60 (2021) [C1] The quest to improve teaching on a wide scale is an enduring challenge globally. Yet demonstrable improvement in teaching quality is both elusive and slow. In this essay, I explor... [more] The quest to improve teaching on a wide scale is an enduring challenge globally. Yet demonstrable improvement in teaching quality is both elusive and slow. In this essay, I explore some of the complexities that contribute to the slow pace of change, including: the slippage between teachers and teaching as the object of improvement; the poorly defined concept of good teaching; the difficulty of demonstrating improvement in teaching; institutional constraints on improvement efforts; the growing web of marketing; and conflicting conceptions of professional development itself. Using my ongoing work on Quality Teaching and Quality Teaching Rounds, I illustrate how we have addressed these matters to produce measurable and sustainable effects. Finally, I elaborate the key principles of our approach, while acknowledging the challenges of wide-scale improvement, given the institutional and discursive character of the field.
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2021 |
Patfield S, Gore J, Weaver N, 'On 'being first': the case for first-generation status in Australian higher education equity policy', AUSTRALIAN EDUCATIONAL RESEARCHER, 49 23-41 (2021) [C1]
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2021 |
Lonsdale C, Sanders T, Parker P, Noetel M, Hartwig T, Vasconcellos D, et al., 'Effect of a Scalable School-Based Intervention on Cardiorespiratory Fitness in Children: A Cluster Randomized Clinical Trial', JAMA Pediatrics, 175 680-688 (2021) [C1] Importance: Cardiorespiratory fitness is an important marker of childhood health and low fitness levels are a risk factor for disease later in life. Levels of children's fitn... [more] Importance: Cardiorespiratory fitness is an important marker of childhood health and low fitness levels are a risk factor for disease later in life. Levels of children's fitness have declined in recent decades. Whether school-based physical activity interventions can increase fitness at the population level remains unclear. Objective: To evaluate the effect of an internet-based intervention on children's cardiorespiratory fitness across a large number of schools. Design, Setting, and Participants: In this cluster randomized clinical trial, 22 government-funded elementary schools (from 137 providing consent) including 1188 students stratified from grades 3 and 4 in New South Wales, Australia, were randomized. The other schools received the intervention but were not included in the analysis. Eleven schools received the internet-based intervention and 11 received the control intervention. Recruitment and baseline testing began in 2016 and ended in 2017. Research assistants, blinded to treatment allocation, completed follow-up outcome assessments at 12 and 24 months. Data were analyzed from July to August 2020. Interventions: The internet-based intervention included standardized online learning for teachers and minimal in-person support from a project mentor (9-10 months). Main Outcomes and Measures: Multistage 20-m shuttle run test for cardiorespiratory fitness. Results: Of 1219 participants (49% girls; mean [SD] age, 8.85 [0.71] years) from 22 schools, 1188 students provided baseline primary outcome data. At 12 months, the number of 20-m shuttle runs increased by 3.32 laps (95% CI, 2.44-4.20 laps) in the intervention schools and 2.11 laps (95% CI, 1.38-2.85 laps) in the control schools (adjusted difference = 1.20 laps; 95% CI, 0.17-2.24 laps). By 24 months, the adjusted difference was 2.22 laps (95% CI, 0.89-3.55 laps). The cost per student was AUD33 (USD26). Conclusions and Relevance: In this study, a school-based intervention improved children's cardiorespiratory fitness when delivered in a large number of schools. The low cost and sustained effect over 24 months of the intervention suggests that it may have potential to be scaled at the population level. Trial Registration: http://anzctr.org.au Identifier: ACTRN12616000731493.
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2021 |
Gibson S, Patfield S, Gore JM, Fray L, 'Aspiring to higher education in regional and remote Australia: the diverse emotional and material realities shaping young people's futures', AUSTRALIAN EDUCATIONAL RESEARCHER, 49 1105-1124 (2021) [C1]
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2021 |
Gore J, Miller A, Fray L, Harris J, Prieto-Rodriguez E, 'Improving student achievement through professional development: Results from a randomised controlled trial of Quality Teaching Rounds', Teaching and Teacher Education, 101 (2021) [C1]
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2021 |
Patfield S, Gore J, Fray L, 'Reframing first-generation entry: how the familial habitus shapes aspirations for higher education among prospective first-generation students', Higher Education Research & Development, 40 599-612 (2021) [C1]
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2021 |
Gore J, Rickards B, 'Rejuvenating experienced teachers through Quality Teaching Rounds professional development', Journal of Educational Change, 22 335-354 (2021) [C1] The key premise of professional development (PD) is that learning to teach continues throughout teachers¿ careers. And yet, experienced teachers are often portrayed in media and p... [more] The key premise of professional development (PD) is that learning to teach continues throughout teachers¿ careers. And yet, experienced teachers are often portrayed in media and public policy as resistant to such learning and afraid of change. This paper seeks a more nuanced understanding of why experienced teachers might resist the prospect of PD by investigating their responses to an innovative research-based collaborative approach known as Quality Teaching Rounds (QTR). We chronicle a story of change, from initial reservations to deep engagement and professional renewal. Analysis of before-and-after interviews with 25 mid-to-late career teachers from 20 primary and secondary schools in New South Wales, Australia, revealed that three features of QTR were critical to teacher turnaround: the time afforded teachers to refocus on quality teaching; time to observe teaching and learning and be observed; and processes founded on trust in and respect for teachers. In essence, QTR inspired teachers to embrace the opportunity to enhance their individual and collective practice, and they were rejuvenated in the process. Accordingly, we argue that the problem of professional development uptake among experienced teachers may lie less in ageist assumptions about their resistance to change than in the nature of the PD on offer. When PD is meaningful, intellectually engaging, safe, and collegial, experienced teachers are eager to participate.
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2021 |
Peralta LR, Bennie A, Gore J, Lonsdale C, 'An Investigation of the Influence of Video Types and External Facilitation on PE Inservice Teachers Reflections and Their Perceptions of Learning: Findings From the AMPED Cluster Controlled Trial', Journal of Teacher Education, 72 368-380 (2021) [C1] Teacher professional development (TPD) programs are increasingly using video recordings of teaching practice to develop teacher capacity and foster student learning. However, cons... [more] Teacher professional development (TPD) programs are increasingly using video recordings of teaching practice to develop teacher capacity and foster student learning. However, consensus has yet to be reached about how to utilize video recordings in TPD for physical education (PE) teachers. We used semi-structured interviews and evaluations of PE teachers¿ written reflective statements to investigate how they reacted as they engaged with different video material and external facilitators during a TPD program. Teachers believed video-based reflection on their own teaching, rather than viewing others¿ practice, was the most useful, even though both forms of analysis produced a similar depth of reflection. PE teachers also benefited from dialogue with external facilitators during the TPD program. These results highlight the importance of researchers, teachers, and facilitators delivering and participating in TPD collaboratively and focusing on strategies that may increase the depth of teacher reflection on their own practices, which is considered a first step toward changing classroom practice and improving student outcomes.
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2020 |
Jaremus F, Gore J, Prieto-Rodriguez E, Fray L, 'Girls are still being counted out : teacher expectations of high-level mathematics students', Educational Studies in Mathematics, 105 219-236 (2020) [C1] Girls¿ underrepresentation in high-level post-compulsory mathematics is a longstanding issue of concern in many Western nations, with innumerable efforts to increase their partici... [more] Girls¿ underrepresentation in high-level post-compulsory mathematics is a longstanding issue of concern in many Western nations, with innumerable efforts to increase their participation producing little impact. In this paper, we shed new light on girls¿ underrepresentation through a post-structural feminist investigation of mathematics teachers¿ discursive constructions of high-level senior secondary mathematics students. Our analysis of semi-structured interviews with 22 Australian mathematics teachers revealed gendered views that serve to exclude many students from the high-level mathematics student category. Most concerning was their recurring naturalised construction of successful high-level mathematics students as endowed with the right, invariably male, brain. In so doing, teachers repeatedly closed off the possibility of success to those lacking such a ¿mathematics gift¿, effectively ¿counting girls out¿. We argue that increasing girls¿ participation in mathematics requires moving beyond current efforts to raise female interest and confidence to, more profoundly, disrupt enduring discourses of male superiority in mathematics.
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2020 |
Eather N, Fray L, Gore JM, 'Who wants to be a sportsperson? Student aspirations for sporting careers', Sport, Education and Society, 25 1072-1085 (2020) [C1] Sports participation and elite sporting success are fundamental to Australian culture and a prominent source of national pride. As sport is a major part of day-to-day living in Au... [more] Sports participation and elite sporting success are fundamental to Australian culture and a prominent source of national pride. As sport is a major part of day-to-day living in Australia, it is not surprising that many young people aspire to careers as sportspersons. While such aspirations are often dismissed as fanciful and unattainable, the reality is that a higher proportion of Australians participate in the workforce as sportspeople than in careers as mining engineers, surgeons, optometrists or barristers. Indeed, little is known about aspirations for sports careers. Drawing on data from a 4-year longitudinal study involving 6492 Australian school students in Years 3¿12, we sought to understand the extent to which young Australians aspire to a career as a sportsperson and the extent to which these aspirations are evenly distributed across demographic categories. Our findings suggest that not only was sportsperson the most popular occupational category, but this interest was heavily shaped by social and cultural markers of difference. Logistic regression analysis revealed that significant predictors of interest in a career as a sportsperson were being male, Indigenous, from high socioeconomic background, and attending advantaged schools. Far from sport¿s reputation as the great equalizer, accessible to all, these results demonstrate that aspirations for a career as a sportsperson largely reflect the status quo of sports participation in Australian society and wider inequalities. Given the growing number of careers in professional sports and the value sport holds in the lives of Australians, we argue that aspirations for careers in sport should be treated seriously, and that disrupting current patterns in who aspires to careers as sportspeople is vital. It will require access for a more diverse range of students to the kinds of social resources and networks that nurture their capacity to aspire.
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2020 |
Berger N, Holmes K, Gore JM, Archer J, 'Charting career aspirations: a latent class mixture model of aspiration trajectories in childhood and adolescence', Australian Educational Researcher, 47 651-678 (2020) [C1]
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2020 |
Fray L, Gore J, Harris J, North B, 'Key influences on aspirations for higher education of Australian school students in regional and remote locations: a scoping review of empirical research, 1991 2016', The Australian Educational Researcher, 47 61-93 (2020) [C1]
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2019 |
Gore J, Gibson S, Fray L, Smith M, Holmes K, 'Fostering Diversity in the Creative Arts by Addressing Students' Capacity to Aspire', Journal of Creative Behavior, 53 519-530 (2019) [C1] Research on young people's aspirations and their capacity to aspire to higher education has proliferated in recent decades, however, very little attention has been paid to th... [more] Research on young people's aspirations and their capacity to aspire to higher education has proliferated in recent decades, however, very little attention has been paid to the creative arts. Diversity in the arts remains a persistent issue in many nations, and repeated attempts to promote diversity in the Australian arts community have had limited impact, suggesting the need for new approaches. Drawing on data from a 4-year longitudinal study of students from ages 8 to 18 (n¿=¿6,492) in government schools, we examine school students' aspirations for careers in the arts. Arts-related careers were popular among students, yet we found a distinct lack of diversity among those aspiring to such careers. Using logistic regression analysis we found that being female, high achieving, from an English-speaking background, possessing high cultural capital, and attending advantaged schools were significant predictors of interest in the arts, suggesting the likely reproduction of existing patterns of participation. We argue that initiatives within schools are essential to disrupting these patterns and building the capacity of a more diverse range of students to aspire to careers in the arts.
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2019 |
Lonsdale C, Lester A, Owen KB, White RL, Peralta L, Kirwan M, et al., 'An internet-supported school physical activity intervention in low socioeconomic status communities: results from the Activity and Motivation in Physical Education (AMPED) cluster randomised controlled trial', BRITISH JOURNAL OF SPORTS MEDICINE, 53 341-347 (2019) [C1]
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2019 |
Jaremus F, Gore J, Fray LT, Prieto E, 'Senior secondary student participation in STEM: Beyond national statistics', Mathematics Education Research Journal, 31 151-173 (2019) [C1]
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2018 |
Holmes K, Gore J, Smith M, Lloyd A, 'An Integrated Analysis of School Students Aspirations for STEM Careers: Which Student and School Factors Are Most Predictive?', International Journal of Science and Mathematics Education, 16 655-675 (2018) [C1]
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2018 |
Gore J, Patfield S, Holmes K, Smith M, 'Widening participation in medicine? New insights from school students aspirations', Medical Education, 52 227-238 (2018) [C1] Objectives: Students from lower socio-economic status backgrounds continue to be under-represented in medical education. Although various initiatives have been implemented by univ... [more] Objectives: Students from lower socio-economic status backgrounds continue to be under-represented in medical education. Although various initiatives have been implemented by universities to widen participation, their effectiveness and their timing remain contentious. Prior studies have primarily focused on students already on a medical pathway, with little analytical attention given to the aspirations of primary and secondary school-aged students. The aim of this study was to identify the characteristics of students who express early interest in medicine and ascertain the degree to which diversification of the future medical student cohort is indicated. Methods: As part of a longitudinal study of educational and occupational aspirations (2012¿2015), students in Years 3¿12 (n¿=¿6492) from government schools in New South Wales, Australia, completed an annual online survey. Their individual responses were linked with prior academic achievement and demographic data. Logistic regression models were used to examine the significance of student- and school-related variables as predictors of interest in medicine. Results: Significant predictors were: being in the early years of secondary school, possessing high cultural capital, coming from a language background other than English, being female, and perceiving oneself as ¿well above average¿ relative to peers. Socio-economic status was a significant predictor when examined independently, but not when all variables were considered in the full regression model. Conclusions: For medical schools seeking to widen participation, this study underscores the importance of recognising the intersection of other factors with socio-economic status and how they contribute to students¿ aspirational biographies. If medical schools are to select from a more diverse range of applicants, recruitment strategies must take into account the discursive positioning of the discipline. Sustained outreach into primary and secondary schools may be critical to interrupting the current social reproduction of medical schooling.
