Faculty of Education



The Faculty of Education has a National and International Research profile. It has a number of strengths in the field of education and initial teacher preparation. Refer to our researcher profiles for further information.

The Faculty welcomes enquiries about any aspect of its research. It particularly welcomes Expressions of Interest (EOI) from potential higher degree by research candidates. To complete an EOI Form, please contact the Graduate Research CALE team.

Monica Cuskelly

Prof Monica Cuskelly

Associate Head Research

Carol Murphy

Dr Carol Murphy

Graduate Research Coordinator

Helen Chick

Associate Professor Helen Chick

Graduate Research Coordinator

Please direct enquiries to the Graduate Research Coordinators at email edu.grc@utas.edu.au or visit the Graduate Research Office for information about enrolment, scholarships and University-wide matters.

To find out more details about our research staff please visit the Web Access Research Portal (WARP)

The Faculty of Education works with the university Graduate Research Office to support Education Higher Degree for Research students. We assist you from your initial enquiry, through to completion of your Higher Degree by Research.

Research in the Faculty of Education is directed towards enhancing education in school, university and work place settings. The Faculty has a growing research record in a wide range of disciplinary areas including mathematics, literacy, science education and Health and Physical Education, and in relation to key contemporary issues, including school leadership, provision for students with learning difficulties, rural and regional education, early childhood education and TESOL.

Faculty academics are associated with national and international research networks and major collaborative research projects that present exciting opportunities for graduate research.

The Faculty has internationally recognised researchers in a number of areas. Teacher education and professional development of teachers are a strong focus for research.

The expertise of research staff can be found on individual staff profiles.

The Faculty welcomes an Expression of Interest (EOI) from prospective local, national and international Higher Degree by Research prospective students, with opportunities for full-time or part-time study towards a Doctor of Philosophy (PhD), Doctor of Education (EdD) degree or Master of Education (MEd) (Research). If you would like to apply for a Higher Degree by Research please contact the Arts Business Law and Education (ABLE) Research Hub (graduateresearch.CALE@utas.edu.au).

Find out details on our current Research Students


Differentiation of teaching practice in the classroom: Girls versus boys


Estelle Hindrum


The impetus of this honours project stemmed from my own experiences as a pre-service teacher. During my practicum placement, I observed a male colleague teacher interacting differently with boys and girls. Research from Fisher (2014) Leder and Forgasz (2010) and Skelton et al., (2009) suggests that differentiated practices can influence teacher expectations, which may be detrimental to student development if left unrecognised. This led to my research project to understand the ways, if at all, classroom teachers differentiate their practice as a result of students' gender.

I employed qualitative case study research methodology with methods including interviews, observations and field notes. The findings revealed that three teachers, from varying contexts, were more likely to respond to students' personality than their gender. This indicated a strong link between teacher classroom practice and influential school philosophies. These findings and add to the current literature of gender differentiated practices in the Australian context and how school policies influence teachers' pedagogy.

  • Fisher, H. (2014). 'It would help if the teacher helps you a bit more… instead of going to the brainiest who don't need a lot of help': exploring the perspectives of dissatisfied girls on the periphery of primary classroom life. British Educational Research Journal, 40(1), 150-169.
  • Leder, G. C., & Forgasz, H. J. (2010). I liked it till Pythagoras: The public's views of mathematics. In L. Sparrow, B. Kissane, & C. Hurst (Eds.), Shaping the future of mathematics education: Proceedings of the 33rd annual conference of the Mathematics Education Research Group of Australasia. Fremantle WA: MERGA.
  • Skelton, C., Carrington, B., Francis, B., Hutchings, M., Read, B., & Hall, I. (2009). Gender 'matters' in the primary classroom: pupils' and teachers' perspectives. British Educational Research Journal, 35(2), 187-204.


