Associate Professor Jess Harris
Associate Professor
School of Education
- Email:jess.harris@newcastle.edu.au
- Phone:(02) 49854548
Collaborating for greater equity in education
Dr Jess Harris’ qualitative research is helping to strengthen our education systems and create greater equity in education for students and teachers everywhere.
How can we improve education for students across every region of Australia, from the bright city lights to remote country towns?
Dr Jess Harris believes the answer lies in greater collaboration between students, teachers, the community and researchers. Her research brings groups together to pinpoint ways to boost professional development and student learning outcomes, especially at schools and universities that are disadvantaged by geography or resources.
“My research is about creating change for all,” says Jess. “I am focused on creating better learning environments for all students and their teachers by developing an understanding of excellent practices already being implemented by schools and finding ways to facilitate improvements.”
While Jess often works closely with Australian schools and other educational institutions, her findings and innovative research methods are also contributing to improved, equitable education worldwide.
Untangling the system
The education system can be a complex ecosystem and Jess understands this better than most.
Schools, universities and other educational institutions usually operate within a web of relationships, leadership and regulations at the individual, institutional and government levels. Before change can take place, Jess explains that the first step is to build a clear picture of current practices and behaviours, and to carefully consider all the interconnecting factors that influence student learning.
“People don’t always question why things are done in a particular way. When we start focusing on small issues and question ‘why does this happen here?’ we can start to identify alternative ways of going about things. I am motivated by the idea that small changes can make a big impact.”
Jess recently collaborated with a team of researchers, practitioners, teachers and community leaders in Queensland to examine and trial new approaches that create more inclusive school environments for students, especially for those who do not engage well with traditional ways of working.
“Through this collaboration, we found that teachers became more aware of how their practices in the classroom could be inclusive of the needs of all students. We provided them with opportunities to question, test out new approaches, and evaluate their practice.”
Jess takes a qualitative approach to research, driving conversations around key problem areas and collaborating for change. Within higher education settings, this includes working closely with contract researchers and preservice teachers to better understand their conditions of work and raise red flags on areas of concern.
“My main hope is to start conversations about how the everyday things people do contribute to broader social impact, like how teachers’ interactions with students in the classroom can contribute to improving student learning or how deeper understanding of the lives of researchers working on short-term contracts can contribute to changes in the way they are managed within institutions.”
Teaching the teachers
The best way to improve student learning is by empowering teachers to share their expertise. Jess’ most recent research with the University of Newcastle’s Teachers and Teaching Research Centre strives to upskill teaching staff in more locations across Australia through Quality Teaching Rounds (QTR), a process for sustainable, collaborative professional learning.
“This project has the potential to make a substantial impact on teachers’ working lives. Using a broad range of approaches, we are examining how teachers change their classroom practices over time in response to this professional development. We want to understand the experiences of teachers and school leaders in implementing QTR in their schools.”
QTR was developed by the University of Newcastle’s Laureate Professor Jenny Gore and Dr Julie Bowe to help inform and improve teachers’ decision-making in the classroom and boost student learning. With funding from the Paul Ramsay Foundation and the NSW Department of Education, Jess is helping to evaluate the initiative and find ways to scale it up to benefit more teachers and students in remote Australian regions.
“QTR Digital uses technology such as videoconferencing to bridge the geographical divide that can hinder professional development for teachers.”
Involved in both the development and evaluation of QTR Digital, Jess says technology can make professional development opportunities more accessible for teachers in regional, remote and small schools.
“We want to see whether these types of technology make it easier for teachers from regional, remote and small schools to participate in this form of professional development.”
On the global stage
Jess’ research on school change, the practices of teachers and school leaders, and interventions for improving schooling is making a meaningful difference in global conversations about education practices, policy and research.
Some of her earlier work in education policy contributed to the development of key documents, including the Australian Government’s Review of Funding for Schooling (2011) and The Future of Schooling in Australia (2007).
Jess has also presented her research on school change and the practices of teachers and school leaders across Australia and internationally, including Malaysia, Mauritius, Hong Kong and Norway. Her use of person-centred methods, such as conversation analysis, has generated new interest in how qualitative research can help determine the effectiveness of educational systems and interventions.
For Jess, one of the most satisfying aspects of her work is that it allows her to advocate for the most underrepresented in education research. This includes students who aren’t benefitting from traditional teaching methods, preservice teachers and contract researchers, all of whom can face precarious conditions within education settings.
“I am proud to give voice to experiences that might otherwise go unseen. I want my work to inform change within education settings that improve the system for everyone involved.”