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2018 |
Fray LT, Gore J, 'Why people choose teaching: A scoping review of empirical studies, 2007 2016', Teaching and Teacher Education, 75 153-163 (2018) [C1]
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2018 |
Beveridge L, Mockler N, Gore J, 'An Australian view of the academic partner role in schools', Educational Action Research, 26 25-41 (2018) [C1] The role of ¿academic partners¿ working alongside teachers is an increasingly complex and sometimes controversial one. This article explores the role of academic partners in Educa... [more] The role of ¿academic partners¿ working alongside teachers is an increasingly complex and sometimes controversial one. This article explores the role of academic partners in Educational Action Research, reporting on data from a larger study conducted in New South Wales, Australia. Schools involved in the study had received targeted government funding between 2006 and 2010 to conduct school-based action learning projects employing action research. As part of the funding, the schools had been provided with external support from university-based academic partners, who supported individual school teams in the completion of their projects. Here we focus specifically on the role of the ¿academic partner¿. Data were obtained via semi-structured interviews with academic partners themselves, with the project¿s state coordinators who oversaw the project, and with teachers who had worked with the academic partners over the course of their school-based projects. Participants in the study identified significant benefits for both teachers and academics engaging in co-inquiry, but findings also suggest that the role of academic partner is increasingly complex, multifaceted and sometimes under-supported. When there is ¿good fit¿ between academic partners and schools and when structures are in place to support academic partners in their work, the academic partner role in schools can contribute to sustained educational change. In this article we discuss the crucial antecedents, enablers and constraints which ensure that academic¿school partnerships enrich learning for both academics and teachers, building mutual capacity.
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2018 |
Lloyd A, Gore J, Holmes K, Smith M, Fray LT, 'Parental Influences on Those Seeking a Career in STEM: The Primacy of Gender', International Journal of Gender, Science and Technology, 10 208-328 (2018) [C1]
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2017 |
Riley N, Lubans D, Holmes K, Gore JM, Hansen V, Morgan P, 'Movement-based mathematics: Enjoyment and engagement without compromising learning through the EASY Minds program', Eurasia Journal of Mathematics, Science and Technology Education, 13 1653-1673 (2017) [C1]
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2017 |
Miller A, Eather N, Gray S, Sproule J, Williams C, Gore J, Lubans D, 'Can continuing professional development utilizing a game-centred approach improve the quality of physical education teaching delivered by generalist primary school teachers?', European Physical Education Review, 23 171-195 (2017) [C1] The primary objective of this study was to evaluate the efficacy of a continuing professional development (CPD) intervention in producing changes in physical education (PE) teachi... [more] The primary objective of this study was to evaluate the efficacy of a continuing professional development (CPD) intervention in producing changes in physical education (PE) teaching practice and PE teaching quality by generalist primary school teachers when the CPD addressed the use of a game-centred approach. A cluster randomized controlled trial was conducted in seven primary schools in the Hunter Region, New South Wales, Australia. One year six teacher from each school was randomized into the Professional Learning for Understanding Games Education (PLUNGE) intervention (n = 4 teachers) or the 7-week wait-list control (n = 3) condition. The PLUNGE intervention (weeks 1¿5) used an instructional framework to improve teachers¿ knowledge, understanding and delivery of a game-centred curriculum, and included an information session and weekly in-class mentoring. The intervention was designed to enhance content and pedagogical knowledge for the provision of pedagogy focused on a broad range of learning outcomes. Teaching quality was assessed at baseline and follow-up (weeks 6 and 7) via observation of two consecutive PE lessons using the Quality Teaching Lesson Observation Scales. Linear mixed models revealed significant group-by-time intervention effects (p < 0.05) for the quality of teaching (effect size: d = 1.7). CPD using an information session and mentoring, and a focus on the development of the quality of teaching using a game-centred pedagogical approach was efficacious in improving the quality of PE teaching among generalist primary school teachers.
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2017 |
Gore J, Patfield S, Holmes K, Smith M, Lloyd A, Gruppetta M, et al., 'When higher education is possible but not desirable: Widening participation and the aspirations of Australian Indigenous school students', Australian Journal of Education, (2017) [C1]
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2017 |
Gore JM, 'Reconciling educational research traditions', The Australian Educational Researcher, 44 357-372 (2017) [C1]
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2017 |
Gore J, Rickards B, Fray L, Holmes K, Smith M, 'Profiling Australian school students' interest in a nursing career: insights for ensuring the future workforce', AUSTRALIAN JOURNAL OF ADVANCED NURSING, 35 12-22 (2017) [C1]
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2017 |
Gore J, Lloyd A, Smith M, Bowe J, Ellis H, Lubans D, 'Effects of professional development on the quality of teaching: Results from a randomised controlled trial of Quality Teaching Rounds', TEACHING AND TEACHER EDUCATION, 68 99-113 (2017) [C1]
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2017 |
Gore J, Holmes K, Smith M, Fray L, McElduff P, Weaver N, Wallington C, 'Unpacking the career aspirations of Australian school students: towards an evidence base for university equity initiatives in schools', Higher Education Research and Development, 36 1383-1400 (2017) [C1]
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2017 |
Bowe J, Gore J, 'Reassembling teacher professional development: the case for quality teaching rounds', Teachers and Teaching: Theory and Practice, 23 352-366 (2017) [C1]
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2017 |
Gore JM, Fray L, Wallington C, Holmes K, Smith M, 'Australian school student aspirations for military careers: Traditional perceptions in shifting contexts', ARMED FORCES & SOCIETY, 43 238-259 (2017) [C1]
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2017 |
Gore J, Patfield S, Fray L, Holmes K, Gruppetta M, Lloyd A, et al., 'The participation of Australian Indigenous students in higher education: a scoping review of empirical research, 2000 2016', Australian Educational Researcher, 44 323-355 (2017) [C1]
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2016 |
Gore J, Barron RJ, Holmes K, Smith M, 'Who says we are not attracting the best and brightest? Teacher selection and the aspirations of Australian school students', AUSTRALIAN EDUCATIONAL RESEARCHER, 43 527-549 (2016) [C1]
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2016 |
Drew DL, Gore JM, 'Measuring up? The discursive construction of student subjectivities in the Global Children's Challenge ', Sport, Education and Society, 21 374-395 (2016) [C1] International concern about ¿alarming¿ levels of childhood obesity has seen a proliferation of interventions filtering into school physical education programmes that are designed ... [more] International concern about ¿alarming¿ levels of childhood obesity has seen a proliferation of interventions filtering into school physical education programmes that are designed to influence children's health practices and attitudes. This article addresses one such obesity-prevention intervention, the Global Children's Challenge¿, a 50-day pedometer-monitored event, aimed at children and involving their parents and teachers. Our research problematises the effects of the GCC pedometer exercise regime. We demonstrate how the pedometer measurement imperative made available in the GCC not only enables exercise to be measured for potential health benefits but also makes available tools inextricably linked with antagonistic body relations that could propel some students into a self-monitoring world dominated by numbers. We illustrate how the emphasis on measurement allows for comparisons (dividing practices), self-surveillance and surveillance of others in the formation of particular kinds of subjectivities. This study of the discursive construction of student subjectivities in the GCC took place in one strategically chosen Australian primary school. In-depth interviews were conducted with one teacher, four Year-6 students and a parent of each child in order to produce rich contextual data. Foucauldian concepts of power, knowledge and ¿technologies of self¿ underpinned the study and Gore's methodologies for analysing ¿techniques of power¿ and ¿regimes of truth¿ were used to explore the functioning of power and the formation of subjectivities in the GCC. Our analysis suggests a need to move away from the constraining construct of measurement in the primary physical education (PE) classroom and promote self-reflective mindful physical activity rather than telling students when, where and how to move their bodies.
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2016 |
Prieto-Rodriguez E, Holmes K, Gore J, 'Exploring Quality Teaching in the Online Environment Using an Evidence-Based Approach', Australian Journal of Teacher Education, 41 22-39 (2016) [C1]
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2015 |
Gore J, Holmes K, Smith M, Southgate E, Albright J, 'Socioeconomic status and the career aspirations of Australian school students: Testing enduring assumptions', The Australian Educational Researcher, 42 155-177 (2015) [C1]
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2015 |
Gore J, Smith M, Bowe J, Ellis H, Lloyd A, Lubans D, 'Quality Teaching Rounds as a professional development intervention for enhancing the quality of teaching: Rationale and study protocol for a cluster randomised controlled trial', International Journal of Educational Research, 74 82-95 (2015) [C1]
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2015 |
Gore J, Holmes K, Smith M, 'Enduring challenges, new contexts: Editing TATE for global impact', Teaching and Teacher Education, 51 256 (2015)
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2015 |
Gore JM, Bowe JM, 'Interrupting attrition? Re-shaping the transition from preservice to inservice teaching through Quality Teaching Rounds', International Journal of Educational Research, 73 77-88 (2015) [C1]
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2014 | Gore JM, 'Define and conquer', Education Review, 15-16 (2014) [C3] | ||||||||||
2013 |
Lester J, Heitmeyer D, Gore JM, Ford M, 'Creating and sustaining meaningful partnerships for supporting indigenous teacher education', Journal of Australian Indigenous Issues, 16 3-18 (2013) [C1]
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2010 | Gore JM, 'Editorial Board', Australian Journal of Education, (2010) [C2] | ||||||||||
2010 | Gore JM, 'Editorial Board', Teaching and Teacher Education: An International Journal of Research and Studies, (2010) [C2] | ||||||||||
2010 | Gore JM, 'Editorial Board', Sport, Education and Society, (2010) [C2] | ||||||||||
2009 | Gore JM, 'Editorial Board', Australian Journal of Education, (2009) [C2] | ||||||||||
2009 | Gore JM, 'Editorial Board', Teaching and Teacher Education: An International Journal of Research and Studies, (2009) [C2] | ||||||||||
2008 | Gore JM, 'Editorial Board', Sport, Education and Society, - (2008) [C2] | ||||||||||
2008 | Gore JM, 'Editorial Board', Australian Journal of Education, - (2008) [C2] | ||||||||||
2008 | Gore JM, 'Editor', Teaching and Teacher Education: An International Journal of Research and Studies, - (2008) [C2] | ||||||||||
2007 | Gore JM, 'Editorial Board', Australian Journal of Education, (2007) [C2] | ||||||||||
2006 | Gore JM, 'Associate Editor', Teaching and Teacher Education: An International Journal of Research Studies, 22 (2006) [C2] | ||||||||||
2006 | Gore JM, 'Editorial Board', Sport, Education and Society, 11 (2006) [C3] | ||||||||||
2006 |
McCormack AC, Gore JM, Thomas MK, 'Early career teacher professional learning', Asia-Pacific Journal of Teacher Education, 34 95-113 (2006) [C1]
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2006 | Gore JM, 'Editorial Board', Australian Journal of Education, 50 (2006) [C2] | ||||||||||
2005 | Gore JM, 'Editor - Editorial Advisory Board', Australian Journal of Education, 49 (2005) [C2] | ||||||||||
2005 | Gore JM, 'Editor - Editorial Advisory Board', Teaching and Teacher Education: An International Journal of Research and Studies, 21 (2005) [C2] | ||||||||||
2005 | Gore JM, 'Editor - Editorial Advisory Board', Sport, Education and Society, 10 (2005) [C2] | ||||||||||
2005 | Ladwig JG, Gore JM, 'Teaching and Learning - Measuring teacher quality and student achievement', Professional Educator, 4 26-29 (2005) [C3] | ||||||||||
2004 |
Gore JM, Griffiths TG, Ladwig JG, 'Towards better teaching: productive pedagogy as a framework for teacher education', Teaching and Teacher Education, 20 375-387 (2004) [C1]
|
Nova | |||||||||
2004 |
Gore JM, Gitlin AD, 'Visioning the academic-teacher divide: Power and knowledge in the educational community', Teachers and Teaching: Theory and Practice, 10 35-58 (2004) [C1] In this paper, we explore the divide between academics and teachers over the production and use of knowledge. Teachers' views (pre-service and inservice teachers from both Au... [more] In this paper, we explore the divide between academics and teachers over the production and use of knowledge. Teachers' views (pre-service and inservice teachers from both Australia and the United States) on educational research are utilized to better understand and [re]vision this divide. These teachers overwhelmingly dismissed academic research on the grounds that it is not practical, contextual, credible, or accessible. Using these challenges as a starting point, we examine the way relations of power, particularly in terms of discursive and material conditions, bind the views and practices of both teachers and academics. This analysis suggests that the education of teachers is a crucial site for restructuring the relationship between teachers and academics.