Get Moving in Maths: Engaging Students in Active Mathematical Experiences


Jessica Gleadow


Rates of student participation in mathematics are declining, especially at the tertiary level, where in some states in Australia students' have the option to choose mathematics. Recent research also suggests that students as young as nine are expressing negative feelings towards mathematics (Larkin & Jorgensen, 2015). A recommendation from researchers is to enable teachers of mathematics to implement pedagogical strategies, which engage students. The aim of this research project was to investigate whether there is a link between purposeful movement within mathematics and an increase in overall student engagement. This was investigated from the perspectives of both the participating teacher and her class of Grade 1 students.

The results showed that students were highly affectively engaged in mathematics learning when movement was present. In fact, one of the main findings of this study was the high level of interest and very low levels of frustration identified by the participating students when undertaking mathematical activities. This is of relevance for educational professionals as it suggests that purposeful movement within mathematics has the potential to increase interest and decrease frustration, which could be a factor in slowing the decline of engagement in mathematics.

If you are interested in visiting as a self-funded scholar please approach the individual academic with whom you wish to work to submit a brief EOI to the Associate Head Research and Head of School.

Previous Visitors

Associate Professor Anne Harris

Australian Research Council Future Fellow (2017-2021)
Principal Research Fellow at RMIT University (Melbourne, Australia)

Anne Harris is an Australian Research Council Future Fellow (2017-2021) exploring creativity in Australasia, and a Principal Research Fellow at RMIT University (Melbourne, Australia). She is a native New Yorker and has worked professionally as a playwright, teacher, dramaturg and journalist in the USA and Australia. She researches in the areas of creativity and the arts, performance, digital media and social change. Anne is the editor and creator of the book series Creativity, Education and the Arts (Palgrave Macmillan), the ABER co-editor of the Journal of Curriculum and Pedagogy, on the editorial board of several journals, and the following book series: Teaching Writing (Sense), Gender and Education (Palgrave Macmillan), and Studies in Arts-Based Educational Research Book Series (Springer). She has published over 60 articles and 10 books on the arts and creativity, gender/sexuality and cultural diversity; her latest is Creativity, Religion and Youth Cultures (2016, Routledge). She is also a professional playwright, musician and spoken word performer, and enjoys performing research of all kinds.

Professor Kim Donehower

Professor of Teacher Education and the Arts
School of Education and Social Work, University of Sydney

Robyn Ewing AM is Professor of Teacher Education and the Arts in Sydney School of Education and Social Work, University of Sydney. She teaches in the areas of curriculum, English and drama, language and early literacy development and works with both undergraduate and postgraduate pre-service and inservice teachers. Robyn is passionate about the Arts and education and the role quality arts experiences and processes can and should play in creative pedagogy to transform the curriculum at all levels of education. A former primary teacher, Robyn enjoys working collaboratively with classroom teachers interested in innovative curriculum practices and has worked as an academic mentor with teachers in a range of primary and secondary schools.

In the areas of English, literacy and the arts, Robyn's research has particularly focused on the use of educational or process drama with authentic literary texts to develop students' imaginations and critical literacies. She has been published widely in this area and has worked in partnership with Sydney Theatre Company on the School Drama program since 2009. Her current research interests also include teacher education, especially the experiences of early-career teachers and the role of mentoring; sustaining curriculum innovation and evaluation; inquiry and case-based learning; and innovative qualitative research methodologies including the role of the Arts in educational research.

Robyn was president of the Primary English Teachers Association (PETAA) from 2001-2006 and is a past president and Principal Fellow of the Australian Literacy Educators Association (ALEA) and former vice president of Sydney Story Factory. She is also a council member of the Australian Film, Television and Radio School (AFTRS), an Honorary Associate with Sydney Theatre, Board member of West Words and Visiting Scholar at Barking Gecko Children's Theatre.

Professor Kim Donehower

Kim Donehower is Professor of English at the University of North Dakota, where she researches the relationship between literacy and the sustainability of rural communities. With Charlotte Hogg and Eileen E. Schell, she co-authored Rural Literacies (South Illinois University Press) and co-edited Reclaiming the Rural: Essays on Literacy, Rhetoric, and Pedagogy (South Illinois University Press). Her collection Re-Reading Appalachia: Literacy, Place, and Cultural Resistance, co-edited with Sara Webb-Sunderhaus, (University Press of Kentucky).  Kim teaches undergraduate and graduate courses in English education, composition studies, writing, and literacy studies. For twelve years, she directed the Red River Valley Writing Project, a site of the National Writing Project.

