University of Tasmania, Australia

Dr Tammy Jones

Honorary Associate

Contact Details

Publications

Publications:

• Fostering engagement with the first R, and the ELs: Teachers' practices withstanding the test of time. Unpublished Honours Dissertation, University of Tasmania, Launceston, Australia. Jones, T. A. 2002 *
• Defining learning communities. Paper presented at the NZARE/AARE Joint Conference 2003, Auckland, New Zealand. Kilpatrick, S. I., Barrett, M. S., & Jones, T. A. 2003 *
• Reading aloud, silent reading and "booktalk" in upper primary school classes: Teachers' reading programs, motivations and objectives. Paper presented at the Australian Association for Research in Education Annual Conference, University of Melbourne, Australia. Jones, T. A., & Wills, R. C. C 2004 *
• Learning through research: A regional university and its community. International Journal of Pedagogies and Learning, 2(2) Kilpatrick, S. I., Jones, T. A., & Barrett, M. S. 2006 * 36-49
• 'The joy of boys:' Qualitative assessment of the outcomes of teacher professional development. Launceston: University of Tasmania. Wills, R. C. C., & Jones, T. A 2006 *
• Constructing researcher identity: An "impostor's" stories of becoming. Paper presented at the Australian Association for Research in Education Annual Conference, Adelaide, SA, Australia. Jones, T. A. 2006 *
• Looking behind the teacher's mask: Teachers' stories; lives lived and told. Paper presented at the Narrative Inquiry in Education Conference, University of Tasmania, Launceston. Jones, T. A 2007 *
• When teachers face themselves: Enduring outcomes of teachers' "secret stories" lived and shared. Unpublished doctoral thesis, University of Tasmania, Launceston. Jones, T. A. 2008 *

Career Summary After 25 years in secretarial roles and in business, a 3-year part-time position as a special aide to a child with special needs in an early childhood classroom caused me to abandon my early school hater attitude and develop a love for the classroom. After some soul-searching, I enrolled in a Bachelor of Education course at the University of Tasmania. I loved my studies, making new friends, and being at university, but looked forward to being in my own classroom. After being awarded First Class Honours and a University Medal in 2002, however, I decided to take the path less travelled; instead of going into the classroom to teach, I gave in to my newly-found passion for research and began studying towards a PhD. After a lot of hard work, and with great delight, I graduated as Dr Jones in December, 2008.

During my studies, and in the time since my graduation, I have undertaken a number of roles in the Faculty of Education. Early on, I tutored in ICT and Education, but, since 2004, I have been employed as a research assistant on a variety of projects in the Faculty. These have included, amongst other things:

• The development and accreditation of new Faculty of Education degree courses (2007-2010).
  
• Longitudinal study in relation to mathematics education units within the Faculty of Education (2007-2009).
  
• Faculty of Education Bachelor of Education Internal Review (2008).
  
• The joy of boys: Qualitative assessment of the outcomes of teacher professional development (2005-2006).
  
• Repertoires for diversity: Effective literacy and numeracy practice in inclusive schools (2003-2004).

Since early 2007, I have been the Assistant Editor of the international journal Research Studies in Music Education (published by SAGE). I was the Editorial Assistant for Narrative Inquiry in Music Education: Troubling Certainty (Barrett & Stauffer, 2009), and am currently working as Editorial Assistant on another two books, working alongside the same editors. During 2010, I will be working as Project Manager on Go West, North West: A project to encourage more secondary teachers to work in the West and North-West of Tasmania. I look forward to working with colleagues and stakeholders on this project, and to meeting the challenges this work will undoubtedly bring.

In my spare time, I proof-read and format other peoples theses, which suits my pedantic nature.