|
Nova | |||||||||
2001 |
Gore JM, 'Beyond our differences - A reassembling of what matters in teacher education', Journal of Teacher Education, 52 (2) 124-135 (2001) [C1]
|
Nova | |||||||||
2001 |
Gore JM, Morrison KA, 'The perpetuation of a (semi)profession: challenges in the governance of teacher education', Teaching and Teacher Education, 17 567-582 (2001) [C1]
|
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Show 96 more journal articles |
Review (1 outputs)
Year | Citation | Altmetrics | Link | ||
---|---|---|---|---|---|
1999 |
Ladwig JG, Griffiths TG, Gore JM, Lingard B, 'Education in a post-penal, post-industrial, post-modern, soon-to-be post-colonial nation', Uppsala Reports on Education (1999) [D1]
|
Conference (3 outputs)
Year | Citation | Altmetrics | Link | ||
---|---|---|---|---|---|
2016 |
Gore JM, Barron RJ, Holmes K, Smith M, 'The Best and the Rest: Discourses of Teacher Selection and the Aspirations of Would-Be Teachers', Proceedings of the 2016 Annual Meeting of the American Educational Research Association, Washington, DC (2016) [E1]
|
Nova | |||
2014 | Gore JM, 'Effective implementation of pedagogical reform through Quality Teaching Rounds', Proceedings of the Australian College of Educators 2014 National Conference: "What counts as quality in education?", Adelaide, Australia (2014) [E2] | ||||
2014 | Gore JM, 'Towards quality and equity: The case for Quality Teaching Rounds', Proceedings of the Australian Council for Educational Research (ACER) Research Conference, Adelaide, Australia (2014) [E2] |
Other (1 outputs)
Year | Citation | Altmetrics | Link |
---|---|---|---|
2022 | Gore J, 'The William Walker Oration 2022: Inspiring hope through evidence-based pedagogy', (2022) |
Report (21 outputs)
Year | Citation | Altmetrics | Link | ||
---|---|---|---|---|---|
2022 |
Jaremus F, Sincock K, Patfield S, Prieto-Rodriguez E, Fray L, Gore J, 'Aspirations, equity and higher education course choice: The path travelled.', National Centre for Student Equity in Higher Education (2022)
|
||||
2021 |
Gore J, Miller A, Harris J, Patfield S, 'Building capacity for quality teaching in Australian schools: Victorian pilot study final report.', Paul Ramsay Foundation (2021)
|
||||
2021 |
Gore J, Miller A, Harris J, Patfield S, 'Building capacity for quality teaching in Australian schools: Queensland pilot study final report', Paul Ramsay Foundation (2021)
|
||||
2015 |
Gore J, Holmes K, Smith M, Lyell A, Ellis H, Fray L, 'Choosing university: The impact of schools and schooling. Final report to the National Centre for Student Equity in Higher Education.', National Centre for Student Equity in Higher Education (2015) [R1]
|
Nova | |||
2015 | Gore JM, 'Evidence of impact of teacher education programs: A focus on classroom observation', Australian Institute of Teaching and School Leadership, 22 (2015) [R1] | Nova | |||
2009 |
Gore JM, Ladwig JG, Miller WA, Ellis H, Parkes RJ, Griffiths TG, 'Final Report: Quality Assessment: Linking Assessment Tasks and Teaching Outcomes in the Social Sciences', Australian Learning and Teaching Council, 51 (2009) [R1]
|
Nova | |||
2009 | Gore JM, Ladwig JG, Miller WA, Ellis H, 'Quality Assessment Framework: A Guide for Assessment Practice in High Education', Australian Learning and Teaching Council, 57 (2009) [R1] | ||||
Show 18 more reports |
Thesis / Dissertation (1 outputs)
Year | Citation | Altmetrics | Link |
---|---|---|---|
2014 | Hartman DK, Educating Boys: What's your problem? A field and discourse analysis of Australian boys' education from 1996-2006, University of Newcastle (2014) |
Grants and Funding
Summary
Number of grants | 102 |
---|---|
Total funding | $33,306,403 |
Click on a grant title below to expand the full details for that specific grant.
20241 grants / $35,000
A teacher professional development program$35,000
Funding body: Malardalens University
Funding body | Malardalens University |
---|---|
Project Team | Doctor Drew Miller, Doctor Sally Patfield, Doctor Leanne Fray, Laureate Professor Jennifer Gore |
Scheme | Research Grant |
Role | Investigator |
Funding Start | 2024 |
Funding Finish | 2025 |
GNo | G2301474 |
Type Of Funding | C3400 – International For Profit |
Category | 3400 |
UON | Y |
20233 grants / $5,135,179
Strengthening teacher induction through Quality Teaching Rounds$4,860,000
Funding body: Department of Education
Funding body | Department of Education |
---|---|
Project Team | Laureate Professor Jennifer Gore, Doctor Leanne Fray, Doctor Drew Miller, Doctor Sally Patfield |
Scheme | Research Grant |
Role | Lead |
Funding Start | 2023 |
Funding Finish | 2025 |
GNo | G2300779 |
Type Of Funding | C2300 – Aust StateTerritoryLocal – Own Purpose |
Category | 2300 |
UON | Y |
Ten Years On: The Changing Aspirations of Primary School Students$272,679
Funding body: Department of Employment and Workplace Relations
Funding body | Department of Employment and Workplace Relations |
---|---|
Project Team | Doctor Leanne Fray, Doctor Natasha Weaver, Laureate Professor Jennifer Gore, Ms Treesa Heath, Doctor Sally Patfield |
Scheme | RFQ - Supporting career exploration and development of First Nations primary school aged children |
Role | Investigator |
Funding Start | 2023 |
Funding Finish | 2024 |
GNo | G2301243 |
Type Of Funding | C2100 - Aust Commonwealth – Own Purpose |
Category | 2100 |
UON | Y |
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 |
20222 grants / $57,500
Supporting Quality Teaching in NSW Public Schools$55,000
Funding body: Royal Prince Alfred Hospital School
Funding body | Royal Prince Alfred Hospital School |
---|---|
Project Team | Doctor Leanne Fray, Laureate Professor Jennifer Gore, Associate Professor Jess Harris, Doctor Drew Miller, Doctor Sally Patfield |
Scheme | Research Grant |
Role | Investigator |
Funding Start | 2022 |
Funding Finish | 2023 |
GNo | G2200749 |
Type Of Funding | C2300 – Aust StateTerritoryLocal – Own Purpose |
Category | 2300 |
UON | Y |
Research Output Scheme Funding$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 - Research Output Scheme |
Role | Lead |
Funding Start | 2022 |
Funding Finish | 2022 |
GNo | |
Type Of Funding | Internal |
Category | INTE |
UON | N |
20213 grants / $209,732
Investigating the efficacy, complexity and sustainability of teacher change$107,232
Funding body: NSW Department of Education
Funding body | NSW Department of Education |
---|---|
Project Team | Laureate Professor Jennifer Gore, Laureate Professor Jennifer Gore, Associate Professor Jess Harris, Doctor Drew Miller, Doctor Leanne Fray, Ms Jacquie Briskham |
Scheme | Strategic Research Fund – NSW Priority Projects |
Role | Lead |
Funding Start | 2021 |
Funding Finish | 2022 |
GNo | G2001087 |
Type Of Funding | C2300 – Aust StateTerritoryLocal – Own Purpose |
Category | 2300 |
UON | Y |
2021 College matching funding for UON PRC scheme - Priority Research Centre for Teachers and Teaching$100,000
Funding body: College of Human and Social Futures, University of Newcastle
Funding body | College of Human and Social Futures, University of Newcastle |
---|---|
Project Team | Laureate Professor Jenny Gore (Director); Dr Leanne Fray; A/Professor Jessica Harris; Dr Drew Miller; Dr Elena Prieto-Rodriguez; Professor Max Smith. |
Scheme | 2021 College matching funding for UON PRC scheme |
Role | Lead |
Funding Start | 2021 |
Funding Finish | 2021 |
GNo | |
Type Of Funding | Internal |
Category | INTE |
UON | N |
Research Output Scheme Funding$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 | 2021 CHSF Research Output Scheme |
Role | Lead |
Funding Start | 2021 |
Funding Finish | 2021 |
GNo | |
Type Of Funding | Internal |
Category | INTE |
UON | N |
20207 grants / $2,984,431
Leadership Development for Middle School Leaders$1,490,881
Funding body: NSW Department of Education
Funding body | NSW Department of Education |
---|---|
Project Team | Associate Professor Jess Harris, Laureate Professor Jennifer Gore, Doctor Drew Miller, Mr Nathan Towney, Kylie Lipscombe, Sharon Tindall-Ford, Jessica Mantei, Kellie Buckley-Walker, Sue Bennett |
Scheme | Research Project |
Role | Investigator |
Funding Start | 2020 |
Funding Finish | 2024 |
GNo | G2001121 |
Type Of Funding | C2300 – Aust StateTerritoryLocal – Own Purpose |
Category | 2300 |
UON | Y |
Quality Teaching Rounds in NSW Government Schools$1,000,000
Funding body: NSW Department of Education
Funding body | NSW Department of Education |
---|---|
Project Team | Laureate Professor Jennifer Gore, Doctor Drew Miller, Associate Professor Jess Harris, Professor Elena Prieto-Rodriguez |
Scheme | Research Project |
Role | Lead |
Funding Start | 2020 |
Funding Finish | 2023 |
GNo | G2000396 |
Type Of Funding | C2400 – Aust StateTerritoryLocal – Other |
Category | 2400 |
UON | Y |
Covid 19 Effects on Students and Teachers in NSW Government Schools in 2020$198,736
Funding body: NSW Department of Education
Funding body | NSW Department of Education |
---|---|
Project Team | Laureate Professor Jennifer Gore, Doctor Leanne Fray, Associate Professor Jess Harris, Doctor Drew Miller |
Scheme | Research Project |
Role | Lead |
Funding Start | 2020 |
Funding Finish | 2020 |
GNo | G2000883 |
Type Of Funding | C2400 – Aust StateTerritoryLocal – Other |
Category | 2400 |
UON | Y |
Investigating school change: Supporting teaching, leading, assessment and learning through Quality Teaching Rounds$137,202
Funding body: Cessnock High School
Funding body | Cessnock High School |
---|---|
Project Team | Doctor Drew Miller, Associate Professor Jess Harris, Laureate Professor Jennifer Gore, Doctor Leanne Fray |
Scheme | Research Grant |
Role | Investigator |
Funding Start | 2020 |
Funding Finish | 2023 |
GNo | G2000911 |
Type Of Funding | C2400 – Aust StateTerritoryLocal – Other |
Category | 2400 |
UON | Y |
Faculty matching funding for UON PRC scheme - Teachers and Teaching Research Centre$100,000
Funding body: Faculty of Education and Arts, University of Newcastle
Funding body | Faculty of Education and Arts, University of Newcastle |
---|---|
Project Team | Laureate Professor Jenny Gore (Director); Dr Julie Bowe; Dr Leanne Fray; Dr Jess Harris; Prof Bruce King; Prof David Lubans; Dr Drew Miller; Dr Elena Prieto-Rodriguez; Prof Max Smith. |
Scheme | Faculty funding |
Role | Lead |
Funding Start | 2020 |
Funding Finish | 2020 |
GNo | |
Type Of Funding | Internal |
Category | INTE |
UON | N |
Aspirations, equity and higher education course choice: The path travelled$32,900
Funding body: National Centre for Student Equity in Higher Education (NCSEHE)
Funding body | National Centre for Student Equity in Higher Education (NCSEHE) |
---|---|
Project Team | Laureate Professor Jennifer Gore, Laureate Professor Jennifer Gore, Professor Elena Prieto-Rodriguez, Doctor Leanne Fray, Doctor Sally Patfield, Doctor Felicia Jaremus, Doctor Felicia Jaremus |
Scheme | Research Grants Program |
Role | Lead |
Funding Start | 2020 |
Funding Finish | 2021 |
GNo | G2000940 |
Type Of Funding | C2200 - Aust Commonwealth – Other |
Category | 2200 |
UON | Y |
Supporting Quality Teaching at Kotara School$24,712
Funding body: Kotara School
Funding body | Kotara School |
---|---|
Project Team | Doctor Leanne Fray, Laureate Professor Jennifer Gore, Associate Professor Jess Harris, Doctor Drew Miller, Doctor Judith Foggett, Doctor Carl Leonard |
Scheme | Research Grant |
Role | Investigator |
Funding Start | 2020 |
Funding Finish | 2021 |
GNo | G2001056 |
Type Of Funding | C2400 – Aust StateTerritoryLocal – Other |
Category | 2400 |
UON | Y |
20192 grants / $186,300
Faculty matching funding for UON PRC Scheme - Teachers and Teaching Research Centre$100,000
Funding body: Faculty of Education and Arts, University of Newcastle
Funding body | Faculty of Education and Arts, University of Newcastle |
---|---|
Project Team | Laureate Professor Jenny Gore (Director); Dr Julie Bowe; Dr Leanne Fray; Dr Jess Harris; Professor Bruce King; Professor David Lubans; Mr Andrew Lyell; Dr Drew Miller; Dr Elena Prieto-Rodriguez; Professor Max Smith. |
Scheme | Faculty funding |
Role | Lead |
Funding Start | 2019 |
Funding Finish | 2019 |
GNo | |
Type Of Funding | Internal |
Category | INTE |
UON | N |
Quality Teaching @ UON$86,300