Collaborating for greater equity in education
Dr Jess Harris’ qualitative research is helping to strengthen our education systems and create greater equity in education for students and teachers everywhere.
Career Summary
Biography
Dr Jess Harris joined the School of Education at the University of Newcastle early in 2016. Her research publications span a range of areas, highlighting her interest in the fields of school change, educational leadership, and the study of talk and social interaction using Conversation Analysis methods.
Jess previously held academic positions at the Queensland University of Technology (QUT), the University of Queensland, Griffith University, and the University of Melbourne. Most recently, she worked with a team of researchers at QUT and the University of Manchester on an ARC Linkage Project examining “Ethical leadership in a context of high-stakes data-driven accountability” (2013 – 2016). In 2010 she was awarded a highly competitive University of Queensland Postdoctoral Fellowship, exploring initial teacher education policies and practices in a variety of settings (2010 – 2013). Additionally, Jess gained experience in the private sector, working as Director of Research (2005 – 2008) and continuing as Senior Consulting Researcher at Educational Transformations Pty Ltd.
Research Expertise
Jess' research interests include the practices used by school leaders, teachers, students, and community members to improve schooling for all students both in Australia and internationally. She is particularly interested in working with school leaders, teachers, and students to support collaborative inquiry with the goal of developing local solutions to issues that they face in their school community.
Her interests in qualitative research, particularly Conversation Analysis and Ethnomethodology, have led her to the micro-analysis of structures and patterns in social action in a range of institutional settings. Jess has published research on talk in medical consultations, counselling helplines, and educational settings including school leadership meetings, initial teacher education, and doctoral education.
Qualifications
- Doctor of Philosophy, University of Queensland
- Bachelor of Arts (Honours), University of New South Wales
Keywords
- Collaborative inquiry
- Educational leadership
- Ethnomethodology
- Precarity in Higher Education
- Qualitative research methods
- School change
Fields of Research
Code | Description | Percentage |
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390307 | Teacher education and professional development of educators | 20 |
390403 | Educational administration, management and leadership | 40 |
390203 | Sociology of education | 40 |
Professional Experience
UON Appointment
Title | Organisation / Department |
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Associate Professor | University of Newcastle School of Education Australia |
Academic appointment
Dates | Title | Organisation / Department |
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1/2/2016 - 1/1/2021 | Senior Lecturer | Faculty of Education and Arts, The University of Newcastle, Australia Australia |
29/1/2013 - 29/1/2016 | Research Associate | Queensland University of Technology Faculty of Education Australia |
7/1/2010 - 25/1/2013 | Postdoctoral Research Fellow | The University of Queensland School of Education Australia |
31/8/2008 - 30/12/2009 | Research Fellow | Griffith University School of Education and Professional Studies Australia |
5/9/2005 - 30/4/2008 | Research Fellow | The University of Melbourne Graduate School of Education Australia |
Professional appointment
Dates | Title | Organisation / Department |
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5/9/2005 - 30/4/2008 | Director of Research | Educational Transformations Pty Ltd. Australia |
Publications
For publications that are currently unpublished or in-press, details are shown in italics.
Book (5 outputs)
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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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2020 | Spina N, Harris J, Bailey S, Goff M, 'Making It' as a Contract Researcher A Pragmatic Look at Precarious Work, Routledge, 198 (2020) | |||||||
2018 |
Harris J, Carrington S, Ainscow M, Promoting Equity in Schools: Collaboration, Inquiry and Ethical Leadership, Routledge, London, 180 (2018)
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Chapter (20 outputs)
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2023 |
Smithers K, Harris J, Goff M, Spina N, Bailey S, 'Ethical responsibilities of tenured academics supervising non-tenured researchers in times of neoliberalism and precarity', Educational Leadership and Policy in a Time of Precarity, Routledge 37-53 (2023)
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2021 |
Spina N, Harris J, Jaremus F, 'Ability-Grouping and Rights-Based Education in the Neoliberal Era: An Irresolvable Combination?', Children s Rights from International Educational Perspectives, Springer, Cham 115-128 (2021) [B1]
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2020 |
Jones A, Harris J, Spina N, Azordegan JM, 'Governing the Good Casual Academic: Institutionalised Othering Practices', Social Theory and the Politics of Higher Education: Critical Perspectives on Institutional Research 167-184 (2020)
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2020 |
Harris J, Ainscow M, Carrington S, Kimber M, 'Developing inclusive school cultures through ethical practices', Inclusive Education for the 21st Century. Theory, Policy and Practice, Routledge, Abingdon, Oxon 247-265 (2020) [B1]
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2019 |
Spina N, Harris J, Carrington S, Ainscow M, 'Resisting governance by numbers: Some lessons from schools', Re-Imagining Education for Democracy, Routledge, Abingdon, UK 42-55 (2019) [B1]
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2018 |
