Dr Maura Sellars
Honorary Lecturer
School of Education (Education)
- Email:maura.sellars@newcastle.edu.au
- Phone:17919
Compassion and inclusion in education
Dr Maura Sellars is a pedagogical leader working towards more inclusive school systems for the most disadvantaged students.
Dr Maura Sellars describes herself as an inclusivist. The lecturer with the School of Education has a research focus that comes from her belief that children from the most disadvantaged backgrounds can contribute a huge amount to an inclusive classroom.
Dr Sellars has a particular interest in inclusive classroom practices, working with students' strengths and developing the students' cognitive capacities of executive function within diverse social and cultural communities. Her research takes a holistic look at what it is to be educated and included.
“At present we are working with a factory model of education, however there are many children who are not advantaged by this type of classroom and didactive pedagogy. We are working with neo liberal and associated policies and when applied to education, these policies have a dehumanising and devaluing effect, especially on the most disadvantaged of children - those from refugee and asylum seeker backgrounds,” Dr Sellars said.
Dr Sellars has just completed a new book titled ‘Educating Students with Refugee and Asylum Seeker Experiences: A Commitment to Humanity’ and has now started a new book project with Dr Scott Imig and Professor John Fischetti which is aimed at an international audience of school leaders who are managing the integration of students with degrees of difference into their school communities. There is a heavy focus on theoretical backgrounds to the principals' own stories and practical strategies to support inclusive leadership and schools as places of wellbeing and belonging.
“One of the things we know about these children is that many have had interrupted, little or no previous schooling. Children and their communities come here without the language or knowledge of how schools work or of the culture of western schools and yet they are put into classes based on their age group and expected to compete with students of the majority culture in all the ways in which competitive school systems classify students.”
“For example, this may result in an 11 year old who has never been formally educated being put into a year 5 classroom. He doesn’t have the culture, doesn’t understand the language and a lot of what is being spoken about in the classroom has nothing to do with their life experience. Many refugee and asylum seeker children come from backgrounds of oracy. But when they enter education in Australia they come into a world of paper. The complexity is enormous and it needs a lot of education,” Dr Sellars said. “To right these wrongs will rely heavily on the development of wisdom and empathy in our school policies. We need these things to reconnect us as people and not be distant.”
Dr Sellars says her book is aimed at anyone in the education field who wants a good hard look at what happens to refugee and asylum seeker children in schools. The book is based on four themes: power; politics; people and pedagogy.
“It investigates through those main themes the things governments use and how the politics of compassion now have come to the stage where countries are deliberately and persistently putting profit before people,” Dr Sellars said.
“People are beginning to realize what is happening to the world and we need a balance now around what it is to be human and what it is to be educated.”
Dr Sellars says that Australia is purported to be a multi-cultural place but the school curriculum is not.
“We are teaching one view of the world when there are many. We need to respect and acknowledge what children bring to the classroom. But unfortunately, teachers are caught between a rock and a hard place in terms of being bound to the curriculum,” she said.
“’Belonging’ is a critical key word in student success – it’s hard for some children to belong when there is another agenda that is different to their lives.”
In another examination of refugee and asylum seeker education experience, Dr Sellars and Dr Helen Murphy of East London University have co-written a journal article on existing research on Southern Sudanese student experiences in Australian education. The journal article 'Becoming Australian: A review of Southern Sudanese students' educational experiences' presents a review of the literature around meeting students’ learning needs in Australian schools.
“In presenting this literature, the bigger picture of how schools can fail, not only refugee or asylum seeker students, but for any number of students from diverse backgrounds, becomes startlingly obvious, as do the ways in which the current political agenda inherent in the public education system in Australia privileges students of specific class and culture,” Dr Sellars said.
The journal article concludes with recommendations regarding the development of policy and the concentration on pedagogical practices that acknowledge and respect the strengths and capabilities of this group of students.
“We recommend that graduate teachers who are interested in teaching in schools with students of refugees and asylum seekers might need to find placements at those schools, so they are well prepared before they start.”
Places of belonging
Dr Sellars is also working on a joint project with Dr Rachel Burke called Primary Places of Belonging: Whole-school Approaches to Inclusion for Students with Refugee Backgrounds Attending a Public Primary School in Regional Australia.
Funded by Perpetual Impact Philanthropy Program, the project focuses on a Newcastle primary school with 40% of its student population from refugee and asylum seeker backgrounds. Dr Sellars and her colleague are interviewing the whole school community to determine what interventions are in place to make the school a harmonious one for all students.
“The principal of this school turned the school around quite dramatically by putting in place practical strategies to help the refugee and asylum seeker students feel included. We are investigating how these strategies came about and why they are working for this particular community,” Dr Sellars said.
Having interpreters on hand and mentoring staff on the importance of first language maintenance are just some of the strategies the school has implemented to put the mental health and welfare of it’s community first.
“There’s no doubt these strategies will be useful in many other schools in similar circumstances that are receiving increasing numbers of refugee and asylum seeker students.”
Compassion and inclusion in education
Dr Maura Sellars is a pedagogical leader working towards more inclusive school systems for the most disadvantaged students.