Funding body: The University of Newcastle
Funding body | The University of Newcastle |
---|---|
Project Team | Laureate Professor Jennifer Gore, Doctor Andrew Miller, Doctor Leanne Fray, Doctor Sally Patfield, Doctor Elena Prieto-Rodriguez |
Scheme | Vice-Chancellor’s Strategic Initiatives Fund |
Role | Lead |
Funding Start | 2019 |
Funding Finish | 2020 |
GNo | |
Type Of Funding | Internal |
Category | INTE |
UON | N |
20184 grants / $18,047,256
Building Capacity for Quality Teaching in Australian Schools$17,271,959
Funding body: Paul Ramsay Foundation
Funding body | Paul Ramsay Foundation |
---|---|
Project Team | Laureate Professor Jennifer Gore, Doctor Drew Miller, Associate Professor Jess Harris, Doctor Leanne Fray, Doctor Sally Patfield, Professor David Lubans, Professor Max Smith, Doctor Julie Bowe, Professor Elena Prieto-Rodriguez, Professor Max Smith |
Scheme | Project Grant |
Role | Lead |
Funding Start | 2018 |
Funding Finish | 2023 |
GNo | G1800227 |
Type Of Funding | C3200 – Aust Not-for Profit |
Category | 3200 |
UON | Y |
Investigating the efficacy, complexity and sustainability of teacher change$597,776
Funding body: ARC (Australian Research Council)
Funding body | ARC (Australian Research Council) |
---|---|
Project Team | Laureate Professor Jennifer Gore, Doctor Drew Miller, Associate Professor Jess Harris, Professor Elena Prieto-Rodriguez, Professor David Lubans, Professor Peter Howley, Ms Caitlin Field |
Scheme | Discovery Projects |
Role | Lead |
Funding Start | 2018 |
Funding Finish | 2021 |
GNo | G1601525 |
Type Of Funding | C1200 - Aust Competitive - ARC |
Category | 1200 |
UON | Y |
Faculty matching funding for UON PRC Scheme - Teachers and Teaching Research Centre$160,000
Funding body: Faculty of Education and Arts, University of Newcastle
Funding body | Faculty of Education and Arts, University of Newcastle |
---|---|
Project Team | Dr Julie Bowe; Laureate Professor Jenny Gore (Director); Dr Jess Harris; Dr Drew Miller; Dr Elena Prieto-Rodriguez; Professor Max Smith; Professor Geoff Whitty; Dr Leanne Fray; Mr Andrew Lyell; Professor Bruce King; Dr Adam Lloyd; Professor David Lubans. |
Scheme | Faculty funding |
Role | Lead |
Funding Start | 2018 |
Funding Finish | 2018 |
GNo | |
Type Of Funding | Internal |
Category | INTE |
UON | N |
UON analysis of Quality Teaching lesson excerpts$17,521
Funding body: NSW Department of Education
Funding body | NSW Department of Education |
---|---|
Project Team | Laureate Professor Jennifer Gore, Doctor Julie Bowe, Doctor Drew Miller, Associate Professor Jess Harris |
Scheme | Small Research Consultancy |
Role | Lead |
Funding Start | 2018 |
Funding Finish | 2018 |
GNo | G1800864 |
Type Of Funding | C2300 – Aust StateTerritoryLocal – Own Purpose |
Category | 2300 |
UON | Y |
20174 grants / $797,646
Professional development in equity interventions for school teachers$601,532
Funding body: Department of Education and Training
Funding body | Department of Education and Training |
---|---|
Project Team | Laureate Professor Jennifer Gore, Professor Penny Jane Burke, Professor Peter Howley, Associate Professor Maree Gruppetta, Associate Professor Jess Harris, Professor Elena Prieto-Rodriguez, Doctor Leanne Fray, Doctor Adam Lloyd, Dr Andrew Harvey, Professor Jo Lampert |
Scheme | Higher Education Participation and Partnerships Programme (HEPPP) |
Role | Lead |
Funding Start | 2017 |
Funding Finish | 2019 |
GNo | G1701442 |
Type Of Funding | C2110 - Aust Commonwealth - Own Purpose |
Category | 2110 |
UON | Y |
Girls in Maths$129,382
Funding body: Margaret Bowers Estate
Funding body | Margaret Bowers Estate |
---|---|
Project Team | Laureate Professor Jennifer Gore, Professor John Fischetti, Professor Elena Prieto-Rodriguez, Doctor Adam Lloyd, Doctor Leanne Fray |
Scheme | Research Grant |
Role | Lead |
Funding Start | 2017 |
Funding Finish | 2018 |
GNo | G1700309 |
Type Of Funding | C3300 – Aust Philanthropy |
Category | 3300 |
UON | Y |
Community influence on university aspirations: Does it take a village?$39,072
Funding body: National Centre for Student Equity in Higher Education (NCSEHE)
Funding body | National Centre for Student Equity in Higher Education (NCSEHE) |
---|---|
Project Team | Laureate Professor Jennifer Gore, Doctor Leanne Fray, Doctor Adam Lloyd, Associate Professor Jess Harris, Doctor Sally Patfield |
Scheme | Research Grants Program |
Role | Lead |
Funding Start | 2017 |
Funding Finish | 2018 |
GNo | G1701286 |
Type Of Funding | C2100 - Aust Commonwealth – Own Purpose |
Category | 2100 |
UON | Y |
Assessment for Graduate Teaching (AfGT)$27,660
Funding body: Australian Institute for Teaching and School Leadership (AITSL)
Funding body | Australian Institute for Teaching and School Leadership (AITSL) |
---|---|
Project Team | Laureate Professor Jennifer Gore, Professor John Fischetti, Associate Professor Jess Harris, Doctor Drew Miller, Associate Professor Robert Parkes, Mr Rob Metcalfe, Associate Professor Larissa Mclean Davies |
Scheme | Research Grant |
Role | Lead |
Funding Start | 2017 |
Funding Finish | 2017 |
GNo | G1701198 |
Type Of Funding | C3100 – Aust For Profit |
Category | 3100 |
UON | Y |
20167 grants / $879,199
Locating Aspirations: Evidence to support participation in higher education of low SES students from regional and remote Australia$278,672
Funding body: Department of Education and Training
Funding body | Department of Education and Training |
---|---|
Project Team | Laureate Professor Jennifer Gore, Doctor Leanne Fray, Associate Professor Jess Harris, Doctor Adam Lloyd, Professor Geoff Whitty, Professor Max Smith |
Scheme | Higher Education Participation and Partnerships Programme (HEPPP) |
Role | Lead |
Funding Start | 2016 |
Funding Finish | 2016 |
GNo | G1601033 |
Type Of Funding | C2110 - Aust Commonwealth - Own Purpose |
Category | 2110 |
UON | Y |
Faculty matching funding for UPN PRC scheme$200,000
Funding body: University of Newcastle - Faculty of Education and Arts
Funding body | University of Newcastle - Faculty of Education and Arts |
---|---|
Project Team | Prof Max Smith; Prof Penny Jane Bourke, Prof Tracy Levett Jones; Dr Elena Prieto-Rodriguez; Dr Drew Miller; Dr Adam Lloyd; Dr Leanne Fray; Dr Jess Harris; Mr Hywel Ellis |
Scheme | Faculty funding |
Role | Lead |
Funding Start | 2016 |
Funding Finish | 2017 |
GNo | |
Type Of Funding | Internal |
Category | INTE |
UON | N |
Learning Impact: Evaluation of QuickSmart Maths$169,091
Funding body: Social Ventures Australia
Funding body | Social Ventures Australia |
---|---|
Project Team | Laureate Professor Jennifer Gore, Doctor Drew Miller, Professor Elena Prieto-Rodriguez, Associate Professor Jess Harris, Doctor Adam Lloyd, Doctor Leanne Fray |
Scheme | Learning Impact Fund |
Role | Lead |
Funding Start | 2016 |
Funding Finish | 2018 |
GNo | G1600614 |
Type Of Funding | C3200 – Aust Not-for Profit |
Category | 3200 |
UON | Y |
"Unlocking Capacity and Empowering Choices": Indigenous Students' Aspirations for Higher Education$134,012
Funding body: Department of Education
Funding body | Department of Education |
---|---|
Project Team | Laureate Professor Jennifer Gore, Associate Professor Jess Harris, Professor Max Smith, Associate Professor Maree Gruppetta, Doctor Adam Lloyd, Professor Kathryn Holmes |
Scheme | Higher Education Participation and Partnerships Programme |
Role | Lead |
Funding Start | 2016 |
Funding Finish | 2016 |
GNo | G1600151 |
Type Of Funding | C2110 - Aust Commonwealth - Own Purpose |
Category | 2110 |
UON | Y |
Guiding Futures: The role of teachers in the formation of students' aspirations for higher education$90,296
Funding body: Department of Education
Funding body | Department of Education |
---|---|
Project Team | Laureate Professor Jennifer Gore, Associate Professor Alex Garn, Professor Max Smith, Doctor Adam Lloyd, Doctor Leanne Fray, Professor Kathryn Holmes |
Scheme | Higher Education Participation and Partnerships Programme |
Role | Lead |
Funding Start | 2016 |
Funding Finish | 2016 |
GNo | G1600140 |
Type Of Funding | C2110 - Aust Commonwealth - Own Purpose |
Category | 2110 |
UON | Y |
Effective Teaching and Classroom Management$4,545
Funding body: Grattan Institute
Funding body | Grattan Institute |
---|---|
Project Team | Laureate Professor Jennifer Gore, Doctor Adam Lloyd, Doctor Natasha Weaver, Professor Max Smith |
Scheme | Research Grant |
Role | Lead |
Funding Start | 2016 |
Funding Finish | 2016 |
GNo | G1601151 |
Type Of Funding | C3100 – Aust For Profit |
Category | 3100 |
UON | Y |
Investigating reflection, feedback and evaluation in pre-service and supervising teacher conversations during professional experience$2,583
Funding body: University of Newcastle
Funding body | University of Newcastle |
---|---|
Project Team | Associate Professor Jess Harris, Laureate Professor Jennifer Gore |
Scheme | Linkage Pilot Research Grant |
Role | Investigator |
Funding Start | 2016 |
Funding Finish | 2017 |
GNo | G1601178 |
Type Of Funding | Internal |
Category | INTE |
UON | Y |
20157 grants / $621,500
Who seeks access to what, when and why?: Interrogating the pivotal role of students aspirations in higher education$275,625
Funding body: Department of Education
Funding body | Department of Education |
---|---|
Project Team | Laureate Professor Jennifer Gore, Professor Max Smith, Associate Professor Kathryn Holmes |
Scheme | Higher Education Participation and Partnerships Programme |
Role | Lead |
Funding Start | 2015 |
Funding Finish | 2015 |
GNo | G1501184 |
Type Of Funding | C2110 - Aust Commonwealth - Own Purpose |
Category | 2110 |
UON | Y |
Critical Interventions Framework Part 2$205,262
Funding body: Department of Education
Funding body | Department of Education |
---|---|
Project Team | Associate Professor Anna Bennett, Ms Belinda Munn, Professor Geoff Whitty, Laureate Professor Jennifer Gore, Professor Max Smith |
Scheme | Higher Education Participation and Partnerships Programme |
Role | Investigator |
Funding Start | 2015 |
Funding Finish | 2015 |
GNo | G1501186 |
Type Of Funding | C2110 - Aust Commonwealth - Own Purpose |
Category | 2110 |
UON | Y |
Choosing VET: investigating the formation of VET aspirations$71,421
Funding body: National Centre for Vocational Education Research
Funding body | National Centre for Vocational Education Research |
---|---|
Project Team | Laureate Professor Jennifer Gore, Associate Professor Kathryn Holmes, Professor Max Smith, Doctor Adam Lloyd, Mr Hywel Ellis, Mr Andrew Lyell |
Scheme | National VET Research and Evaluation Program |
Role | Lead |
Funding Start | 2015 |
Funding Finish | 2016 |
GNo | G1501146 |
Type Of Funding | C3200 – Aust Not-for Profit |
Category | 3200 |
UON | Y |
Stimulus paper: Evidence of impact$25,300
Funding body: Australian Institute for Teaching and School Leadership (AITSL)
Funding body | Australian Institute for Teaching and School Leadership (AITSL) |
---|---|
Project Team | Laureate Professor Jennifer Gore |
Scheme | Research Grant |
Role | Lead |
Funding Start | 2015 |
Funding Finish | 2015 |
GNo | G1500850 |
Type Of Funding | Other Public Sector - Commonwealth |
Category | 2OPC |
UON | Y |
Building a Community of Practice through Quality Teaching Rounds$21,600
Funding body: Singleton Heights Public School
Funding body | Singleton Heights Public School |
---|---|
Project Team | Laureate Professor Jennifer Gore, Doctor Julie Bowe, Professor Max Smith, Professor David Lubans |
Scheme | Research Grant |
Role | Lead |
Funding Start | 2015 |
Funding Finish | 2015 |
GNo | G1501435 |
Type Of Funding | Other Public Sector - State |
Category | 2OPS |
UON | Y |
Investigating factors that influence the choice of teaching as a first career$20,292
Funding body: Queensland College of Teachers
Funding body | Queensland College of Teachers |
---|---|
Project Team | Laureate Professor Jennifer Gore, Professor Max Smith, Associate Professor Kathryn Holmes |
Scheme | Research Project |
Role | Lead |
Funding Start | 2015 |
Funding Finish | 2015 |
GNo | G1501157 |
Type Of Funding | Grant - Aust Non Government |
Category | 3AFG |
UON | Y |
British Educational Research Association 2015 Annual Conference, Belfast Ireland, 15-17 September 2015$2,000