Harris J, Ainscow M, Carrington S, 'Speaking to policy and practice: Implications for change', Promoting Equity in Schools: Collaboration, Inquiry and Ethical Leadership, Routledge, London 142-160 (2018) [B1]
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2018 |
Comber B, Klenowski V, Harris J, 'Listening to the voices of teachers', Promoting Equity in Schools: Collaboration, Inquiry and Ethical Leadership, Routledge, London 45-68 (2018) [B1]
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2018 |
Spina N, Harris J, 'A whole-school approach to change', Promoting Equity in Schools: Collaboration, Inquiry and Ethical Leadership, Routledge, London 83-100 (2018) [B1]
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2018 |
Ainscow M, Harris J, 'Sharing knowledge beyond the school gate', Promoting Equity in Schools: Collaboration, Inquiry and Ethical Leadership, Routledge, London 101-120 (2018) [B1]
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2018 |
Ainscow M, Harris J, Carrington S, 'Addressing the challenge of equity', Promoting Equity in Schools: Collaboration, Inquiry and Ethical Leadership, Routledge, London 1-17 (2018) [B1]
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2018 |
Carrington S, Harris J, Ainscow M, 'A collaborative action research network', Promoting Equity in Schools: Collaboration, Inquiry and Ethical Leadership, Routledge, Abington, Oxon. 17-29 (2018) [B1]
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2018 |
Carrington S, Harris J, Ainscow M, 'A collaborative action research network', Promoting Equity in Schools: Collaboration, Inquiry and Ethical Leadership, Routledge, Abington, Oxon. 17-29 (2018) [B1]
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2013 |
Harris J, Zhao Y, Caldwell BJ, 'Conditions for successful reforms: Characteristics of the organisation and culture in Chinese schools in a global context', Curriculum Reform in China: Changes and Challenges 61-78 (2013) [B1] Reforms to the basic education system in China have reflected an increasing awareness of and openness to new ideas from the global education sphere. Many of the concepts involved ... [more] Reforms to the basic education system in China have reflected an increasing awareness of and openness to new ideas from the global education sphere. Many of the concepts involved in the development and implementation of these reforms, including adopting holistic perspectives of student development; decentralising school governance to facilitate local decision-making to address local needs; and, an increased focus on practical, lifelong learning for all involved in schools, have been promoted in research and policies throughout the world. While working within this global context, the system of schooling in China has retained a unique character that is quite different from education in the West. Drawing on an international project on school transformation, this chapter aims to examine how five secondary schools in Chongqing, a municipality in Southwestern China, have harnessed and aligned their resources to provide effective school governance following the curriculum reforms. Furthermore, the chapter will examine the similarities and differences between the organisational structures and cultures of these schools in China and successful schools in Australia, England, Finland, Wales and the United States. © 2012 by Nova Science Publishers, Inc. All rights reserved.
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2012 |
Caldwell B, Loader D, Harris J, Zhao Y, 'Capital formation in the futures focused school: Indicators of a breakthrough in school improvement', The Routledge International Handbook of Teacher and School Development 410-420 (2012) [B1] The central theme of this chapter is that much of the work in school improvement has used a traditional approach with a short-to medium-term time frame and a constrained view of t... [more] The central theme of this chapter is that much of the work in school improvement has used a traditional approach with a short-to medium-term time frame and a constrained view of the resources required. The purpose of this chapter is to report the findings of two large-scale projects which hold the promise of a breakthrough in research, policy and practice in school improvement. There are two strands in this breakthrough. The first derives from the fact that much of the traditional work on school improvement has occurred within an existing more-or-less traditional approach to schooling and with a relatively short time frame to planning which rarely extends beyond three to five years. The breakthrough is to understand that school improvement should also involve longterm planning and this may lead schools and school systems into new territory, even a new paradigm of schooling. The second reflects assumptions in policy and practice that efforts to achieve improvement are largely restricted to the school itself and with resources that are delivered to it from a systemic authority. It is a ¿closed box¿ view of school improvement. The breakthrough is a much broader view of resources, or forms of capital, and that strengthening and aligning four forms of capital - intellectual, social, spiritual and financial - should lie at the heart of the school improvement endeavour in the years ahead. Evidence was gathered in two major research and development projects conducted by Melbourne- based Educational Transformations. A summary of the methodology and findings is presented in the pages that follow. The case that the knowledge that has been acquired constitutes a ¿breakthrough¿ is presented in the final section where attention is also given to implications for leadership. It is proposed that strategies based on a combination of the findings will add significant value to efforts to achieve improvement at the school site and across a system. There are implications for current efforts to personalise learning.