Career Summary
Biography
Maura Sellars was a student at Froebel Institute in London before completing B. Ed (Hons) at the London Institute of Education. The focus of the student centred early childhood pedagogies have permeated her work as a classroom teacher, researcher and writer. An experienced teacher, she has taught across all primary grades in schools in the UK and Australia for almost 30 years, during which she gained a Dip.Ed. in Religious Education from ACU's Queensland campus before graduating from ACU (Strathfield) with M.Ed. (Research) in addition to working in several executive roles including Senior Teacher, Primary Coordinator, Deputy Principal, Cluster Mathematics Consultant and Acting Principal. On becoming part of the permanent, ongoing staff of the School of Education at the University of Newcastle in 2003, her initial responsibilities were all on Mathematics. She redesigned both on- campus face to face courses and distance packages in Mathematics for postgraduate students. She also completed a PhD, which focused on examining the capabilities of 10-12 year old students to develop the cognitive capacities of executive function. With a background in creativity, she aims to produce practical, engaging and fulfilling programs that are inclusive and socially just in nature. She has worked extensively in Professional Preparation, mathematics and concepts of numeracy as social practice. She is working currently on developing resources to support all teachers become effective teachers of numeracy, on strategies that support the development of 21st century thinking and learning and on making mathematics and numeracy meaningful for students.
Research ExpertiseMaura Sellars has completed a master's degree by thesis and PhD research, both of which focused on designing classroom interventions to investigate using student strengths to improve academic success and investigating Gardner's perspective on executive function respectively. She is currently working with a number of research higher degree students in areas of pedagogy, leadership, cognition and developing mathematics capacities through working in the medium of visual arts. Her writing reflects her major interests. She had just completed a substantial contribution to a book on numeracy across the curriculum, which she also edited and is preparing the second edition of her book "Reflective Practice for Teachers". She is currently developing a book submission for publication with two colleagues which focuses on educating students with refugee experience, is compiling a review of the literature around South Sudanese students with refugee experiences and their education in Australia and is developing a manuscript which details twenty vignettes from her own teaching experience and the use student centered pedagogies, complete with reflections on the pedagogical practices and the implications for teaching and learning in the 21st century.
Teaching ExpertiseMaura Sellars taught all primary classes and combinations of grades. Her experience spans over 28 years in school settings. At this University she has taught in the Primary mathematics courses for both undergraduate and postgraduate programs, K-6 teaching and learning in HSIE, English, Literacies across the curriculum, professional preparation for beginning teachers, student research project courses. She has also taught in the postgraduate program focusing on K-6 English, K-6 HSIE , mathematics, Professional preparation and numeracy as social practice. She has taught professional preparation for the second and third year undergraduate courses and has prepared all the K-6 interns and Early Childhood interns who wished to undertake internship in a school setting.
Administrative Expertise
Deputy Principal (Primary School) Acting Principal (Primary School) University Admin Expertise Course coordinator (EDUC2048, EDUC2049, EDUC2031, EDUC3142, EDUC3055, EDUC4045, EDUC 4056, EDUC4749,EDUC6738, EDUC6739,EDUC6749, EDUC6706, EDUC6707) Program convenor Diploma of Education (Primary) Program Convenyor B.Teach/ B. Arts (Primary Deputy Director Professional Experience School representative on Faculty Board
Collaborations
Inclusive practices in classrooms Curriculum differentiation Intrapersonal intelligence and its impact on academic performance Theories of Executive function Strength based pedagogies Transformative pedagogies Acknowledging commonalities, celebrating difference Primary aged students and cognition, self regulation , motivation and affect Students setting their own performance goals and related achievement Teacher's work and professional preparation (K-6) Gardner's Multiple Intelligences Theory Teacher preparation Creativity and 21st Century Learning Numeracy as social practice
Qualifications
- PhD, Australian Catholic University
- Bachelor of Education, University of London
- Graduate Diploma of Education (Religious Educ), McAuley College - Queensland
- Master of Education, Australian National University
Keywords
- 21Century Learning
- Differentiation K-6
- Multi-level Pedagogy
- Numeracy
- Numeracy and teachers' perceptions
- Professional preparation
- Transformative pedagogies
- accommodating learner differences
- differentiation
- executive function
- inclusive practices
- intrapersonal intelligence
- mathematics K-6
- teacher education and professional development
Fields of Research
Code | Description | Percentage |
---|---|---|
399999 | Other education not elsewhere classified | 30 |
390499 | Specialist studies in education not elsewhere classified | 70 |
Professional Experience
Academic appointment
Dates | Title | Organisation / Department |
---|---|---|
1/1/2010 - 31/12/2011 | Membership - AERA | American Educational Research Association (AERA) United States |
1/5/2003 - | Lecturer, Program Conveynor B.Teach/B.Arts, DDPE | University of Newcastle Education and Arts Australia |
Awards
Research Award
Year | Award |
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2004 |
Award for Outstanding Educational Research Unknown |
Invitations
Speaker
Year | Title / Rationale |
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2003 |
need to check Organisation: CARE organisation Description: The Chair of the organising committee attended a presentation that I gave as part of the LEARN conference in Grenada, Spain in 2003. As a result of her interest in the work I was engaging with, she invited me to present at the inaugural CARE conference in Kuala Lumper. |
Teaching
Code | Course | Role | Duration |
---|---|---|---|
EDUC3055 |
Pedagogies of Numeracy 0-12 years The University of Newcastle, Australia |
Coordinator | 24/7/2017 - 3/11/2017 |
EDUC4749 |
Advanced Numeracy The University of Newcastle |
Tutor | 20/2/2017 - 2/6/2017 |
EDUC3055 |
Pedagogies of Numeracy 0-12 years The University of Newcastle |
Tutor | 24/7/2017 - 3/11/2017 |
EDUC2749 |
K-6 Numeracy The University of Newcastle |
Coordinator | 20/2/2017 - 2/6/2017 |
EDUC2749 |
K-6 Numeracy The University of Newcastle |
Tutor | 20/2/2017 - 2/6/2017 |
EDUC4749 |
Advanced Numeracy The University of Newcastle |
Coordinator | 20/2/2017 - 2/6/2017 |
Publications
For publications that are currently unpublished or in-press, details are shown in italics.