Funding body: University of Newcastle - Faculty of Education and Arts
Funding body | University of Newcastle - Faculty of Education and Arts |
---|---|
Project Team | Laureate Professor Jennifer Gore |
Scheme | Travel Grant |
Role | Lead |
Funding Start | 2015 |
Funding Finish | 2015 |
GNo | G1500761 |
Type Of Funding | Internal |
Category | INTE |
UON | Y |
20144 grants / $1,029,150
Improving teaching quality through peer observation and feedback: an investigation of the impact of Quality Teaching Rounds $730,433
Funding body: NSW Department of Education and Communities
Funding body | NSW Department of Education and Communities |
---|---|
Project Team | Laureate Professor Jennifer Gore, Doctor Julie Bowe, Professor Max Smith, Doctor Nicole Mockler, Professor David Lubans |
Scheme | Research Grant |
Role | Lead |
Funding Start | 2014 |
Funding Finish | 2015 |
GNo | G1400499 |
Type Of Funding | C2300 – Aust StateTerritoryLocal – Own Purpose |
Category | 2300 |
UON | Y |
National Exceptional teachers for Disadvantaged School Projects$140,000
Funding body: Origin Foundation
Funding body | Origin Foundation |
---|---|
Project Team | Laureate Professor Jennifer Gore, Doctor Margot Ford, Associate Professor Joanne Ailwood, Doctor Drew Miller |
Scheme | Project Grant |
Role | Lead |
Funding Start | 2014 |
Funding Finish | 2015 |
GNo | G1301438 |
Type Of Funding | C3300 – Aust Philanthropy |
Category | 3300 |
UON | Y |
Teachers and Teaching$90,000
Funding body: University of Newcastle - Faculty of Education and Arts
Funding body | University of Newcastle - Faculty of Education and Arts |
---|---|
Project Team | Laureate Professor Jennifer Gore, Professor Max Smith, Associate Professor Kathryn Holmes, Doctor Nicole Mockler |
Scheme | Research Programme 2014 |
Role | Lead |
Funding Start | 2014 |
Funding Finish | 2014 |
GNo | G1400926 |
Type Of Funding | Internal |
Category | INTE |
UON | Y |
Choosing university: The impact of schools and schooling$68,717
Funding body: National Centre for Student Equity in Higher Education (NCSEHE)
Funding body | National Centre for Student Equity in Higher Education (NCSEHE) |
---|---|
Project Team | Laureate Professor Jennifer Gore, Associate Professor Kathryn Holmes, Professor Max Smith, Mr Andrew Lyell, Mr Hywel Ellis |
Scheme | Research Grants Program |
Role | Lead |
Funding Start | 2014 |
Funding Finish | 2015 |
GNo | G1400566 |
Type Of Funding | Other Public Sector - Commonwealth |
Category | 2OPC |
UON | Y |
20134 grants / $110,793
Enhancing ICT Classroom Practice through Quality Teaching Rounds$53,256
Funding body: St Joseph's Catholic College
Funding body | St Joseph's Catholic College |
---|---|
Project Team | Laureate Professor Jennifer Gore, Associate Professor Kathryn Holmes, Doctor Julie Bowe |
Scheme | Research Project |
Role | Lead |
Funding Start | 2013 |
Funding Finish | 2013 |
GNo | G1300192 |
Type Of Funding | C3200 – Aust Not-for Profit |
Category | 3200 |
UON | Y |
A Cluster Randomised Controlled Trial of a School-based Physical Activity Intervention in At-risk Communities$32,965
Funding body: ARC (Australian Research Council)
Funding body | ARC (Australian Research Council) |
---|---|
Project Team | A/Prof Chris Lonsdale, Professor David Lubans, Dr Gregory Kolt, Dr Lousia Peralta, Professor Anthony Maeder, Laureate Professor Jennifer Gore, Professor Ester Cerin, Professor Nikos Ntoumanis |
Scheme | Discovery Projects |
Role | Investigator |
Funding Start | 2013 |
Funding Finish | 2015 |
GNo | G1201273 |
Type Of Funding | Aust Competitive - Commonwealth |
Category | 1CS |
UON | Y |
ERF Teaching Relief - Miller$23,822
Funding body: University of Newcastle
Funding body | University of Newcastle |
---|---|
Project Team | Doctor Wendy Miller, Laureate Professor Jennifer Gore |
Scheme | Equity Research Fellowship |
Role | Lead |
Funding Start | 2013 |
Funding Finish | 2013 |
GNo | G1201025 |
Type Of Funding | Internal |
Category | INTE |
UON | Y |
AARE 2013 (Australian Association for Research in Education), Hilton Adelaide, 1-5 December 2013$750
Funding body: University of Newcastle - Faculty of Education and Arts
Funding body | University of Newcastle - Faculty of Education and Arts |
---|---|
Project Team | Laureate Professor Jennifer Gore |
Scheme | Travel Grant |
Role | Lead |
Funding Start | 2013 |
Funding Finish | 2013 |
GNo | G1301057 |
Type Of Funding | Internal |
Category | INTE |
UON | Y |
20126 grants / $1,101,357
Educational and career aspirations in the middle years of schooling: Understanding complexity for increased equity’ $693,153
Funding body: ARC (Australian Research Council)
Funding body | ARC (Australian Research Council) |
---|---|
Project Team | Laureate Professor Jennifer Gore, Professor Jim Albright, Associate Professor Erica Southgate, Associate Professor Kathryn Holmes, Professor Max Smith, Mrs Michelle Heaney, Frank Potter |
Scheme | Linkage Projects |
Role | Lead |
Funding Start | 2012 |
Funding Finish | 2015 |
GNo | G1100473 |
Type Of Funding | Aust Competitive - Commonwealth |
Category | 1CS |
UON | Y |
Targeting educational and career aspirations in the middle years of schooling: Understanding complexity for increased equity$380,000
Funding body: NSW Department of Education and Training
Funding body | NSW Department of Education and Training |
---|---|
Project Team | Laureate Professor Jennifer Gore, Professor Jim Albright, Associate Professor Erica Southgate, Associate Professor Kathryn Holmes, Professor Max Smith |
Scheme | Linkage Projects Partner Funding |
Role | Lead |
Funding Start | 2012 |
Funding Finish | 2015 |
GNo | G1100711 |
Type Of Funding | C2300 – Aust StateTerritoryLocal – Own Purpose |
Category | 2300 |
UON | Y |
Investigating Quality Teaching Rounds to support teacher professional learning$11,000
Funding body: ACT Department of Education and Training
Funding body | ACT Department of Education and Training |
---|---|
Project Team | Laureate Professor Jennifer Gore, Doctor Julie Bowe, Doctor Nicole Mockler, Professor Max Smith |
Scheme | Research Project |
Role | Lead |
Funding Start | 2012 |
Funding Finish | 2012 |
GNo | G1200010 |
Type Of Funding | Other Public Sector - State |
Category | 2OPS |
UON | Y |
Supporting Smarter Schools Project – Site 6, Holy Family Primary School Emerton$10,704
Funding body: Holy Family Primary Emerton
Funding body | Holy Family Primary Emerton |
---|---|
Project Team | Laureate Professor Jennifer Gore, Doctor Nicole Mockler, Mr Hywel Ellis |
Scheme | Research Grant |
Role | Lead |
Funding Start | 2012 |
Funding Finish | 2013 |
GNo | G1200800 |
Type Of Funding | Grant - Aust Non Government |
Category | 3AFG |
UON | Y |
Investigating 'rounds' to support teacher professional learning$5,000
Funding body: University of Newcastle
Funding body | University of Newcastle |
---|---|
Project Team | Laureate Professor Jennifer Gore, Doctor Julie Bowe, Professor Max Smith, Doctor Nicole Mockler |
Scheme | Linkage Pilot Research Grant |
Role | Lead |
Funding Start | 2012 |
Funding Finish | 2012 |
GNo | G1101164 |
Type Of Funding | Internal |
Category | INTE |
UON | Y |
American Educational Research Associate Annual Meeting, Vancouver Convention Center East and West Building, 12 - 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 | Laureate Professor Jennifer Gore |
Scheme | Travel Grant |
Role | Lead |
Funding Start | 2012 |
Funding Finish | 2013 |
GNo | G1200547 |
Type Of Funding | Internal |
Category | INTE |
UON | Y |
20111 grants / $750
Australian Association for Research in Education International Research in Education Conference, Hotel Grand Chancellor, Hobart Tasmania, 27/11/2011 - 1/12/2011$750
Funding body: University of Newcastle - Faculty of Education and Arts
Funding body | University of Newcastle - Faculty of Education and Arts |
---|---|
Project Team | Laureate Professor Jennifer Gore |
Scheme | Travel Grant |
Role | Lead |
Funding Start | 2011 |
Funding Finish | 2012 |
GNo | G1100788 |
Type Of Funding | Internal |
Category | INTE |
UON | Y |
20102 grants / $10,750
Making Educational Goals Sustainable (MEGS): A study of an intervention aimed at developing educational pathways for students from low SES communities$10,000
Funding body: University of Newcastle
Funding body | University of Newcastle |
---|---|
Project Team | Associate Professor Erica Southgate, Laureate Professor Jennifer Gore |
Scheme | Linkage Pilot Research Grant |
Role | Investigator |
Funding Start | 2010 |
Funding Finish | 2010 |
GNo | G1000898 |
Type Of Funding | Internal |
Category | INTE |
UON | Y |
Australian Association for Research in Education International Research in Education Conference, The University of Melbourne, 28/11/2010 - 02/12/2010$750
Funding body: University of Newcastle - Faculty of Education and Arts
Funding body | University of Newcastle - Faculty of Education and Arts |
---|---|
Project Team | Laureate Professor Jennifer Gore |
Scheme | Travel Grant |
Role | Lead |
Funding Start | 2010 |
Funding Finish | 2011 |
GNo | G1000889 |
Type Of Funding | Internal |
Category | INTE |
UON | Y |
20092 grants / $305,945
Effective Implementation of Pedagogical Reform$227,000
Funding body: ARC (Australian Research Council)
Funding body | ARC (Australian Research Council) |
---|---|
Project Team | Laureate Professor Jennifer Gore, Doctor Wendy Miller, Dr Anthony Bracken |
Scheme | Linkage Projects |
Role | Lead |
Funding Start | 2009 |
Funding Finish | 2012 |
GNo | G0189159 |
Type Of Funding | Aust Competitive - Commonwealth |
Category | 1CS |
UON | Y |
Effective Implementation of Pedagogical Reform$78,945
Funding body: Catholic Education Office, Diocese of Parramatta
Funding body | Catholic Education Office, Diocese of Parramatta |
---|---|
Project Team | Laureate Professor Jennifer Gore, Doctor Wendy Miller, Dr Anthony Bracken |
Scheme | Linkage Projects Partner Funding |
Role | Lead |
Funding Start | 2009 |
Funding Finish | 2012 |
GNo | G0189444 |
Type Of Funding | Aust Competitive - Commonwealth |
Category | 1CS |
UON | Y |
20081 grants / $2,500
AERA 2008 Annual Meeting and Exhibition, Hilton Hotel, New York, 24/3/2008 - 28/3/2008$2,500
Funding body: University of Newcastle
Funding body | University of Newcastle |
---|---|
Project Team | Laureate Professor Jennifer Gore |
Scheme | Travel Grant |
Role | Lead |
Funding Start | 2008 |
Funding Finish | 2008 |
GNo | G0188619 |
Type Of Funding | Internal |
Category | INTE |
UON | Y |
20074 grants / $333,148
Quality Assessment: Linking assessment tasks and teaching outcomes in the social sciences$219,939
Funding body: Australian Learning and Teaching Council
Funding body | Australian Learning and Teaching Council |
---|---|
Project Team | Laureate Professor Jennifer Gore, Associate Professor James Ladwig, Doctor Wendy Miller, Associate Professor Tom Griffiths, Associate Professor Robert Parkes |
Scheme | Research Grant |
Role | Lead |
Funding Start | 2007 |
Funding Finish | 2008 |
GNo | G0188132 |
Type Of Funding | Other Public Sector - Commonwealth |
Category | 2OPC |
UON | Y |
(46) Education$59,907
Funding body: University of Newcastle
Funding body | University of Newcastle |
---|---|
Project Team | Laureate Professor Jennifer Gore |
Scheme | Publication Performance Grant |
Role | Lead |
Funding Start | 2007 |
Funding Finish | 2008 |
GNo | G0187965 |
Type Of Funding | Internal |
Category | INTE |
UON | Y |
Enhancing pedagogy and outcomes at an independent college$50,802
Funding body: Anonymous
Funding body | Anonymous |
---|---|
Project Team | Laureate Professor Jennifer Gore, Associate Professor James Ladwig, Doctor Wendy Miller |
Scheme | Anonymous Project |
Role | Lead |
Funding Start | 2007 |
Funding Finish | 2007 |
GNo | G0187203 |
Type Of Funding | Contract - Aust Non Government |
Category | 3AFC |
UON | Y |
2007 AERA Annual Meeting and Exhibition, Chicago, 9/4/2007 - 13/4/2007$2,500
Funding body: University of Newcastle
Funding body | University of Newcastle |
---|---|
Project Team | Laureate Professor Jennifer Gore |
Scheme | Travel Grant |
Role | Lead |
Funding Start | 2007 |
Funding Finish | 2007 |
GNo | G0187567 |
Type Of Funding | Internal |
Category | INTE |
UON | Y |
20061 grants / $1,500
American Educational Research Association Annual Meeting, 7-11 April 2006$1,500