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Journal article (30 outputs)
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2024 |
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, 51 547-570 (2024)
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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, [C1]
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2024 |
Sawatske A, Leonard C, Harris J, Dally K, 'The Case for Special Education Teacher Wellbeing: A Multidimensional Review of the Evidence and Future Directions', AUSTRALASIAN JOURNAL OF SPECIAL AND INCLUSIVE EDUCATION, [C1]
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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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2023 |
Smithers K, Spina N, Harris J, Gurr S, 'Working every weekend: The paradox of time for insecurely employed academics', TIME & SOCIETY, 32 101-122 (2023) [C1]
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2023 |
Harris J, Smithers K, Spina N, Heffernan T, 'Disrupting dominant discourses of the Other: examining experiences of contract researchers in the academy', STUDIES IN HIGHER EDUCATION, 48 37-48 (2023) [C1]
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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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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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2022 |
Gleeson J, Harris J, Cutler B, Rosser B, Walsh L, Rickinson M, et al., 'School Educators' Use of Research: Findings from Two Large-Scale Australian Studies', RESEARCH PAPERS IN EDUCATION, (2022) [C1]
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2022 |
Spina N, Smithers K, Harris J, Mewburn I, 'Back to zero? Precarious employment in academia amongst older early career researchers, a life-course approach', British Journal of Sociology of Education, 43 534-549 (2022) [C1]
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2022 |
Smithers K, Harris J, Goff M, Spina N, Bailey S, 'Ethical responsibilities of tenured academics supervising non-tenured researchers in times of neoliberalism and precarity', Journal of Educational Administration and History, 54 37-53 (2022) [C1] Neoliberal reform of the university sector has resulted in increasing numbers of academics employed on casual or fixed-term contracts. While there is an emergent body of literatur... [more] Neoliberal reform of the university sector has resulted in increasing numbers of academics employed on casual or fixed-term contracts. While there is an emergent body of literature on issues of precarity in the academy, relatively little attention has been paid to the roles and responsibilities of those tenured academics who employ and manage non-tenured researchers. The work involved in hiring and managing a contract researcher is rarely acknowledged or supported, and managers receive little to no training. In this paper, we draw on Dorothy Smith¿s feminist sociological approach to analyse interviews with 22 non-tenured researchers to examine how managerial relationships shape the employment experiences of those working precariously. We argue that tenured academics have ethical responsibilities to provide a working environment that is fair, supports the ongoing development and wellbeing of non-tenured staff, and challenges dominant discourses of precarious academics as ¿other¿.
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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 |
Mosely G, Harris J, Grushka K, 'Locating the place of 'design' across the Australian Curriculum: a detailed analysis of three learning areas', AUSTRALIAN EDUCATIONAL RESEARCHER, 49 193-209 (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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2020 |
Mosely G, Harris J, Grushka K, 'Design education in schools: an investigation of the Australian Curriculum: Technologies', International Journal of Technology and Design Education, (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 |
Harris J, Theobald M, Keogh J, 'Combining analytical tools to inform practice in school-based professional experience', Journal of Pragmatics, 143 255-266 (2019) [C1] While always an interdisciplinary endeavour, rapid growth in the fields of Ethnomethodology (hereafter EM) and Conversation Analysis (hereafter CA) has led to the broader applicat... [more] While always an interdisciplinary endeavour, rapid growth in the fields of Ethnomethodology (hereafter EM) and Conversation Analysis (hereafter CA) has led to the broader application of EM/CA methodologies and the engagement of researchers from beyond the more traditional fields of sociology and linguistics. EM/CA methodologies are being used to both understand the orderliness of social interaction and also to address specific institutional issues, in this instance in higher education settings. This paper explores the challenges inherent in using these approaches to researching institutional relationships, particularly when a primary aim of the research is to inform practitioners of practices used within institutional settings. We argue the need to draw on a variety of analytical tools to understand in situ practices alongside other lenses to translate these understandings of institutional practice to practitioners. Drawing on data from a study of audio-recorded conversations between supervisory and preservice teachers during the school-based professional experience component of initial teacher education, our analysis illustrates how the tools of conversation analysis and membership categorization analysis reveal the intricacies of how supervising and preservice teachers negotiate issues of asymmetry and position themselves through references to specific institutional documents. We then use the work of Dorothy Smith to support the translatability of descriptive findings to support interventions in the field. We use this example to demonstrate the affordances of using various analytic tools in complementary ways to overcome methodological challenges and provide new insights into institutional relationships and inform future practice.