Book (8 outputs)
Year | Citation | Altmetrics | Link | |||||
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2023 |
Sellars M, Imig S, Fischetti JC, Creating Spaces of Wellbeing and Belonging for Refugee and Asylum-Seeker Students Skills and Strategies for Classroom Teachers, Routledge, Abingdon, Ox, 152 (2023) [A1]
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Nova | ||||||
2022 |
Imig S, Sellars M, Fischetti J, Creating Spaces of Wellbeing and Belonging for Refugee and Asylum-Seeker Students. Skills and Strategies for School Leaders, Routledge, Abingdon, Oxon, 136 (2022) [A1]
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Nova | ||||||
2020 | Sellars M, Educating Students with Refugee and Asylum Seeker Experiences: A Commitment to Humanity, Verlag Barbara Budrich, Opladen, Germany, 173 (2020) [A1] | Nova | ||||||
2014 | Sellars M, Reflective Practice for Teachers, Sage, London, 280 (2014) [A2] | Nova | ||||||
2008 | Sellars M, Using Students' Strengths to Support Learning Outcomes: A Study of the Development of Gardner's Intrapersonal Intelligence to Support Increased Academic Achievement for Primary School Students, VDM Verlag, Saarbrucken, 97 (2008) [A1] | Nova | ||||||
Show 5 more books |
Chapter (28 outputs)
Year | Citation | Altmetrics | Link | ||||||||
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2021 | Bradley M, Sellars M, 'Reflection: Parent Cafe Reflections', Making a Spectacle Examining Curriculum/Pedagogy As Recovery from Political Trauma, Information Age Publishing, Charlotte, NC 183-189 (2021) [B1] | Nova | |||||||||
2021 |
Sellars M, 'Integrating Students with Refugee and Asylum Seeker Backgrounds into School: Teachers Perspectives', Education Applications and Developments VI, inScience Press, Lisboa, Portugal 291-300 (2021) [B1]
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Nova | |||||||||
2018 | Sellars M, 'The Mathematical Brain', Numeracy in Authentic Contexts: Making Meaning Across the Curriculum, Springer, Singapore 39-57 (2018) [B1] | Nova | |||||||||
2018 | Sellars M, Davidoff D, 'The Numeracy of Good Health', Numeracy in Authentic Contexts: Making Meaning Across the Curriculum, Springer, Singapore 225-256 (2018) [B1] | Nova | |||||||||
2018 | Sellars M, 'Mathematics and Numeracy in a Global Society', Numeracy in Authentic Contexts: Making Meaning Across the Curriculum, Springer, Singapore 5-22 (2018) [B1] | Nova | |||||||||
2018 |
Trevallion D, Sellars M, 'Technology Education and the Australian Curriculum', Numeracy in Authentic Contexts: Making Meaning Across the Curriculum, Springer, Singapore 405-422 (2018) [B1]
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Nova | |||||||||
2018 |
O'Toole M, Sellars M, 'Science and Numeracy', Numeracy in Authentic Contexts: Making Meaning Across the Curriculum, Springer, Singapore 373-404 (2018) [B1]
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Nova | |||||||||
2018 | Sellars M, 'Improving the Learning Experience', Numeracy in Authentic Contexts: Making Meaning Across the Curriculum, Springer, Singapore 57-74 (2018) [B1] | Nova | |||||||||
2018 | Grushka K, Sellars M, 'Media Arts: Visual Culture and Numeracy', Numeracy in Authentic Contexts: Making Meaning Across the Curriculum, Springer, Singapore 285-316 (2018) [B1] | Nova | |||||||||
2018 | Beck G, Sellars M, 'Dance', Numeracy in Authentic Contexts: Making Meaning Across the Curriculum, Springer, Singapore 117-142 (2018) [B1] | Nova | |||||||||
2018 | Sellars M, 'Teaching and Learning for Numeracy Competence', Numeracy in Authentic Contexts: Making Meaning Across the Curriculum, Springer, Singapore 23-39 (2018) [B1] | Nova | |||||||||
2018 | Sellars M, 'The Mathematical Brain', Numeracy in Authentic Contexts: Making Meaning Across the Curriculum, Springer, Singapore 39-57 (2018) [B1] | Nova | |||||||||
2018 |
Sharp HL, Burke R, 'Drama in the primary classroom: Contextualising critical numeracy', Numeracy in Authentic Contexts: Making Meaning Across the Curriculum, Springer, Singapore 143-166 (2018) [B1]
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Nova | |||||||||
2018 |
Burke R, Sharp HL, Field C, 'Pedagogical approaches to teaching and learning English: Connections with critical numeracy', Numeracy in Authentic Contexts: Making Meaning Across the Curriculum, Springer, Singapore 167-196 (2018) [B1]
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Nova | |||||||||
2018 |
Lloyd A, Eather N, Riley N, 'Physical Education and Numeracy', Numeracy in Authentic Contexts: Making Meaning Across the Curriculum, Springer, Singapore 341-372 (2018) [B1]
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Nova | |||||||||
2018 | Grushka K, Curtis N, 'Visual Art, Visual Design and Numeracy', Numeracy in Authentic Contexts: Making Meaning Across the Curriculum, Springer, Singapore 423-448 (2018) [B1] | Nova | |||||||||
2018 |
Donnelly D, Martin M, 'Geography and Numeracy', Numeracy in Authentic Contexts: Making Meaning Across the Curriculum, Springer, Singapore 197-224 (2018) [B1]
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Nova | |||||||||
2018 |