Funding body: University of Newcastle
Funding body | University of Newcastle |
---|---|
Project Team | Laureate Professor Jennifer Gore |
Scheme | Travel Grant |
Role | Lead |
Funding Start | 2006 |
Funding Finish | 2006 |
GNo | G0186228 |
Type Of Funding | Internal |
Category | INTE |
UON | Y |
20054 grants / $91,326
2005 RIBG allocation$42,500
Funding body: University of Newcastle
Funding body | University of Newcastle |
---|---|
Project Team | Laureate Professor Jennifer Gore, Associate Professor James Ladwig |
Scheme | Research Infrastructure Block Grant (RIBG) |
Role | Lead |
Funding Start | 2005 |
Funding Finish | 2005 |
GNo | G0185821 |
Type Of Funding | Internal |
Category | INTE |
UON | Y |
Scholarship - Matching - Semester 2, 2005$29,326
Funding body: University of Newcastle
Funding body | University of Newcastle |
---|---|
Project Team | Laureate Professor Jennifer Gore |
Scheme | Multi-Year Project Grant Scholarship |
Role | Lead |
Funding Start | 2005 |
Funding Finish | 2008 |
GNo | G0185748 |
Type Of Funding | Internal |
Category | INTE |
UON | Y |
How do effective learning and teaching practices in special education align with the broader pedagogical framework of quality teaching$10,000
Funding body: University of Newcastle
Funding body | University of Newcastle |
---|---|
Project Team | Associate Professor Bob Conway, Professor Michael Arthur-Kelly, Associate Professor James Ladwig, Laureate Professor Jennifer Gore |
Scheme | Project Grant |
Role | Investigator |
Funding Start | 2005 |
Funding Finish | 2005 |
GNo | G0184747 |
Type Of Funding | Internal |
Category | INTE |
UON | Y |
Early career teacher socialisation and professional growth$9,500
Funding body: University of Newcastle
Funding body | University of Newcastle |
---|---|
Project Team | Doctor Ann McCormack, Laureate Professor Jennifer Gore |
Scheme | Project Grant |
Role | Investigator |
Funding Start | 2005 |
Funding Finish | 2005 |
GNo | G0184616 |
Type Of Funding | Internal |
Category | INTE |
UON | Y |
20046 grants / $847,408
Systemic implications of pedagogy and achievement in NSW Public Schools$550,000
Funding body: ARC (Australian Research Council)
Funding body | ARC (Australian Research Council) |
---|---|
Project Team | Laureate Professor Jennifer Gore, Associate Professor James Ladwig, Dr P Brock, Ms Gillian Shadwick, Mr R Randall, Dr Maxwell Smith, Ms Ann McIntyre, Associate Professor Tom Griffiths, Doctor Wendy Miller |
Scheme | Linkage Projects |
Role | Lead |
Funding Start | 2004 |
Funding Finish | 2007 |
GNo | G0183622 |
Type Of Funding | Aust Competitive - Commonwealth |
Category | 1CS |
UON | Y |
Systemic implications of pedagogy and achievement in NSW public schools.$267,263
Funding body: NSW Department of Education and Training
Funding body | NSW Department of Education and Training |
---|---|
Project Team | Laureate Professor Jennifer Gore, Associate Professor James Ladwig, Dr P Brock, Dr M Bruniges, Mr R Randall, Dr Maxwell Smith, Ms J Davy, Associate Professor Tom Griffiths, Doctor Wendy Miller, Ms Gillian Shadwick, Ms Ann McIntyre |
Scheme | Linkage Projects Partner Funding |
Role | Lead |
Funding Start | 2004 |
Funding Finish | 2006 |
GNo | G0183823 |
Type Of Funding | Other Public Sector - State |
Category | 2OPS |
UON | Y |
The impact of 'productive pedagogy' in the socialisation of beginning teachers.$15,000
Funding body: University of Newcastle
Funding body | University of Newcastle |
---|---|
Project Team | Laureate Professor Jennifer Gore |
Scheme | Project Grant |
Role | Lead |
Funding Start | 2004 |
Funding Finish | 2004 |
GNo | G0183541 |
Type Of Funding | Internal |
Category | INTE |
UON | Y |
An exploration of students' social motives engage in academic work: Extending achievement goal theory.$10,000
Funding body: University of Newcastle
Funding body | University of Newcastle |
---|---|
Project Team | Doctor Jennifer Archer, Laureate Professor Jennifer Gore |
Scheme | Project Grant |
Role | Investigator |
Funding Start | 2004 |
Funding Finish | 2004 |
GNo | G0183542 |
Type Of Funding | Internal |
Category | INTE |
UON | Y |
Pedagogy in Practice 20 to 21 January 2004$3,000
Funding body: University of Newcastle
Funding body | University of Newcastle |
---|---|
Project Team | Laureate Professor Jennifer Gore |
Scheme | Conference Establishment Grant |
Role | Lead |
Funding Start | 2004 |
Funding Finish | 2004 |
GNo | G0183736 |
Type Of Funding | Internal |
Category | INTE |
UON | Y |
American Educational Research Association annual meeting, 12-16 April 2004, USA$2,145
Funding body: University of Newcastle
Funding body | University of Newcastle |
---|---|
Project Team | Laureate Professor Jennifer Gore |
Scheme | Travel Grant |
Role | Lead |
Funding Start | 2004 |
Funding Finish | 2004 |
GNo | G0183985 |
Type Of Funding | Internal |
Category | INTE |
UON | Y |
20035 grants / $68,305
Write a classroom practice coding manual for the NSW model of pedagogy$17,940
Funding body: NSW Department of Education and Training
Funding body | NSW Department of Education and Training |
---|---|
Project Team | Associate Professor James Ladwig, Laureate Professor Jennifer Gore |
Scheme | Consultancy/Tender |
Role | Investigator |
Funding Start | 2003 |
Funding Finish | 2003 |
GNo | G0183136 |
Type Of Funding | Other Public Sector - State |
Category | 2OPS |
UON | Y |
Write a learning task coding manual for the NSW model of pedagogy$17,940
Funding body: NSW Department of Education and Training
Funding body | NSW Department of Education and Training |
---|---|
Project Team | Associate Professor James Ladwig, Laureate Professor Jennifer Gore |
Scheme | Consultancy/Tender |
Role | Investigator |
Funding Start | 2003 |
Funding Finish | 2003 |
GNo | G0183137 |
Type Of Funding | Other Public Sector - State |
Category | 2OPS |
UON | Y |
Enhancing student learning: An investigation of the impact of improving the quality of learning and assessment tasks set by teachers$17,500
Funding body: University of Newcastle
Funding body | University of Newcastle |
---|---|
Project Team | Associate Professor James Ladwig, Laureate Professor Jennifer Gore |
Scheme | Project Grant |
Role | Investigator |
Funding Start | 2003 |
Funding Finish | 2003 |
GNo | G0182366 |
Type Of Funding | Internal |
Category | INTE |
UON | Y |
Contract for development of research background paper on Pedagogy$13,800
Funding body: NSW Department of Education and Training
Funding body | NSW Department of Education and Training |
---|---|
Project Team | Associate Professor James Ladwig, Laureate Professor Jennifer Gore |
Scheme | Consultancy/Tender |
Role | Investigator |
Funding Start | 2003 |
Funding Finish | 2003 |
GNo | G0183133 |
Type Of Funding | Other Public Sector - State |
Category | 2OPS |
UON | Y |
Joint conference of Australian Association for Research in Education and New Zealand Association for Research in Education$1,125
Funding body: University of Newcastle
Funding body | University of Newcastle |
---|---|
Project Team | Laureate Professor Jennifer Gore |
Scheme | Travel Grant |
Role | Lead |
Funding Start | 2003 |
Funding Finish | 2003 |
GNo | G0183656 |
Type Of Funding | Internal |
Category | INTE |
UON | Y |
20023 grants / $27,410
Development of a statement and framework for quality pedagogy for NSW public schools.$17,710
Funding body: NSW Department of Education and Training
Funding body | NSW Department of Education and Training |
---|---|
Project Team | Associate Professor James Ladwig, Laureate Professor Jennifer Gore, Associate Professor Tom Griffiths |
Scheme | Consultancy/Tender |
Role | Investigator |
Funding Start | 2002 |
Funding Finish | 2002 |
GNo | G0182638 |
Type Of Funding | Other Public Sector - State |
Category | 2OPS |
UON | Y |
The Induction of Beginning Teachers$7,300
Funding body: University of Newcastle
Funding body | University of Newcastle |
---|---|
Project Team | Doctor Ann McCormack, Emeritus Professor Phil Foreman, Laureate Professor Jennifer Gore |
Scheme | Project Grant |
Role | Investigator |
Funding Start | 2002 |
Funding Finish | 2002 |
GNo | G0181304 |
Type Of Funding | Internal |
Category | INTE |
UON | Y |
Annual Meeting of the American Educational Resarch Association New Orleans, USA, 1 - 5 April, 2002$2,400
Funding body: University of Newcastle
Funding body | University of Newcastle |
---|---|
Project Team | Laureate Professor Jennifer Gore |
Scheme | Travel Grant |
Role | Lead |
Funding Start | 2002 |
Funding Finish | 2002 |
GNo | G0181703 |
Type Of Funding | Internal |
Category | INTE |
UON | Y |
20013 grants / $64,960
An investigation into the preparation of teachers to teach English literacy and numeracy in primary and secondary schools.$52,800
Funding body: Department of Education, Training & Youth Affairs
Funding body | Department of Education, Training & Youth Affairs |
---|---|
Project Team | Laureate Professor Jennifer Gore |
Scheme | Children`s Literacy National Projects (CLP) |
Role | Lead |
Funding Start | 2001 |
Funding Finish | 2002 |
GNo | G0180716 |
Type Of Funding | Aust Competitive - Commonwealth |
Category | 1CS |
UON | Y |
'Productive Pedagogy' and the professional development of practising teachers.$11,000
Funding body: University of Newcastle
Funding body | University of Newcastle |
---|---|
Project Team | Laureate Professor Jennifer Gore, Associate Professor James Ladwig |
Scheme | Project Grant |
Role | Lead |
Funding Start | 2001 |
Funding Finish | 2001 |
GNo | G0180121 |
Type Of Funding | Internal |
Category | INTE |
UON | Y |
Annual Conference of the Australian Association for Research in Education (AARE) Fremantle, WA, Australia December 2-6, 2001$1,160
Funding body: University of Newcastle
Funding body | University of Newcastle |
---|---|
Project Team | Laureate Professor Jennifer Gore |
Scheme | Travel Grant |
Role | Lead |
Funding Start | 2001 |
Funding Finish | 2001 |
GNo | G0181505 |
Type Of Funding | Internal |
Category | INTE |
UON | Y |
20002 grants / $14,400
A pilot study of 'Productive Pedagogy' as a framework for teacher professional development.$12,000
Funding body: ARC (Australian Research Council)
Funding body | ARC (Australian Research Council) |
---|---|
Project Team | Laureate Professor Jennifer Gore, Associate Professor James Ladwig |
Scheme | Small Grant |
Role | Lead |
Funding Start | 2000 |
Funding Finish | 2000 |
GNo | G0178888 |
Type Of Funding | Scheme excluded from IGS |
Category | EXCL |
UON | Y |
Annual Meeting of the American Educatinal Research Associatin New Orleans, USA 24-28 April 2000.$2,400
Funding body: University of Newcastle
Funding body | University of Newcastle |
---|---|
Project Team | Laureate Professor Jennifer Gore |
Scheme | Travel Grant |
Role | Lead |
Funding Start | 2000 |
Funding Finish | 2000 |
GNo | G0179846 |
Type Of Funding | Internal |
Category | INTE |
UON | Y |
19991 grants / $4,674
Professor Andrew Gitlin, Educational Studies, The University of Utah, 14/12/98 - 5/2/99$4,674
Funding body: University of Newcastle
Funding body | University of Newcastle |
---|---|
Project Team | Laureate Professor Jennifer Gore |
Scheme | Visitor Grant |
Role | Lead |
Funding Start | 1999 |
Funding Finish | 1999 |
GNo | G0178317 |
Type Of Funding | Internal |
Category | INTE |
UON | Y |
19983 grants / $186,247
Educational governance, social inclusion and social exclusion in Australia$176,870
Funding body: ARC (Australian Research Council)
Funding body | ARC (Australian Research Council) |
---|---|
Project Team | Associate Professor James Ladwig, Laureate Professor Jennifer Gore, Assoc. Prof R Lingard |
Scheme | Large Grant |
Role | Investigator |
Funding Start | 1998 |
Funding Finish | 2000 |
GNo | G0177088 |
Type Of Funding | Aust Competitive - Commonwealth |
Category | 1CS |
UON | Y |
Knowledge, Power and Pedagogy$8,000
Funding body: University of Newcastle
Funding body | University of Newcastle |
---|---|
Project Team | Laureate Professor Jennifer Gore |
Scheme | Project Grant |
Role | Lead |
Funding Start | 1998 |
Funding Finish | 1998 |
GNo | G0177250 |
Type Of Funding | Internal |
Category | INTE |
UON | Y |
American Educational Research Association Annual Meeting, USA 13-17 April 1998$1,377
Funding body: University of Newcastle