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2018 |
Harris J, 'Speaking the culture: understanding the micro-level production of school culture through leaders talk', Discourse, 39 323-334 (2018) [C1] Global contexts of accountability have placed unprecedented pressure on school leaders to improve the performance of their schools. Despite recognition that leaders¿ influence is ... [more] Global contexts of accountability have placed unprecedented pressure on school leaders to improve the performance of their schools. Despite recognition that leaders¿ influence is mediated by school culture, few studies offer systematic examinations of culture-in-action in schools. The concept of culture remains nebulous and is frequently glossed over as being ¿messy¿ in studies of school change. This paper uses tools from membership categorisation analysis to demonstrate how culture is produced at a micro-level in and through the actions of leaders in one school. My analysis shows a disjuncture between the purported values and policies of the school and the ways that school leaders through their talk construct and implement school practices, and thus the culture-in-action at their school. I argue that implementing effective change is impossible without understanding and disrupting the micro-level production and reproduction of culture in schools.
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2015 |
Ehrich LC, Harris J, Klenowski V, Smeed J, Spina N, 'The centrality of ethical leadership', Journal of Educational Administration, 53 197-214 (2015) [C1] Purpose ¿ The central argument in this paper is that ethical school leadership is imperative in a context of increasing performance-driven accountability. The purpose of this pape... [more] Purpose ¿ The central argument in this paper is that ethical school leadership is imperative in a context of increasing performance-driven accountability. The purpose of this paper is to focus on school principals¿ perceptions of how they understand ethical leadership and how they lead the ethical use of data. Design/methodology/approach ¿ This study utilises semi-structured interviews with six state school principals (one primary and six secondary) to explore their perceptions of ethical leadership practices; and how they balance current competing accountabilities in a context of performance-driven accountability. Findings ¿ There were four key findings. First, principals used data to inform and direct their practices and their conversations with teachers. Second, while ethics was a central consideration in how principals¿ led, practising in an ethical manner was identified as complex and challenging in the current context. Third, Starratt¿s (1996) ethical framework proved to be relevant for interpreting principals¿ practices. Finally, all of the principals referred to dilemmas they faced as a result of competing priorities and all used a variety of strategies to deal with these dilemmas. Originality/value ¿ While there is a small body of research that explores school leaders¿ understandings of ethical tensions and dilemmas, there is little research that has focused on school leaders¿ understandings of the ethical use of data. This study, then, contributes to this area as it provides a discussion on school principals¿ leadership practices in the current climate driven by data use.
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2013 |
Singh P, Thomas S, Harris J, 'Recontextualising policy discourses: A Bernsteinian perspective on policy interpretation, translation, enactment', Journal of Education Policy, 28 465-480 (2013) [C1] This paper contributes to critical policy research by theorising one aspect of policy enactment, the meaning making work of a cohort of mid-level policy actors. Specifically, we p... [more] This paper contributes to critical policy research by theorising one aspect of policy enactment, the meaning making work of a cohort of mid-level policy actors. Specifically, we propose that Basil Bernstein's work on the structuring of pedagogic discourse, in particular, the concept of recontextualisation, may add to understandings of the policy work of interpretation and translation. Recontextualisation refers to the relational processes of selecting and moving knowledge from one context to another, as well as to the distinctive re-organisation of knowledge as an instructional and regulative or moral discourse. Processes of recontextualisation necessitate an analysis of power and control relations, and therefore add to the Foucauldian theorisations of power that currently dominate the critical policy literature. A process of code elaboration (decoding and recoding) takes place in various recontextualising agencies, responsible for the production of professional development materials, teaching guidelines and curriculum resources. We propose that mid-level policy actors are crucial to the work of policy interpretation and translation because they are engaged in elaborating the condensed codes of policy texts to an imagined logic of teachers' practical work. To illustrate our theoretical points we draw on data; collected for an Australian research project on the accounts of mid-level policy actors responsible for the interpretation of child protection and safety policies for staff in Queensland schools. © 2013 Taylor & Francis.