Burke R, 'Language and Culture in the Mathematics Classroom: Scaffolding Learner Engagement', Numeracy in Authentic Contexts: making Meaning across the curriculum, Springer, Singapore 91-116 (2018) [B1]
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Nova | |||||||||
2018 | Sellars M, Davidoff D, 'The Numeracy of Good Health', Numeracy in Authentic Contexts: Making Meaning Across the Curriculum, Springer, Singapore 225-256 (2018) [B1] | Nova | |||||||||
2018 |
Trevallion D, Sellars M, 'Technology Education and the Australian Curriculum', Numeracy in Authentic Contexts: Making Meaning Across the Curriculum, Springer, Singapore 405-422 (2018) [B1]
|
Nova | |||||||||
2018 |
O'Toole M, Sellars M, 'Science and Numeracy', Numeracy in Authentic Contexts: Making Meaning Across the Curriculum, Springer, Singapore 373-404 (2018) [B1]
|
Nova | |||||||||
2018 | Beck G, Sellars M, 'Dance', Numeracy in Authentic Contexts: Making Meaning Across the Curriculum, Springer, Singapore 117-142 (2018) [B1] | Nova | |||||||||
2018 | Sellars M, 'Teaching and Learning for Numeracy Competence', Numeracy in Authentic Contexts: Making Meaning Across the Curriculum, Springer, Singapore 23-39 (2018) [B1] | Nova | |||||||||
2018 |
Sharp HL, 'History and the importance of numeracy', Numeracy in Authentic Contexts: Making Meaning Across the Curriculum, Springer, Singapore 257-284 (2018) [B1]
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Nova | |||||||||
2009 | Sellars M, 'Teaching Gardner's Multiple intelligence theory as a tool for differentiation: Intelligence for opening doors', Teaching Psychology Around the World: Volume 2, Cambridge Scholars Publishing, Newcastle Upon Tyne 266-281 (2009) [B1] | Nova | |||||||||
Show 25 more chapters |
Journal article (29 outputs)
Year | Citation | Altmetrics | Link | ||||||||
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2024 |
Motevali Zadeh Ardakani A, Sellars M, Imig S, ' Do you think I ever learn English? : experiences of limited technology access among Middle Eastern refugee mothers in regional Australia', Journal for Multicultural Education, [C1]
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2023 |
Sellars M, 'Radical acceptance: teachers who support students with migrant, refugee, and asylum seeker backgrounds', TEACHERS AND TEACHING, 29 528-541 (2023) [C1]
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Nova | |||||||||
2023 |
Sellars M, Imig S, 'Mirror, mirror on the wall? Is there anything fair in here at all? Examining the current relationship of school and society COMMENT', DISCOURSE-STUDIES IN THE CULTURAL POLITICS OF EDUCATION, 44 713-726 (2023)
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2022 |
Do TTT, Sellars M, Le TT, 'Primary English Language Education Policy in Vietnam s Disadvantaged Areas: Implementation Barriers', Education Sciences, 12 (2022) [C1]
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Nova | |||||||||
2021 |
Sellars M, Imig S, 'School leadership, reflective practice, and education for students with refugee backgrounds: a pathway to radical empathy', Intercultural Education, 1-13 (2021) [C1]
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Nova | |||||||||
2021 |
Sellars M, 'Planning for belonging: Including refugee and asylum seeker students', Journal of Refugee Studies, 35 576-594 (2021) [C1]
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Nova | |||||||||
2021 |
Sellars M, 'Belonging and being: developing inclusive ethos', International Journal of Leadership in Education, (2021) [C1] Educating students with refugee and asylum seeker experiences has become an added responsibility for school leaders worldwide. Disruptions of war, conflict, famine and drought for... [more] Educating students with refugee and asylum seeker experiences has become an added responsibility for school leaders worldwide. Disruptions of war, conflict, famine and drought force millions of people to leave their homelands in search of improved opportunities of a better life for themselves and their families. This research investigates and describes the strategies of one school principal who implemented the principles of the SCARF (Status, Certainty, Autonomy, Relatedness and Fairness) model to guide his strategic planning and to create an ethos of belonging, care and wellbeing as a priority for his school community, despite their many degrees of personal, cultural and religious differences. This case study reports the perceptions of staff and parents and the comments of the principal as captured through surveys and semi structured interviews. The positive impact of the strategies developed by the principal and implemented in collaboration with his staff and community provide a snapshot of leading for inclusion. It lays the foundation for further investigations into the potential of the SCARF model to inform and guide school leaders in their interactions with diverse school stakeholders and illustrates how one school principal successfully used this model to build an inclusive school ethos for diverse cohorts of refugee and asylum seeker communities.