Celia Hoyles is Professor of Mathematics Education at the London Knowledge Lab, Institute of Education, University of London, following teaching in London secondary schools. She was awarded a first class honours degree in mathematics from the University of Manchester and holds a masters and doctorate in mathematics education. She was the U.K. Government's Chief Adviser for Mathematics , 2004-7, and the Director of the National Centre for Excellence in the Teaching of Mathematics, 2007 -13. She was the first recipient of International Commission of Mathematics Instruction (ICMI) Hans Freudenthal medal in 2004, and of the UK's Royal Society Kavli Education Medal in 2011. She became an Officer of the British Empire (OBE) in 2004, and was made a Dame Commander of the Order of the British Empire in 2014.

Her academic interests are secondary students' conceptions of proof, the mathematical skills needed in modern workplaces and the design computer environments for learning mathematics. She has directed more than 30 research and consultancy projects and published widely in articles and books. She also co-presented a popular TV mathematics quiz show, Fun and Games, which topped the prime-time ratings between 1987 and 1990.

She serves on the Education Committee of the European Mathematical Society and was elected as President of the learned society the Institute of Mathematics and its Applications (IMA) in Jan 2014.

Professor Stéphane Lévesque

Stéphane Lévesque is Associate professor of history education and Director of the Virtual History Lab (VH Lab) at the Faculty of Education, University of Ottawa. In the Fall of 2011, he was visiting professor of digital history at Umea University in Sweden. His research focuses on students' historical thinking and consciousness, Canadian history, citizenship education, and new media and technology in education. In the early spring of 2011, Dr. Lévesque opened the Virtual Historian Laboratory (VH Lab). Funded by CFI, this is the first research centre in Canada to study the on-line learning of history. Innovative approaches, such as eye-tracking analysis, are used to study the methods and quality of virtual learning, to clarify the needs of on-line learners, and to develop the models and contexts that lead to improving the design, presentation and evaluation of web sites, simulations and learning materials in history classrooms. Through ongoing research and the development of partnerships with the Research Unit "Faire l'histoire: Making History: Narratives and Collective Memory in Education", the Centre de recherche en civilisation canadienne-française and Canadian museums, the VH lab uses cutting-edge technology to study user behaviour, to improve learning and evaluation and ultimately to enhance the teaching of history through information and communication technologies in education. Recent research projects include "The Virtual Historian: Digital History in the Canadian Classroom" (www.virtualhistorian.ca) funded by the Western Innovation Fund and the Faculty of Education Media and Information Services at the University of Western Ontario – Phase II (VH 2.0 version) is now available development with funding from CFI and support from the University of Ottawa; "Historical Literacy and Digital Technology" funded by the Canadian Council on Learning; and "Canadian and US Students' Historical Learning with Technology," a SSHRC funded comparative study. Dr. Lévesque is very active in the national history community. He is a Board member of the Virtual Museum of Canada, the Canada's History Society, and The History Education Research Network/Histoire et éducation en réseau (THEN/HiER), past advisory board member of the Historica Foundation, past president of the Citizenship Education Research Network and co-chair of the Teaching History interest group of the American Educational Research Association. Dr. Lévesque served as educational expert for the Advisory committee on the establishment of the Canadian Museum for Human Rights as well as curriculum expert for the Ontario Ministry of Education on the revision of the Canadian and World Studies curriculum. In 2006, he was nominated by the Council of Ontario Universities for the Award for Excellence in Teaching with technology.