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2013 |
Keogh J, Harris J, Jervis-Tracey P, 'The work of categorisation in achieving moral order in feedback talk during the school-based professional experience', Journal of Applied Linguistics and Professional Practice, 10 109-128 (2013) As part of the school practicum experience, supervising and pre-service teachers have regular professional conversations. Supervising teachers are expected to model, assess and ev... [more] As part of the school practicum experience, supervising and pre-service teachers have regular professional conversations. Supervising teachers are expected to model, assess and evaluate their pre-service teachers' classroom skills, and a key component of this is feedback about pre-service teachers' teaching techniques. This paper uses conversation analysis and membership categorisation analysis to unpack the initial three turns of such feedback to show how they have procedural consequence for the speakers' professional relationships and for the talk that follows. Analysis of seven audio-recordings reveals some of the conversational ways the participants constitute their institutional roles and relationships within a particular moral relational order: the speakers talking as supervising, or pre-service teachers with and for each other about teaching practices. Pre-service teachers are seen for the most part to align with their supervising teachers' versions of events. These speakers collaboratively co-construct asymmetrical institutional relationships, interactively normalising their shared understandings of attributes associated with 'good' teachers and effective teaching. We suggest that the development of such asymmetric relationships and understandings may well inhibit pre-service teacher learning, limiting possibilities for extended understandings of alternative classroom practices.
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2012 |
Harris J, Danby S, Butler CW, Emmison M, 'Extending client-centered support: Counselors' proposals to shift from e-mail to telephone counseling', Text and Talk, 32 21-37 (2012) [C1] The availability and use of online counseling approaches has increased rapidly over the last decade. While research has suggested a range of potential affordances and limitations ... [more] The availability and use of online counseling approaches has increased rapidly over the last decade. While research has suggested a range of potential affordances and limitations of online counseling modalities, very few studies have offered detailed examinations of how counselors and clients manage asynchronous e-mail counseling exchanges. In this paper we examine e-mail exchanges involving clients and counselors through Kids Helpline, a national Australian counseling service that offers free online, e-mail, and telephone counseling for young people up to the age of 25. We employ tools from the traditions of ethnomethodology and conversation analysis to analyze the ways in which counselors from Kids Helpline request that their clients call them, and hence change the modality of their counseling relationship, from e- mail to telephone counseling. This paper shows the counselors' three multilayered approaches in these e-mails as they negotiate the potentially delicate task of requesting and persuading a client to change the trajectory of their counseling relationship from text to talk without placing that relationship in jeopardy. © Walter de Gruyter.
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2009 |
Harris J, Zhao Y, Caldwell BJ, 'Global characteristics of School transformation in China', Asia Pacific Journal of Education, 29 413-426 (2009) In many ways, China¿s education system is quite different from systems of education in the West. Rich descriptions of school transformation, however, have revealed that the factor... [more] In many ways, China¿s education system is quite different from systems of education in the West. Rich descriptions of school transformation, however, have revealed that the factors that fuelled transformation in schools in China are also evident in schools in Australia, England, Finland, Wales and the United States. This paper draws on an international project that examined how secondary schools from six countries achieved success by developing and drawing on their resources, referred to as four forms of capital: financial, intellectual, social and spiritual. It describes how five secondary schools in Chongqing, Western China, viewed each form of capital and how the four forms of capital were strengthened and aligned through outstanding governance to support the success of all students. The case is made that, although some aspects of the forms of capital found in schools in China may be viewed differently, the approaches adopted by these schools share a number of common elements with approaches to school transformation identified in Western schools. It is argued that these common elements from a range of international settings constitute a rich evidence base for understanding school transformation and for new insights in governance and leadership.
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2006 |
Wilhelm K, Brownhill S, Harris J, Harris P, 'Depression: What should the doctor ask?', Australian Family Physician, 35 163-165 (2006) Background: There are barriers to doctors detecting depression in general practice. We wondered what questions patients thought the doctor should ask to explore it appropriately. ... [more] Background: There are barriers to doctors detecting depression in general practice. We wondered what questions patients thought the doctor should ask to explore it appropriately. Methods: One hundred and thirty-six teacher trainees, teachers, and students in the community, most of whom had experienced depression, were studied qualitatively in interviews and focus groups. They were asked to suggest what questions they would find helpful from doctors to elicit their experience of depression. Transcripts were grouped by gender and content analysed. RESULTS Subjects suggested starting with open questions that act as signals for moving into emotional areas followed by specific questions about specific somatic expressions of depression. Men preferred questions about shorter fuse and anger toward others, while women were happy with questions about increased crying. Discussion: If confirmed in other sectors of the community, these data may allow doctors to increase patients ' comfort with their exploration of possible emotional problems such as depression.