Funding body | University of Newcastle |
---|---|
Project Team | Laureate Professor Jennifer Gore |
Scheme | Travel Grant |
Role | Lead |
Funding Start | 1998 |
Funding Finish | 1998 |
GNo | G0179801 |
Type Of Funding | Internal |
Category | INTE |
UON | Y |
19972 grants / $11,957
Knowledge, Power and Pedagogy.$10,000
Funding body: ARC (Australian Research Council)
Funding body | ARC (Australian Research Council) |
---|---|
Project Team | Laureate Professor Jennifer Gore |
Scheme | Small Grant |
Role | Lead |
Funding Start | 1997 |
Funding Finish | 1997 |
GNo | G0176689 |
Type Of Funding | Scheme excluded from IGS |
Category | EXCL |
UON | Y |
American Educational Research Association Annual Meeting, Chicago, 24-28 March 1997$1,957
Funding body: University of Newcastle
Funding body | University of Newcastle |
---|---|
Project Team | Laureate Professor Jennifer Gore |
Scheme | Travel Grant |
Role | Lead |
Funding Start | 1997 |
Funding Finish | 1997 |
GNo | G0179479 |
Type Of Funding | Internal |
Category | INTE |
UON | Y |
19961 grants / $2,034
American Educational Research Association Annual Meeting - New York - 8-12/4/96$2,034
Funding body: University of Newcastle
Funding body | University of Newcastle |
---|---|
Project Team | Laureate Professor Jennifer Gore |
Scheme | Travel Grant |
Role | Lead |
Funding Start | 1996 |
Funding Finish | 1996 |
GNo | G0176118 |
Type Of Funding | Internal |
Category | INTE |
UON | Y |
19952 grants / $14,348
Towards a Theory of Power Relations in Pedagogy$12,000
Funding body: ARC (Australian Research Council)
Funding body | ARC (Australian Research Council) |
---|---|
Project Team | Laureate Professor Jennifer Gore |
Scheme | Small Grant |
Role | Lead |
Funding Start | 1995 |
Funding Finish | 1995 |
GNo | G0175001 |
Type Of Funding | Scheme excluded from IGS |
Category | EXCL |
UON | Y |
Intern. Sociology of Education Conference, UK, 2-5 Jan$2,348
Funding body: University of Newcastle
Funding body | University of Newcastle |
---|---|
Project Team | Laureate Professor Jennifer Gore |
Scheme | Travel Grant |
Role | Lead |
Funding Start | 1995 |
Funding Finish | 1995 |
GNo | G0176870 |
Type Of Funding | Internal |
Category | INTE |
UON | Y |
19942 grants / $4,012
'American Educational Research Association (AERA) Annual Meeting', New Orleans, Louisiana, USA, 4 - 8 April 1994$2,006
Funding body: University of Newcastle
Funding body | University of Newcastle |
---|---|
Project Team | Laureate Professor Jennifer Gore |
Scheme | Travel Grant |
Role | Lead |
Funding Start | 1994 |
Funding Finish | 1994 |
GNo | G0174541 |
Type Of Funding | Internal |
Category | INTE |
UON | Y |
American Education Research Association (AERA) Annual Meeting - New Orleans - 4-8 April 1994$2,006
Funding body: University of Newcastle
Funding body | University of Newcastle |
---|---|
Project Team | Laureate Professor Jennifer Gore |
Scheme | Travel Grant |
Role | Lead |
Funding Start | 1994 |
Funding Finish | 1994 |
GNo | G0175065 |
Type Of Funding | Internal |
Category | INTE |
UON | Y |
19931 grants / $2,386
'American Educational Research Association (AERA) Annual Meeting' - Atlanta, Georgia, USA - 12 - 16 April 1993$2,386
Funding body: University of Newcastle
Funding body | University of Newcastle |
---|---|
Project Team | Laureate Professor Jennifer Gore |
Scheme | Travel Grant |
Role | Lead |
Funding Start | 1993 |
Funding Finish | 1993 |
GNo | G0174319 |
Type Of Funding | Internal |
Category | INTE |
UON | Y |
19922 grants / $117,300
92,93,94 GRANT. Pedagogy and the Disciplining of Bodies: An Ethnographic Exploration of Disciplinary Power in Three Pedagogical Sites$112,300
Funding body: ARC (Australian Research Council)
Funding body | ARC (Australian Research Council) |
---|---|
Project Team | Laureate Professor Jennifer Gore |
Scheme | Large Grant |
Role | Lead |
Funding Start | 1992 |
Funding Finish | 1994 |
GNo | G0173057 |
Type Of Funding | Aust Competitive - Commonwealth |
Category | 1CS |
UON | Y |
Power Relations In Pedagogy$5,000
Funding body: University of Newcastle
Funding body | University of Newcastle |
---|---|
Project Team | Laureate Professor Jennifer Gore |
Scheme | Project Grant |
Role | Lead |
Funding Start | 1992 |
Funding Finish | 1992 |
GNo | G0174143 |
Type Of Funding | Internal |
Category | INTE |
UON | Y |
Research Supervision
Number of supervisions
Current Supervision
Commenced | Level of Study | Research Title | Program | Supervisor Type |
---|---|---|---|---|
2022 | PhD | Quality Teaching In The Japanese Context: The Impact Of A Common Pedagogical Framework On Existing Professional Learning Communities | PhD (Education), College of Human and Social Futures, The University of Newcastle | Co-Supervisor |
2021 | PhD | Enabling Quality Teaching Practice in Albanian Upper Secondary Schools: Where Political History and Pedagogy Meet | PhD (Education), College of Human and Social Futures, The University of Newcastle | Principal Supervisor |
2020 | PhD | An Investigation Examining Improved Support for Casual Relief Teachers Through the Provision of High Quality Professional Learning | PhD (Education), College of Human and Social Futures, The University of Newcastle | Principal Supervisor |
2020 | PhD | Teachers in Transition: An Examination of the Effectiveness of Quality Teaching Rounds in Supporting Australian Teachers During Times of Transit | PhD (Education), College of Human and Social Futures, The University of Newcastle | Principal Supervisor |
2019 | PhD | Capitalising on Collegiality: Investigating the Impact of High-Quality Collaborative Professional Development on Teachers' Social Capital and Students' Achievement | PhD (Education), College of Human and Social Futures, The University of Newcastle | Principal Supervisor |
2019 | PhD | Elements of Affinity: How Online Learning Shapes Teacher Professional Development | 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 |
---|---|---|---|---|
2024 | PhD | Demystifying Subjects, Troubling Status: A Pedagogical Analysis of High School Mathematics and Drama in the Australian Schooling Context | PhD (Education), College of Human and Social Futures, The University of Newcastle | Principal Supervisor |
2024 | PhD | A Critical Investigation of Implementation Science as a Lens for Scaling Interventions in Education | PhD (Education), College of Human and Social Futures, The University of Newcastle | Co-Supervisor |
2023 | PhD | The Relationship between Professional Development Opportunities and Teacher Self-efficacy Beliefs: A mixed-method hermeneutic phenomenology study | PhD (Education), College of Human and Social Futures, The University of Newcastle | Co-Supervisor |
2021 | PhD | Factors Impacting the Choice of Vocational Education and Training (VET): Perspectives of Students in NSW Schools | PhD (Education), College of Human and Social Futures, The University of Newcastle | Co-Supervisor |
2020 | PhD | Rethinking Gendered Participation in School Mathematics: Change the Culture, Not the Girls | PhD (Education), College of Human and Social Futures, The University of Newcastle | Co-Supervisor |
2019 | PhD | Barriers to Effective Educational Outcomes in Disadvantaged High School Communities and the Impact of a Whole-Person Approach to Schooling | PhD (Education), College of Human and Social Futures, The University of Newcastle | Co-Supervisor |
2018 | PhD | On ‘Being First’: Reconsidering Australian Higher Education Equity Policy Through a Comprehensive Analysis of the Aspirations of Prospective First-In-Family Students | PhD (Education), College of Human and Social Futures, The University of Newcastle | Principal Supervisor |
2018 | PhD | The Impact of School Autonomy Reform on Secondary Principals | PhD (Education), College of Human and Social Futures, The University of Newcastle | Principal Supervisor |
2017 | PhD | Quality Teaching Rounds: Strengthening the Knowledge Base and Collaborative Processes for Teacher Professional Development | PhD (Education), College of Human and Social Futures, The University of Newcastle | Principal Supervisor |
2016 | PhD | What Form(s) of Pedagogy are Necessary for Increasing the Engagement of Aboriginal School Students? | PhD (Education), College of Human and Social Futures, The University of Newcastle | Co-Supervisor |
2016 | PhD | The Development of Aboriginal Education Policy in Australia - Voices of the National Aboriginal Education Committee (NAEC) | PhD (Education), College of Human and Social Futures, The University of Newcastle | Co-Supervisor |
2016 | PhD | A Social Psychological Examination of Factors Shaping Career and Education Aspirations Through Childhood and Adolescence | PhD (Education), College of Human and Social Futures, The University of Newcastle | Co-Supervisor |
2015 | PhD | Collaborative Professional Learning: Investigating Impact and Sustainability | PhD (Education), College of Human and Social Futures, The University of Newcastle | Principal Supervisor |
2014 | PhD | Educating Boys: What's Your Problem? | PhD (Education), College of Human and Social Futures, The University of Newcastle | Co-Supervisor |
2014 | PhD | Establishing a Democracy Classroom: Cooperative Learning and Good Teaching | PhD (Education), College of Human and Social Futures, The University of Newcastle | Co-Supervisor |
2012 | Masters | Collaborative Teaching Partnerships: Toward Cycles for Success in Supporting New Teachers | M Education [R], College of Human and Social Futures, The University of Newcastle | Sole Supervisor |
2010 | PhD | An Investigation of Teachers' Collective Responsibility for Student Learning | PhD (Education), College of Human and Social Futures, The University of Newcastle | Principal Supervisor |
2009 | PhD | Australian Schools: Social Purposes, Social Justice and Social Cohesion | PhD (Education), College of Human and Social Futures, The University of Newcastle | Principal Supervisor |
2006 | PhD | Interrupting History: A Critical-reconceptualisation of History Curriculum after 'the end of history' | PhD (Education), College of Human and Social Futures, The University of Newcastle | Sole Supervisor |
2001 | Masters | Measuring Up: Norms of Power and the Power of Norms in a Secondary School Site. A Theoretical and Empirical Study | Education, University of Newcastle | Sole Supervisor |
2000 | PhD | Unreliable Allies: Mapping the Effects of Whiteness in Adult Education | Education, University of Newcastle | Sole Supervisor |
2000 | PhD | Remembering School: Mapping Continuities in Power, Subjectivity and Emotion in Stories of Australian School Life | Education, University of Newcastle | Sole Supervisor |
2000 | PhD | Discourses of Technology Curriculum: Possibilities for Home Economics Knowledge and Practice | Education, University of Newcastle | Sole Supervisor |
1999 | PhD | Provisional Discourses: A Genealogical Reconceptualization of the Shift from Differential to Equitable Provision in Australian Educational Discourses since the 1970s | Education, University of Newcastle | Sole Supervisor |
1997 | PhD | (Re)presenting Women in Management: A Study of Women in Management Literature - Submitted Jan 1997 | Education, University of Newcastle | Sole Supervisor |
1996 | Honours | Reports and Regulation: The Construction of Gender in School Reporting Practices | Education, University of Newcastle | Principal Supervisor |
1993 | PhD | At the Interface of Talk and Text: The Social Construction of Gender in Classroom Interaction | Education, University of Newcastle | Co-Supervisor |
1993 | Masters | Narrative in Religious Education | Education, University of Newcastle | Co-Supervisor |
Research Projects
Aspirations Longitudinal Study 2012 -
Grants
Choosing VET: investigating the formation of VET aspirations
Funding body: National Centre for Vocational Education Research
Funding body | National Centre for Vocational Education Research |
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Project Team | Laureate Professor Jennifer Gore, Associate Professor Kathryn Holmes, Professor Max Smith, Doctor Adam Lloyd, Mr Hywel Ellis, Mr Andrew Lyell |
Scheme | National VET Research and Evaluation Program |
Community influence on university aspirations: Does it take a village?