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Nova | |||||||||
2020 |
Sellars M, Imig D, 'Pestalozzi and pedagogies of love: pathways to educational reform', EARLY CHILD DEVELOPMENT AND CARE, 191 1152-1163 (2020) [C1]
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Nova | |||||||||
2020 |
Sellars M, Imig S, 'The real cost of neoliberalism for educators and students', International Journal of Leadership in Education, (2020) [C1]
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Nova | |||||||||
2020 |
Bradley M, Sellars M, 'Mediating governmentality during Covid 19: A principal s task', Social Sciences & Humanities Open, 2 (2020) [C1]
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Nova | |||||||||
2018 |
Sellars M, Murphy H, 'Becoming Australian: A review of Southern Sudanese students' educational experiences', International Journal of Inclusive Education, 22 490-509 (2018) [C1]
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Nova | |||||||||
2018 |
Sellars M, Fakirmohammad R, Fischetti JC, Bui T, Niyozov S, Reynolds RM, et al., 'Conversations on Critical Thinking: Can Critical Thinking Find Its Way Forward as the Skill Set and Mindset of the Century?', Education Sciences, 8 1-29 (2018) [C1]
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Nova | |||||||||
2017 |
Sellars M, 'Schools as institutes of acculturation: A question of belonging', Turkish Online Journal of Educational Technology, 2017 843-846 (2017) This paper considers the position of students with refugee experiences in Neo Liberal classrooms. It explicitly raises questions about the notion of belonging, school culture and ... [more] This paper considers the position of students with refugee experiences in Neo Liberal classrooms. It explicitly raises questions about the notion of belonging, school culture and invariable tensions these constructs create in the context of age - related standardized testing, the epistemological foundations of the curriculum and the inevitable context of competition that is characteristic of economy based schooling. It questions the capacities of Neo Liberal educational systems to educate these students in ways which acknowledge their relative strengths, their cultural richness and their need for holistic, supportive teaching and learning interactions. It also examines the cultural tensions that are created by educational spaces which exclusively privilege the majority culture, as is currently the case in many of the ¿host¿ countries in which these students find themselves. The widespread focus on individualism at the expense of community and on personal achievement and gain as a replacement for collaborative, joint effort may be tolerated as a necessary evil in many western cultures, but may prove to be the ultimate devastating challenge to students with refugee experiences as their communities struggle to come to terms with the horrors of displacement and the subsequent battle to retain their sense of identity.
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2017 |
Sellars M, 'Schools As Institutes Of Acculturation: A Question Of Belonging', TOJET - Turkish Online Journal of Educational Technology, Special Issue 917-921 (2017) [C1]
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Nova | |||||||||
2017 | Sellars M, 'Reconciling The Terrible Twins: Investigating The Relationship Of Literacy And Numeracy In Primary', TOJET - Turkish Online Journal of Educational Technology, Special Issue 825-829 (2017) [C1] | Nova | |||||||||
2017 |
Sellars M, 'Numeracy Across the Curriculum: A Pathway to Critical Thinking', International Journal Innovation Creativity and Change, 3 75-83 (2017) [C1]
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Nova | |||||||||
2015 | KHOSHALANI A, Sellars M, 'Social Learning Strategies in EFL context', Research Journal of English Language and Literature (RJELAL), 3 63-75 (2015) [C1] | Nova | |||||||||
2015 |
Sellars M, 'Differentiated learning through engagement with artworks', International Journal of Humanities Education, 13 9-15 (2015) [C1] This paper discusses one aspect of a course provided in an Australian university to prepare preservice primary school teachers to teach the performing and visual arts to school ch... [more] This paper discusses one aspect of a course provided in an Australian university to prepare preservice primary school teachers to teach the performing and visual arts to school children aged 5-12 years in increasingly multicultural classrooms. This component of the course illustrates one means by which teachers can not only integrate visual and performing arts in their classrooms, but also use common understandings and experiences to bridge cultural differences, to promote student learning and understanding in the arts and to integrate the performing and visual arts. The example that is examined in detail and that provides a model for further curriculum planning is an integrated, differentiated program planned on the matrix that results by combining the two typologies of Gardner's Multiple Intelligences Theory1 and The Revised Bloom's Taxonomy. The example provided focuses on the Monet painting In the Norwegian and is designed for implementation with 5- and 6-year-old students. Whilst the preservice teachers in this course have, on occasion, initially suggested that this particular art work may not be an obvious choice for an arts study with young students, on closer examination they were unanimous in their agreement that the subject matter crosses the boundaries of time, language and culture. It therefore could be considered to be a perfect vehicle through which to support the development of age appropriate skills, techniques and concepts as described in the prescribed syllabus documents. Importantly, this perspective of planning for teaching and learning in the performing and visual arts is nonprescriptive. It can be implemented in various ways in different classrooms by different teachers and with diverse groups of students without compromising any of its potential.