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Show 27 more journal articles |
Other (3 outputs)
Year | Citation | Altmetrics | Link | ||
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2023 |
Smithers K, Harris J, Spina N, 'Australian unis could not function without casual staff: it is time to treat them as real employees', : The Conversation (2023)
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2020 |
Harris J, Smithers K, Spina N, 'More than 70% of academics at some universities are casuals. They re losing work and are cut out of JobKeeper', : The Conversation (2020)
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2017 |
Harris JL, Klenowski V, 'Using collaborative inquiry to improve student engagement and agency through innovative pedagogy', SAGE research methods cases: SAGE (2017)
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Report (8 outputs)
Year | Citation | Altmetrics | Link | ||
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2020 |
Harris J, Smithers K, Knipe S, Ross AM, Ross A, 'School Improvement: A review of empirical research into the drivers and practices of school improvement (2015 2020).', Department of Education and Training Victoria, 70 (2020)
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2020 |
Harris J, Knipe S, Smithers K, Ross AM, 'Transitions from remote delivery to reopening: A review of evidence on school improvement for schools impacted by COVID', Victorian Department of Education and Training, 50 (2020)
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2019 |
Gore J, Fray L, Patfield S, Harris J, 'Community influence on university aspirations: Does it take a village?', National Centre for Student Equity in Higher Education, 88 (2019)
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Show 5 more reports |
Grants and Funding
Summary
Number of grants | 28 |
---|---|
Total funding | $22,884,374 |
Click on a grant title below to expand the full details for that specific grant.
20221 grants / $55,000
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 |
20214 grants / $211,492
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 | Investigator |
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 | Investigator |
Funding Start | 2021 |
Funding Finish | 2021 |
GNo | |
Type Of Funding | Internal |
Category | INTE |
UON | N |
CHSF Working Parents Research Relief Scheme$3,000
Funding body: College of Human and Social Futures | University of Newcastle
Funding body | College of Human and Social Futures | University of Newcastle |
---|---|
Scheme | CHSF - Working Parents Research Relief Scheme |
Role | Lead |
Funding Start | 2021 |
Funding Finish | 2021 |
GNo | |
Type Of Funding | Internal |
Category | INTE |
UON | N |
CHSF - Early Advice Scheme 2021$1,260
Funding body: College of Human and Social Futures | University of Newcastle
Funding body | College of Human and Social Futures | University of Newcastle |
---|---|
Scheme | CHSF - Early Advice Scheme |
Role | Lead |
Funding Start | 2021 |
Funding Finish | 2021 |
GNo | |
Type Of Funding | Internal |
Category | INTE |
UON | N |
20207 grants / $2,996,004
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 | Lead |
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 | Investigator |
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 | Investigator |
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 | Investigator |
Funding Start | 2020 |
Funding Finish | 2020 |
GNo | |
Type Of Funding | Internal |
Category | INTE |
UON | N |
School Improvement research: Emerging literature and trends$44,473
Funding body: Department of Education and Training - Victoria
Funding body | Department of Education and Training - Victoria |
---|---|
Project Team | Associate Professor Jess Harris |
Scheme | Research Grant |
Role | Lead |
Funding Start | 2020 |
Funding Finish | 2020 |
GNo | G2000577 |
Type Of Funding | C2400 – Aust StateTerritoryLocal – Other |
Category | 2400 |
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 / $102,000
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 | Investigator |
Funding Start | 2019 |
Funding Finish | 2019 |
GNo | |
Type Of Funding | Internal |
Category | INTE |
UON | N |
International Institute of Ethnomethodology and Conversation Analysis (IIEMCA), Germany, 2 - 5 July 2019$2,000
Funding body: Faculty of Education and Arts, University of Newcastle
Funding body | Faculty of Education and Arts, University of Newcastle |
---|---|
Scheme | FEDUA Conference Travel Grant |
Role | Lead |
Funding Start | 2019 |
Funding Finish | 2019 |
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 | Investigator |
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 | Investigator |
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 | Investigator |
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 | Investigator |
Funding Start | 2018 |
Funding Finish | 2018 |
GNo | G1800864 |
Type Of Funding | C2300 – Aust StateTerritoryLocal – Own Purpose |
Category | 2300 |
UON | Y |
20173 grants / $668,264
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 | Investigator |