Associate Professor Kerry McGannon

Dr. McGannon began her faculty position in Sport and Exercise Psychology at Laurentian September 2010 after working as a Professor in the Psychology of Physical Activity at the University of Iowa from January 2003-August 2010. From July 2001-December 2002 she was the Research Associate at the Alberta Centre for Active Living, University of Alberta. Her peer reviewed scholarship includes empirical and theoretically-driven contributions on 72 national and international conference presentations and over 90 publications in refereed journals and scholarly books. She is co-editor of three books; one on cultural sport and exercise psychology, one on community-based research and the Routledge International Handbook of Sport Psychology. She serves on two journal editorial boards: Sport, Exercise and Performance Psychology and Sociology of Sport Journal. She is past Advisory Board member for Qualitative Research in Sport, Exercise and Health and Chair of the Cultural Diversity Committee from 2012-2014 for the Association for Applied Sport Psychology (AASP). She is Co-Editor in Chief of the journal Qualitative Research in Sport, Exercise and Health, Associate Editor of the Journal of Applied Sport Psychology (official journal of AASP) and Psychology of Sport and Exercise. Dr. McGannon has over 15 years experience teaching undergraduate and graduate courses in Sport and Exercise Psychology. She is co-ordinator of the undergraduate Sport Psychology degree in the School of Human Kinetics.

Richard Noss is Professor of Mathematics Education and director of the London Knowledge Lab, an interdisciplinary research centre of the Institute of Education, University of London that involves collaboration between learning scientists and computing scientists. Until it ended in 2012, he was director of the Technology Enhanced Learning Research Programme, a national research programme that sought to push forward the frontiers of the design and application of technology for learning. He is a Fellow of the Institute of Mathematics and its Applications, and a Fellow of the Academy of the Social Sciences.

Richard has directed some 20 research projects, all of which have focused on some mix of technology-enhanced learning, mathematics, and - for the last ten or so years - workplace learning. Richard has edited and authored some 120 scholarly articles and six books, including Windows on Mathematical Meanings: Learning Cultures and Computers, in 1996. His most recent book, Improving Mathematics at Work, questions the mathematical knowledge and skills that matter in the 21st century world of work, and studies how the use of mathematics in the workplace is evolving in the rapidly-changing context of new technologies and globalisation.

Richard is a past editor-in-chief of the International Journal of Computers for Mathematical Learning. He was co-founder and deputy scientific manager of Kaleidoscope, the European network of excellence for technology enhanced learning. Richard holds a Masters degree in pure mathematics and a PhD in mathematical education.

Vaughan Prain

Professor Prain has a strong record of national and international research on teacher professional development in relation to learning through representing in science including task design and teaching strategies and understandings needed to introduce innovative practices in the teaching of science. As a lead literacy research consultant on the national professional learning program, Primary Connections, (which is now used in over 70% of primary schools in Australia) his research contribution has had a significant impact on education practices in this subject in Australia. The impact of his contribution to education is evident in (a) publications in the peak journals in education, (including Science), (b) invited chapters to international handbooks, and in journal special issues (see Research in Science Education, International Journal of Science Education), (c) invited keynote participant in state and national conferences, (d) consultant on USA research projects in science education, and (e) book contracts on international best practice in multi-modal science learning (Sense, Springer).

Professor Simone White

Simone White is Professor and Chair of Teacher Education in the Faculty of Education at Monash University, Australia and currently the President of the Australian Teacher Education Association (ATEA). Simone's research, teaching and engagement are focused on the key question of how to best prepare teachers and leaders for diverse communities. Her current research areas focus on teacher education research and policy; teacher educators as an occupational group and; building and sustaining university-school/community partnerships. Through her collective work, she aims to connect research, policy and practice in new ways that break down traditional borders between academics, policy makers, communities and practitioners. Simone currently leads the State funded initiative Teaching Academies for Professional Practice (TAPP) aimed at improving the professional learning of pre-service and in-service teachers across a broad geographic cluster In Melbourne.

Peter Wicking

Peter Wicking's involvement with the education sector spans 40 years, beginning as a Secondary school teacher at Fawkner High School. After a short time Peter left teaching for a career in business, and since has been active in a variety of community organisations. Community participation includes founding the 'Deep Spring' Counselling Centre Beaumaris, and co-founding Resilience Youth Australia Limited.