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Nova | |||||||||
2014 | Sellars M, 'A study of students' capacities to develop the skills, knowledge and cognitive capacities of executive function: Students and executive function', International Journal of Pedagogy and Curriculum, 20 77-88 (2014) [C1] | Nova | |||||||||
2012 |
Sellars M, 'Exploring executive function: Multiple Intelligences' personalised mapping for success', The International Journal of Learning, 18 293-304 (2012) [C1]
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Nova | |||||||||
2012 |
Sellars M, 'Teachers and change: The role of reflective practice', Procedia: Social and Behavioral Sciences, 55 461-469 (2012) [C1]
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Nova | |||||||||
2011 | Sellars M, 'Developing skills for a lifetime of learning: Strategies to develop flexible thinking', Problems of Education in the 21st Century, 29 102-109 (2011) [C1] | Nova | |||||||||
2008 | Sellars M, 'Intelligence for the 21st century: A discussion of intrapersonal and emotional intelligences', The International Journal of Learning, 15 79-87 (2008) [C1] | Nova | |||||||||
2008 | Sellars M, 'Education for the 21st century: Three components of a new pedagogy', International Journal of the Humanities, 6 27-33 (2008) [C1] | Nova | |||||||||
2008 | Sellars M, 'Students and their learning: Initiatives and partnerships', Problems of Education in the 21st Century, 7 139-146 (2008) [C1] | Nova | |||||||||
2006 |
Sellars M, 'The role of intrapersonal intelligence in self directed learning', Issues in Educational Research, 16 95-119 (2006) [C1]
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Nova | |||||||||
2006 |
Sellars M, 'The role of intrapersonal intelligence in self directed learning', ISSUES IN EDUCATIONAL RESEARCH, 16 95-+ (2006)
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2005 | Sellars M, Sanber S, 'Intrapersonal Intelligence', The International Journal of Learning, 12 - (2005) [C1] | Nova | |||||||||
Show 26 more journal articles |
Conference (11 outputs)
Year | Citation | Altmetrics | Link |
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2017 | Sellars M, 'The Neglected Twin: Numeracy Pathways to Critical Thinking', The Neglected Twin: Numeracy Pathways to Critical Thinking, Lisbon, Portugal (2017) | ||
2012 | Sellars M, 'A celebration of Monet's In The Norwegian', Proceedings from 11th InSEA European Congress CySEA, Lemesos, Cyprus (2012) [E2] | Nova | |
2012 | Sellars M, 'Teachers as mentors, students as constructors of knowledge', International Conference. The Future of Education 2nd edition, Florence, Italy (2012) [E2] | ||
2011 | Sellars M, 'The executive function of intrapersonal intelligence: Educating for personal competence', American Educational Research Association 2011 Annual Meeting, New Orleans, Louisiana (2011) [E3] | ||
2011 | Sellars M, 'Teachers as researchers: The challenges faced by three teachers participating in one action research study', Proceedings of the British Educational Research Association (BERA) Annual Conference, London, UK (2011) [E3] | ||
2008 | Sellars M, 'Teaching Gardner's multiple intelligences theory as a tool for differentiation', Third International Conference on the Teaching of Psychology: ICTP-2008, St Petersburg, Russia (2008) [E3] | ||
2006 | Sellars M, 'Students' perceptions of success in English as indicated by their learning goals', AARE 05. Education Research. Creative Dissent: Constructive Solutions, Parramatta, Sydney, Australia (2006) [E1] | Nova | |
2005 | Sellars M, 'Intrapersonal Intelligence: Supporting Students in the English Classroom', The Learning Conference 2005 Designs for Learning, Granada, Spain (2005) [E2] | ||
2005 | Sellars M, Sanber S, 'The role of intrapersonal intelligence in self-directed learning', 3rd Annual Hawaii International Conference on Education: 2005 Conference Proceedings, Honolulu (2005) [E2] | ||
2005 | Sellars M, 'Developing Intrapersonal intelligence to support students at risk in the classroom', C.A.R.E Intenational Conference 2005, Kuala Lumpur (2005) [E2] | ||
2004 | Sellars M, Noble T, Sanber S, 'Strategies that work: a discussion of strategies developed and implemented by students to achieve learning goals', Conference Paper, Singapore (2004) [E2] | ||
Show 8 more conferences |
Thesis / Dissertation (2 outputs)
Year | Citation | Altmetrics | Link |
---|---|---|---|
2010 | Sellars M, Intrapersonal Intelligence, Executive function and stage three students, Australian Catholic University (2010) | ||
2004 | Sellars M, The Affective Component of Effective Education, Australian Catholic University (2004) |
Grants and Funding
Summary
Number of grants | 16 |
---|---|
Total funding | $102,224 |
Click on a grant title below to expand the full details for that specific grant.