Funding body: National Centre for Student Equity in Higher Education (NCSEHE)
Funding body | National Centre for Student Equity in Higher Education (NCSEHE) |
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Project Team | Laureate Professor Jennifer Gore, Doctor Leanne Fray, Doctor Adam Lloyd, Associate Professor Jess Harris, Doctor Sally Patfield |
Scheme | Research Grants Program |
Who seeks access to what, when and why?: Interrogating the pivotal role of students aspirations in higher education
Funding body: Department of Education
Funding body | Department of Education |
---|---|
Project Team | Laureate Professor Jennifer Gore, Professor Max Smith, Associate Professor Kathryn Holmes |
Scheme | Higher Education Participation and Partnerships Programme |
Targeting educational and career aspirations in the middle years of schooling: Understanding complexity for increased equity
Funding body: NSW Department of Education and Training
Funding body | NSW Department of Education and Training |
---|---|
Project Team | Laureate Professor Jennifer Gore, Professor Jim Albright, Associate Professor Erica Southgate, Associate Professor Kathryn Holmes, Professor Max Smith |
Scheme | Linkage Projects Partner Funding |
Educational and career aspirations in the middle years of schooling: Understanding complexity for increased equity’
Funding body: ARC (Australian Research Council)
Funding body | ARC (Australian Research Council) |
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Project Team | Laureate Professor Jennifer Gore, Professor Jim Albright, Associate Professor Erica Southgate, Associate Professor Kathryn Holmes, Professor Max Smith, Mrs Michelle Heaney, Frank Potter |
Scheme | Linkage Projects |
Guiding Futures: The role of teachers in the formation of students' aspirations for higher education
Funding body: Department of Education
Funding body | Department of Education |
---|---|
Project Team | Laureate Professor Jennifer Gore, Associate Professor Alex Garn, Professor Max Smith, Doctor Adam Lloyd, Doctor Leanne Fray, Professor Kathryn Holmes |
Scheme | Higher Education Participation and Partnerships Programme |
"Unlocking Capacity and Empowering Choices": Indigenous Students' Aspirations for Higher Education
Funding body: Department of Education
Funding body | Department of Education |
---|---|
Project Team | Laureate Professor Jennifer Gore, Associate Professor Jess Harris, Professor Max Smith, Associate Professor Maree Gruppetta, Doctor Adam Lloyd, Professor Kathryn Holmes |
Scheme | Higher Education Participation and Partnerships Programme |
Choosing university: The impact of schools and schooling
Funding body: National Centre for Student Equity in Higher Education (NCSEHE)
Funding body | National Centre for Student Equity in Higher Education (NCSEHE) |
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Project Team | Laureate Professor Jennifer Gore, Associate Professor Kathryn Holmes, Professor Max Smith, Mr Andrew Lyell, Mr Hywel Ellis |
Scheme | Research Grants Program |
Publications
Gore J, Smith M, Holmes K, Albright J, Southgate E, Berger N, Ellis H, '"I want to be a teacher because I like bossing people around." An initial cross-sectional analysis of student data from the Aspirations Longitudinal Study', Australian Association for Research in Education Conference 2013, Adelaide, SA, Australia (2013) [E3]
Berger NJ, Holmes K, Archer J, Gore J, 'A social-cognitive perspective on the interaction of student social class with work and education aspirations', AARE-NZARE 2014, Queensland University of Technology, Brisbane, QLD, Australia (2014) [E3]
Gore J, Holmes K, Smith M, Southgate E, Albright J, 'Socioeconomic status and the career aspirations of Australian school students: Testing enduring assumptions', The Australian Educational Researcher, 42 155-177 (2015) [C1]
Gore J, Holmes K, Smith M, Fray LT, 'Investigating the factors that influence the choice of teaching as a first career', Queensland College of Teachers, 55 (2015)
Lloyd AB, Gore J, Harris J, smith M, Gruppetta M, Holmes K, '"Unlocking capacity and empowering choices : Indigenous students aspirations for higher education', Melbourne (2016)
Gore J, Barron RJ, Holmes K, Smith M, 'Who says we are not attracting the best and brightest? Teacher selection and the aspirations of Australian school students', AUSTRALIAN EDUCATIONAL RESEARCHER, 43 527-549 (2016) [C1]
Gore JM, Fray L, Wallington C, Holmes K, Smith M, 'Australian school student aspirations for military careers: Traditional perceptions in shifting contexts', ARMED FORCES & SOCIETY, 43 238-259 (2017) [C1]
Gore J, Patfield S, Holmes K, Smith M, Lloyd A, Gruppetta M, et al., 'When higher education is possible but not desirable: Widening participation and the aspirations of Australian Indigenous school students', Australian Journal of Education, (2017) [C1]
Gore J, Holmes K, Smith M, Fray L, McElduff P, Weaver N, Wallington C, 'Unpacking the career aspirations of Australian school students: towards an evidence base for university equity initiatives in schools', Higher Education Research and Development, 36 1383-1400 (2017) [C1]
Gore J, Rickards B, Fray L, Holmes K, Smith M, 'Profiling Australian school students' interest in a nursing career: insights for ensuring the future workforce', AUSTRALIAN JOURNAL OF ADVANCED NURSING, 35 12-22 (2017) [C1]
Holmes K, Gore J, Smith M, Lloyd A, 'An Integrated Analysis of School Students Aspirations for STEM Careers: Which Student and School Factors Are Most Predictive?', International Journal of Science and Mathematics Education, 16 655-675 (2018) [C1]
Fray LT, Gore J, Smith M, Patfield S, 'Capacity to aspire to higher education of school students from low-SES backgrounds: An empirical study', New York (2018)
Gore J, Patfield S, Holmes K, Smith M, 'Widening participation in medicine? New insights from school students aspirations', Medical Education, 52 227-238 (2018) [C1]
Fray LT, Gore J, 'Why people choose teaching: A scoping review of empirical studies, 2007 2016', Teaching and Teacher Education, 75 153-163 (2018) [C1]
Lloyd A, Gore J, Holmes K, Smith M, Fray LT, 'Parental Influences on Those Seeking a Career in STEM: The Primacy of Gender', International Journal of Gender, Science and Technology, 10 208-328 (2018) [C1]
Fray L, Gore J, Harris J, Harris J, 'Why would you go to uni? Habitus, symbolic violence and the aspirations of rural school students.', Toronto, Canada (2019)
Gore J, Gibson S, Fray L, Smith M, Holmes K, 'Fostering Diversity in the Creative Arts by Addressing Students' Capacity to Aspire', Journal of Creative Behavior, 53 519-530 (2019) [C1]
Albright J, Gore J, Smith M, Holmes K, 'Operationalising Bourdieu in the Study of Student Aspirations: Conceptual and Methodological Challenges', International Perspectives on Theorizing Aspirations: : Applying Bourdieu's tools, Bloomsbury Academic, London 83-97 (2019) [B1]
Students
Program | Research Title |
---|---|
PhD College of Human and Social Futures |
On ‘Being First’: Reconsidering Australian Higher Education Equity Policy Through a Comprehensive Analysis of the Aspirations of Prospective First-In-Family Students |
PhD College of Human and Social Futures |
A Social Psychological Examination of Factors Shaping Career and Education Aspirations Through Childhood and Adolescence |
Quality Teaching and Quality Teaching Rounds 2004 -
Grants
Building Capacity for Quality Teaching in Australian Schools
Funding body: Paul Ramsay Foundation
Funding body | Paul Ramsay Foundation |
---|---|
Scheme | Project Grant |
Effective Implementation of Pedagogical Reform
Funding body: ARC (Australian Research Council)
Funding body | ARC (Australian Research Council) |
---|---|
Project Team | Laureate Professor Jennifer Gore, Doctor Wendy Miller, Dr Anthony Bracken |
Scheme | Linkage Projects |
Publications
Gore JM, 'Towards quality and equity: The case for Quality Teaching Rounds', Proceedings of the Australian Council for Educational Research (ACER) Research Conference, Adelaide, Australia (2014) [E2]
Gore JM, Bowe JM, 'Interrupting attrition? Re-shaping the transition from preservice to inservice teaching through Quality Teaching Rounds', International Journal of Educational Research, 73 77-88 (2015) [C1]
Gore J, Smith M, Bowe J, Ellis H, Lloyd A, Lubans D, 'Quality Teaching Rounds as a professional development intervention for enhancing the quality of teaching: Rationale and study protocol for a cluster randomised controlled trial', International Journal of Educational Research, 74 82-95 (2015) [C1]
Prieto-Rodriguez E, Holmes K, Gore J, 'Exploring Quality Teaching in the Online Environment Using an Evidence-Based Approach', Australian Journal of Teacher Education, 41 22-39 (2016) [C1]
Gore JM, Smith M, Lloyd A, Bowe J, Ellis H, Taggart W, Lubans D, 'The impact of Quality Teaching Rounds: Report on the results of a randomised controlled trial', NSW Department of Education, 74 (2016)
Gore J, Lloyd A, Smith M, Bowe J, Ellis H, Lubans D, 'Effects of professional development on the quality of teaching: Results from a randomised controlled trial of Quality Teaching Rounds', TEACHING AND TEACHER EDUCATION, 68 99-113 (2017) [C1]
Bowe J, Gore J, 'Reassembling teacher professional development: the case for quality teaching rounds', Teachers and Teaching: Theory and Practice, 23 352-366 (2017) [C1]
Students
Program | Research Title |
---|---|
PhD College of Human and Social Futures |
Quality Teaching Rounds: Strengthening the Knowledge Base and Collaborative Processes for Teacher Professional Development |
Edit
Research Collaborations
The map is a representation of a researchers co-authorship with collaborators across the globe. The map displays the number of publications against a country, where there is at least one co-author based in that country. Data is sourced from the University of Newcastle research publication management system (NURO) and may not fully represent the authors complete body of work.
Country | Count of Publications | |
---|---|---|
Australia | 84 | |
United Kingdom | 6 | |
United States | 6 | |
Canada | 3 | |
Hong Kong | 2 | |
More... |
News
News • 27 Jul 2023
One thousand new teachers set to benefit from Quality Teaching Rounds
More than a thousand beginning teachers are set to benefit from a $5 million four-year agreement between the Australian Government and the University of Newcastle to expand the award-winning Quality Teaching Rounds (QTR) program.
News • 7 Mar 2023
Beginning teachers deliver same quality of teaching as experienced teachers
Early career teachers deliver the same quality of teaching as their more experienced colleagues, new research from the University of Newcastle’s Teachers and Teaching Research Centre (TTRC) reveals.
News • 13 Oct 2020
Quality Teaching Academy launched
Teachers across Australia will have access to high-quality professional development and a suite of evidence-based resources with the launch of the Quality Teaching Academy today.
News • 4 Aug 2020
Study links teacher development program to increase in student achievement
As schools continue to grapple with major upheaval, a new study reveals that teacher professional development initiative, Quality Teaching Rounds (QTR), dramatically accelerates student learning outcomes, potentially reversing disruption caused by COVID-19.
News • 20 Sep 2019
Communities shape but don’t determine student aspirations
Communities exert a powerful influence on young people’s aspirations for university education, according to new research led by the University of Newcastle, Australia.
News • 16 May 2019
Better teaching requires a clear vision
Laureate Professor Jenny Gore, Visiting Professor at the University of Oxford, recently delivered the Oxford Education Society (OES) Annual Lecture, hosted by the University of Oxford’s Department of Education.
News • 14 Aug 2018
Laureate Professor awarded education medal
In a significant achievement marking a continued upward trajectory, Laureate Professor Jenny Gore has been awarded the prestigious Dr Paul Brock Memorial Medal for substantial contributions to her field.
News • 26 Jul 2018
More than 30,000 teachers to benefit from education funding boost
Improving the quality of school teaching is a global concern at the heart of a visionary education program soon to be rolled out in Australian schools.
News • 12 Jul 2018
Professor Jenny Gore conferred Visiting Professor at Oxford
Global education thought-leader, Laureate Professor Jenny Gore has been conferred the prestigious title of Visiting Professor at the University of Oxford, commencing October 2018.
News • 4 Oct 2017
Laureate Professorship honours quality teaching
In a significant acknowledgement of outstanding career achievements and impact, the University of Newcastle (UON) has named Professor Jennifer Gore its first female Laureate Professor.
News • 8 Jun 2017
Students choose careers much earlier than currently thought
Targeted higher-education recruitment that reflects school students’ aspirations for particular careers is likely to be more successful in attracting students than looking to “raise the aspirations” of students in disadvantaged groups, new Australian research shows.
News • 1 Dec 2016
Accolades for UON Education at AARE conference
UON’s School of Education has been honoured for its outstanding work with numerous accolades at the Australian Association for Research in Education conference.
News • 25 Oct 2016
Helping our Central Coast kids achieve their educational goals
A forum aimed at helping to bridge the regional skills gap by increasing equity in education will be held on the Central Coast at the end of October.
News • 20 Oct 2016
Congratulations to FEDUA's HEPPP grant awardees
FEDUA researchers from the School of Education and the nascent School of Creative Industries who have been awarded competitive Federal Government funding in the 2016 Higher Education Participation and Partnerships Programme (HEPPP) National Priorities Pool round announced this week. The two FEDUA-led projects are responsible for more than 50% of the total funding awarded to UON.
News • 24 Aug 2016
FEDUA's Centre for Social Research and Regional Futures wins tender
A research team drawn from three Faculties and four Schools and led by FEDUA’s Centre for Social Research and Regional Futures (CSRRF) successfully tendered for a position on the Australian Government Department of Employment’s panel for research and evaluation services.
News • 8 Jun 2016
Professor Jenny Gore to present 2016 Radford Lecture
Professor Jenny Gore of the School of Education has been selected to deliver the prestigious Radford Lecture at this year's Australian Association for Research in Education Conference in Melbourne. Professor Gore will join a long list of celebrated figures who have been invited to present the lecture since it's inception in 1984.
News • 22 Mar 2016
UON ranked in the world's top 150 for Education
The University of Newcastle (UON) Australia's education discipline has ranked in the top 150 in the world, confirmed by the QS World University Rankings by Subject 2016.
News • 29 Oct 2015
Education researchers appointed editors of prestigious international journal
Faculty of Education and Arts scholars Professor Jenny Gore and Professor Maxwell Smith have been named co-editors of the prestigious Teaching and Teacher Education journal.
News • 15 Oct 2015
Student–teacher rapport key to educational aspirations
A new study led by The University of Newcastle's Professor Jenny Gore has found that a student's sex and prior academic achievement may be the strongest predictors of participation in higher education. But the ways in which schools support students' aspirations can also have a major influence on their plans when they leave school.
News • 10 Sep 2015
National grant awarded to investigate vocational education and training aspirations
The University of Newcastle's Teachers and Teaching Research Program awarded grant to investigate the formation of children's vocational education and training aspirations.
News • 12 May 2015
Eight HEPP National Priority Pool grants secured
The Centre of Excellence for Equity in Higher Education (CEEHE) was successful in eight HEPP Priority Pool Project grants totalling over $1.3 million.
News • 21 May 2014
Preparing our brightest student teachers for schools in need
More than 30 promising student teachers at the University of Newcastle Central Coast campus will be the first in NSW to participate in a national program designed to prepare them for successful careers in low socio-economic status (SES) schools.
News • 16 May 2014
Research Directions 2013/2014
The new edition of Research Directions from the Faculty of Education and Arts is now available.
News • 15 May 2014
Teachers and teaching
University of Newcastle research program, Teachers and Teaching, proves collaboration is the key to success in teaching and research.
News • 23 Apr 2014
Equity in higher education grant success
University of Newcastle researchers win grants to study student equity in Higher Education.
Laureate Professor Jennifer Gore
Position
Laureate Professor
School of Education
School of Education
College of Human and Social Futures
Contact Details
jenny.gore@newcastle.edu.au | |
Phone | (02) 4921 6709 |
Fax | (02) 4921 7887 |
Links |
YouTube YouTube Research Networks |
Office
Room | CT315 |
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Building | CT |
Location | Callaghan University Drive Callaghan, NSW 2308 Australia |