Funding Start | 2017 |
Funding Finish | 2019 |
GNo | G1701442 |
Type Of Funding | C2110 - Aust Commonwealth - Own Purpose |
Category | 2110 |
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 | Investigator |
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 | Investigator |
Funding Start | 2017 |
Funding Finish | 2017 |
GNo | G1701198 |
Type Of Funding | C3100 – Aust For Profit |
Category | 3100 |
UON | Y |
20166 grants / $789,358
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 | Investigator |
Funding Start | 2016 |
Funding Finish | 2016 |
GNo | G1601033 |
Type Of Funding | C2110 - Aust Commonwealth - Own Purpose |
Category | 2110 |
UON | Y |
Faculty matching funding for UON PRC scheme 2016/17$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 | Investigator |
Funding Start | 2016 |
Funding Finish | 2016 |
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 | Investigator |
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 | Investigator |
Funding Start | 2016 |
Funding Finish | 2016 |
GNo | G1600151 |
Type Of Funding | C2110 - Aust Commonwealth - Own Purpose |
Category | 2110 |
UON | Y |
An ethnomethodological investigation of student engagement$5,000
Funding body: Faculty of Education and Arts, University of Newcastle
Funding body | Faculty of Education and Arts, University of Newcastle |
---|---|
Scheme | New Staff Grant |
Role | Lead |
Funding Start | 2016 |
Funding Finish | 2017 |
GNo | |
Type Of Funding | Internal |
Category | INTE |
UON | N |
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 | Lead |
Funding Start | 2016 |
Funding Finish | 2017 |
GNo | G1601178 |
Type Of Funding | Internal |
Category | INTE |
UON | Y |
20131 grants / $15,000
Student-Centred Schools make the difference$15,000
Funding body: Australian Institute for Teaching and School Leadership (AITSL)
Funding body | Australian Institute for Teaching and School Leadership (AITSL) |
---|---|
Project Team | Jess Harris, Nerida Spina, Lisa C. Ehrich, Judy Smeed |
Scheme | Contract |
Role | Lead |
Funding Start | 2013 |
Funding Finish | 2013 |
GNo | |
Type Of Funding | Contract - Aust Non Government |
Category | 3AFC |
UON | N |
Research Supervision
Number of supervisions
Current Supervision
Commenced | Level of Study | Research Title | Program | Supervisor Type |
---|---|---|---|---|
2024 | PhD | Case Study for a School-Based Professional Learning for Teaching Assistants to Support Inclusion and Student Engagement | PhD (Education), College of Human and Social Futures, The University of Newcastle | Co-Supervisor |
2023 | PhD | Teacher Perception of Wellbeing: Comparative Analysis of Mainstream and Special Education Teachers | PhD (Education), College of Human and Social Futures, The University of Newcastle | Co-Supervisor |
2022 | PhD | Implementing Technology in Early Childhood Education | PhD (Education), College of Human and Social Futures, The University of Newcastle | Co-Supervisor |
2022 | PhD | Morphing into Leaders: Women Leaders in the International School Ecosystem. | PhD (Education), College of Human and Social Futures, The University of Newcastle | Co-Supervisor |
2021 | PhD | Creative Visual Pedagogies for Learning | PhD (Education), College of Human and Social Futures, The University of Newcastle | Principal 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 | Co-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 | Co-Supervisor |
2020 | PhD | Education for Learning Equity: Interventions to Support Student Reengagement in High School Education in the Innovation Age | 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 | Co-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 | Co-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 | Principal 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 | 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 | Principal Supervisor |
2019 | Masters | Innovative Futures: Design in the Australian Curriculum | M Philosophy (Education), College of Human and Social Futures, The University of Newcastle | Co-Supervisor |
2017 | PhD | “Boom! And it’s all about data”: The Quantification and reorganisation of Australian Education. An Institutional Ethnography | Education Studies, Queensland University of Technology | Co-Supervisor |
2014 | PhD | 'Moving up, but not moving out’: A policy ecology of the Excellent Teacher Program/Scheme in Malaysia | Education, The University of Queensland | Co-Supervisor |
2014 | PhD | Primary Teachers’ Talk in the Bruneian Context: Representational Fluency and Consequences for Science Classrooms | Education, The University of Queensland | Co-Supervisor |
News
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 • 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.
Associate Professor Jess Harris
Position
Associate Professor
School of Education
College of Human and Social Futures
Contact Details
jess.harris@newcastle.edu.au | |
Phone | (02) 49854548 |
Office
Room | V128 |
---|---|
Building | V Building |
Location | Callaghan University Drive Callaghan, NSW 2308 Australia |