Highlighted grants and funding
World Education Day, Jinan, China 28-30 September 2018$2,000
Funding body: The University of Newcastle - Faculty of Education and Arts | Australia
Funding body | The University of Newcastle - Faculty of Education and Arts | Australia |
---|---|
Project Team | Dr Maura Sellars |
Scheme | Travel grant |
Role | Lead |
Funding Start | 2018 |
Funding Finish | 2018 |
GNo | |
Type Of Funding | Not Known |
Category | UNKN |
UON | N |
20212 grants / $10,156
Research Based Strategies for Inclusion of Refugee and Asylum Seeker Students in Classrooms$10,000
Funding body: Faculty of Education and Arts, University of Newcastle
Funding body | Faculty of Education and Arts, University of Newcastle |
---|---|
Project Team | Dr Maura Sellars (Lead) and A/Prof Scott Img |
Scheme | Strategic Network and Pilot Project Grants Scheme |
Role | Lead |
Funding Start | 2021 |
Funding Finish | 2021 |
GNo | |
Type Of Funding | Internal |
Category | INTE |
UON | N |
Conference Travel Scheme Grant$156
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 Conference Travel Scheme |
Role | Lead |
Funding Start | 2021 |
Funding Finish | 2021 |
GNo | |
Type Of Funding | Internal |
Category | INTE |
UON | N |
20202 grants / $12,500
Principal Perceptions: School leaders, reflective practice and students with refugee and asylum seeker experiences and backgrounds.$10,000
Funding body: Faculty of Education and Arts, University of Newcastle
Funding body | Faculty of Education and Arts, University of Newcastle |
---|---|
Project Team | Dr Maura Sellas (Lead) and Dr Scott Imig |
Scheme | Strategic Network and Pilot Project Grants Scheme |
Role | Lead |
Funding Start | 2020 |
Funding Finish | 2020 |
GNo | |
Type Of Funding | Internal |
Category | INTE |
UON | N |
2020 FEDUA 'Finish that Output' scheme funding$2,500
Funding body: Faculty of Education and Arts, University of Newcastle
Funding body | Faculty of Education and Arts, University of Newcastle |
---|---|
Project Team | Dr M Sellars (Lead); A/Prof S Img (UoN); Prof J Fischetti (UoN). |
Scheme | FEDUA 'Finish that Output' scheme |
Role | Lead |
Funding Start | 2020 |
Funding Finish | 2020 |
GNo | |
Type Of Funding | Internal |
Category | INTE |
UON | N |
20192 grants / $7,000
Making Math Count$5,000
Funding body: Faculty of Education and Arts, University of Newcastle
Funding body | Faculty of Education and Arts, University of Newcastle |
---|---|
Scheme | Strategic Network and Pilot Project Grants Scheme |
Role | Lead |
Funding Start | 2019 |
Funding Finish | 2019 |
GNo | |
Type Of Funding | Internal |
Category | INTE |
UON | N |
International Association for Intercultural Education, Netherlands, 11 - 15 November 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 |
20182 grants / $56,648
Primary Places of Belonging: Whole-school Approaches to Inclusion for Students with Refugee Backgrounds Attending a Public Primary School in Regional Australia$54,648
Funding body: Perpetual Limited
Funding body | Perpetual Limited |
---|---|
Project Team | Associate Professor Rachel Burke, Doctor Maura Sellars |
Scheme | Impact Philanthropy Program |
Role | Investigator |
Funding Start | 2018 |
Funding Finish | 2019 |
GNo | G1701385 |
Type Of Funding | C3100 – Aust For Profit |
Category | 3100 |
UON | Y |
World Education Day, Jinan, China 28-30 September 2018$2,000
Funding body: The University of Newcastle - Faculty of Education and Arts | Australia
Funding body | The University of Newcastle - Faculty of Education and Arts | Australia |
---|---|
Project Team | Dr Maura Sellars |
Scheme | Travel grant |
Role | Lead |
Funding Start | 2018 |
Funding Finish | 2018 |
GNo | |
Type Of Funding | Not Known |
Category | UNKN |
UON | N |
20171 grants / $4,000
Small Research Consultancy$4,000
Funding body: Islington Public School
Funding body | Islington Public School |
---|---|
Project Team | Doctor Maura Sellars, Associate Professor Rachel Burke |
Scheme | Small Research Consultancy |
Role | Lead |
Funding Start | 2017 |
Funding Finish | 2017 |
GNo | G1701024 |
Type Of Funding | C2400 – Aust StateTerritoryLocal – Other |
Category | 2400 |
UON | Y |
20161 grants / $2,500
Research Consultancy$2,500
Funding body: Yibidy Pty Ltd
Funding body | Yibidy Pty Ltd |
---|---|
Project Team | Doctor Maura Sellars |
Scheme | Small Research Consultancy |
Role | Lead |
Funding Start | 2016 |
Funding Finish | 2016 |
GNo | G1600913 |
Type Of Funding | Grant - Aust Non Government |
Category | 3AFG |
UON | Y |
20141 grants / $2,000