Andrew Wicking holds degrees in Law and English Literature from the University of Melbourne and a PhD and has worked for the last 6 years in the not-for-profit sector in a variety of research and program development roles focusing on positive youth development. Andrew is a founding member and General Manager of Resilient Youth Australia Limited.

Seminars and workshops are held on an ad hoc basis. Confirmation of Candidature seminars form part of the School’s seminar activities. All are advertised to staff and HDR candidates and all are welcome to attend.

All staff and HDR candidates are encouraged to offer seminars to colleagues within the School.

The University of Tasmania and the Department of Health and Human Services are committed to ensuring that all research is conducted at the highest ethical standard.

Researchers should be aware that the constraints governing research practices exist for the protection of research participants, researchers, and the broader research community.

As part of our commitment to research quality and integrity, the Faculty of Education is unique in its approach to providing support and conducting internal reviews for those seeking approval from the Social Sciences Human Research Ethics Committee (SHREC) to undertake research.

From this page, you will find information about our internal review processes, resources to assist in preparing good ethics applications, and relevant links to the SSHREC pages.

Working with Children

Please review the items below to determine what clearances you require to work with children:

  • the Department of Justice Working With Children
  • the Resources, Forms & Administration section below for forms required to work in Government and Catholic schools in Tasmania.

More information can also be found at the Graduate Research Office.

Intercampus requests (including document and thesis delivery)
Information skills sessions
Support for Researchers
  • University of Tasmania Open Repository (ePrints)
    The Library Open Repository provides services for open access and discovery of University of Tasmania and Tasmanian publications and digital library collections. It contains digitised University of Tasmania theses, special and rare materials, and other material relevant to the teaching and research interests of the University of Tasmania community and the world.
  • University of Tasmania copyright resources
    Staff and students are both users and creators of copyright material. This site provides staff and students with an overview of copyright law as relates to learning, teaching and research.

Research Funding Opportunities in Education

The Faculty has developed a set of materials to assist staff in identifying prospective funding sources and preparing grant applications.

The following guidance relates to recent and forthcoming grant application opportunities:

Research Codes

Most grant applications require specification of research codes for the projects to be undertaken. Details of research codes are provided by the Office of Research Services

National Research Priorities

In addition, you may be asked to address the National Research Priorities

Public Entry System (PES)

The Faculty has a designated PES Officer who enters publications on behalf of academic staff. Please check the list of PES Officers for the Faculties current PES officer. Please provide your publications to the relevant PES Officer.

PES system details.

Grant Submission Forms

All grant submissions require you to complete a Grant Submission Form which is available on the Office of Research Services website. This is in addition to the application form for any given scheme.


Specific guidance to inform development of your budget is provided on the Office of Research Services website.

Higher Degree by Research Forms must be submitted to the Faculty Research office.

Most Higher Degree by Research forms can be found at University Research website.

Form Reason for Use Form Location

Human Research Ethics – Social Science forms

All application forms required for the ethics process with social science research, including:

  • Minimal risk applications
  • Social Science HREC Full Application
  • Prior Approval from other Ethics Committees
  • Social Science HREC Amendment to Approved Project

Submit to *: Please refer to specific forms for details

Office of Research Forms (Integrity and Ethics / Social Science HREC section)

Submit my Research Plan

The Research Plan provides the blueprint for a candidate's higher degree by research. Doctoral candidates must submit the completed plan within the first 6 months (equivalent full time) and Masters candidates must submit the completed plan within the first 4 months (equivalent full-time).

Submit to *: via iGrad

See the Research Plan tab in iGrad

Claim for Travel & Establishment costs

Some scholarships include provision for establishment & travel costs. Refer to the conditions of your award for details.

For other expenses claims please see the Faculty of Education Research Office Forms section.

Submit to *: Graduate.Research@utas.edu.au

Graduate Research Office Forms (Scholarships section)

Change my personal details online

Note: if you are moving outside of Tasmania you must apply to change to external candidature before changing your details

Submit to: Submitted online via eStudent


Change my supervision arrangements

Change my supervision arrangements.