Create, Williamsburg, Virginia, USA, 2 - 4 October 2014.$2,000
Funding body: University of Newcastle - Faculty of Education and Arts
Funding body | University of Newcastle - Faculty of Education and Arts |
---|---|
Project Team | Doctor Maura Sellars |
Scheme | Travel Grant |
Role | Lead |
Funding Start | 2014 |
Funding Finish | 2014 |
GNo | G1400975 |
Type Of Funding | Internal |
Category | INTE |
UON | Y |
20121 grants / $1,500
The Future of Education, Florence, 7-8 June 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 | Doctor Maura Sellars |
Scheme | Travel Grant |
Role | Lead |
Funding Start | 2012 |
Funding Finish | 2013 |
GNo | G1200505 |
Type Of Funding | Internal |
Category | INTE |
UON | Y |
20111 grants / $1,500
British educational Research Conference, London, 6 - 8 September 2011$1,500
Funding body: University of Newcastle - Faculty of Education and Arts
Funding body | University of Newcastle - Faculty of Education and Arts |
---|---|
Project Team | Doctor Maura Sellars |
Scheme | Travel Grant |
Role | Lead |
Funding Start | 2011 |
Funding Finish | 2012 |
GNo | G1100807 |
Type Of Funding | Internal |
Category | INTE |
UON | Y |
20081 grants / $1,700
The third International Conference onthe Teaching of Psychology, St Perersburg, Russia, 12/7/2008 - 16/7/2008$1,700
Funding body: University of Newcastle
Funding body | University of Newcastle |
---|---|
Project Team | Doctor Maura Sellars |
Scheme | Travel Grant |
Role | Lead |
Funding Start | 2008 |
Funding Finish | 2008 |
GNo | G0188671 |
Type Of Funding | Internal |
Category | INTE |
UON | Y |
20051 grants / $1,970
The Twelfth International Conference on Learning, 11-14 July 2005$1,970
Funding body: University of Newcastle
Funding body | University of Newcastle |
---|---|
Project Team | Doctor Maura Sellars |
Scheme | Travel Grant |
Role | Lead |
Funding Start | 2005 |
Funding Finish | 2005 |
GNo | G0185389 |
Type Of Funding | Internal |
Category | INTE |
UON | Y |
20041 grants / $750
Innovation and Enterprise: Education for the new economy$750
Funding body: University of Newcastle
Funding body | University of Newcastle |
---|---|
Project Team | Doctor Maura Sellars |
Scheme | Travel Grant |
Role | Lead |
Funding Start | 2004 |
Funding Finish | 2004 |
GNo | G0184839 |
Type Of Funding | Internal |
Category | INTE |
UON | Y |
Research Supervision
Number of supervisions
Current Supervision
Commenced | Level of Study | Research Title | Program | Supervisor Type |
---|---|---|---|---|
2020 | Masters | Working with Refugee Families and Communities in Schools - A Principals Task | M Philosophy (Education), College of Human and Social Futures, The University of Newcastle | Principal Supervisor |
2017 | PhD | What Factors Influence Career Decisions by Teachers to Embark on a Career Path Encompassing Catholic School Principalship in a Diocesan System | PhD (Education), College of Human and Social Futures, The University of Newcastle | Co-Supervisor |
2016 | PhD | Framing Notions of Equity for Indigenous Learners in the Australian Mathematics Education Context | 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 | A Critical Analysis of the Relationship Between Education Policy and Development: Global and Local Perspectives | PhD (Education), College of Human and Social Futures, The University of Newcastle | Co-Supervisor |
2023 | PhD | The Role of Language Education Programs on the Integration of Middle Eastern Refugee Mothers (MERMs) in Regional Australia | PhD (Education), College of Human and Social Futures, The University of Newcastle | Principal Supervisor |
2021 | Masters | History of Vietnamese Vocational Education and Training since 1954 | M Philosophy (Education), College of Human and Social Futures, The University of Newcastle | Co-Supervisor |
2020 | PhD | Vietnamese Primary English Teachers’ Knowledge, Perceptions and Practices | PhD (Education), College of Human and Social Futures, The University of Newcastle | Co-Supervisor |
2019 | PhD | Perceptions of Vietnamese Teachers Towards Incorporating Dialectical Thinking: A Transformational Model of Curriculum and Pedagogy | PhD (Education), College of Human and Social Futures, The University of Newcastle | Co-Supervisor |
Dr Maura Sellars
Position
Honorary Lecturer
School of Education
College of Human and Social Futures
Focus area
Education
Contact Details
maura.sellars@newcastle.edu.au | |
Phone | 17919 |
Fax | 16895 |
Office
Room | HA71 |
---|---|
Building | Hunter Building |
Location | Callaghan University Drive Callaghan, NSW 2308 Australia |