Submit to *: See form for appropriate email address

Graduate Research Office Forms (Changes to Candidature Information section)

Suspend my candidature/scholarship

In order to avoid delays in scholarship payment please submit this application four weeks in advance of the requested effective date

Submit to *: See form for appropriate email address

Graduate Research Office Forms (Changes to Candidature Information section)

Extend my candidature/scholarship

Applications for scholarship extensions must address specific criteria

Submit to *: See form for appropriate email address

Graduate Research Office Forms (Changes to Candidature Information section)

Change from full-time to part-time (or vice versa)

Scholarships can only be paid part-time under a limited set of circumstances. Contact the Higher Degree by Research Office for more information

Submit to *: See form for appropriate email address

Graduate Research Office Forms (Changes to Candidature Information section)

Change to external candidature

Relocated to outside Tasmania

Submit to *: See form for appropriate email address

Graduate Research Office Forms (Changes to Candidature Information section)

Change my thesis topic

Application to change thesis topic/title.

Submit to *: See form for appropriate email address

Graduate Research Office Forms (Changes to Candidature Information section)

Transfer from Doctoral to Masters Candidature

Application to transfer from Doctoral Candidature to Research Masters.

Submit to *: See form for appropriate email address

Graduate Research Office Forms (Changes to Candidature Information section)

Transfer from Masters to Doctoral Candidature

Application to transfer from Research Masters to Doctoral Candidature.

Submit to *: See form for appropriate email address

Graduate Research Office Forms (Changes to Candidature Information section)

Submit my thesis for examination

Information on submitting your thesis for examination can be found on the Graduate Research Office Examination page

Submit to *: See forms for submission details

Graduate Research Office Examination page

Submit the final copies of my thesis

Information on submitting final copies of your thesis can be found on the Graduate Research Office Examination Process page.

Candidates are required to submit the following for graduation:

  • Submission of Final Thesis - checklist
  • Electronic Thesis Access Form
  • PDF copy of PhD Thesis
  • AHEGS Thesis Abstract (Field of Research Code)
  • 40 word summary for graduation
  • Claim for thesis allowance (originals are in internal mail)

Submit to *: See forms for submission details

Graduate Research Office Examination Process page (Final Copies section)

Claim my thesis allowance

Some scholarships include provision for thesis production costs. Refer to the conditions of your award for details

Submit to: Graduate.Research@utas.edu.au

Graduate Research Office Forms (Scholarships section)

* Please speak to your supervisor prior to submission of these forms

Form Reason for Use Download/Link

Application for Financial Support Form

Funds form 1 - Application for financial support. Must complete prior to expenditure.

Higher Degree by Research Students: Application for Support Form (DOCX 53.6 KB)

Honours Students: Application for Support Form (PDF 22.8 KB)

HDR Travel Statutory Declaration

Please see document

HDR Travel Statutory Declaration (DOCX 39.2 KB)

Personal/Travel Expenditure Reimbursements eForm

Claiming approved Personal/Travel Expenditure Reimbursements or Travel Advances/Acquittals

New Simplified Process

  1. Student scans the tax invoice/receipt– no need to retain originals
  2. Complete the online Payment Request eForm and attach tax invoices/receipts
    (use VPN to access to the eForm Portal site if you are off campus)
  3. Select the Approving Officer and submit for approval.
    Forms should be submitted to either Christine Cole or Scott Sullivan
  4. Approver receives email with link to online approval
  5. Approval triggers an alert to Finance who then finalises the payment
    - Students and Overseas payments in next available T1F payment run.

Further information can be found in the eForm Work Instructions (PDF 1.1 MB) document.

Complete the online Payment Request eForm

Form Reason for Use Download/Link

Conduct Research in Tasmanian Government Schools

For permission to conduct research in Tasmanian Government Schools

Research in Government Schools

Conduct Research in Tasmanian Catholic Schools

For permission to conduct research in Tasmanian Catholic Schools

Tasmanian Catholic Education Office

Information Access and Disclosure Proforma (IADP)

Access to data already residing with the Department of Education

Research in Government Schools (WORD 90KB)

Department of Justice - Working With Children Registration Registration for working with children Working With Children