Profiles
Sharon Fraser
Sharon Fraser
Professor in Science Education
Associate Head Research, Education
Room A225C , Building A
Professor Sharon Fraser is Associate Head, Research in the School of Education in the College of Arts, Law and Education, as well as a researcher in science and STEM (Science, Technology, Engineering and Mathematics) education. Sharon has widespread experience in the development, conduct and management of strategic education and research projects. With degrees in both the natural and social sciences, Sharon naturally gravitates to interdisciplinary research questions and collaborations. Her research spans science and STEM curriculum and pedagogy, across both school and higher education, and the professional development of educators, with professional learning and capacity building her conceptual drivers.
Biography
Sharon began her academic career as a scientist and after working in related fields, and teaching in secondary schools, she proceeded into the area of science educational research. Prior to joining the University of Tasmania in 2008 as the Associate Dean (Learning and Teaching) for the Faculty of Education, Sharon worked as an academic at several Australian universities – the University of Tasmania, Western Sydney University and Macquarie University. Before taking up this position in 2008, Sharon was the Program Director of the (e)Learning and Teaching Development Program, and Academic Coordinator of the Teaching Evaluation for Development Service (TEDS) within the Centre for Professional Development (CPD) at Macquarie University. At that time, she was also a senior lecturer in the Institute of Higher Education Research and Development (IHERD), in the Australian Centre for Educational Studies.
Sharon's early research focused on the nature of innovation and curriculum change in higher education, particularly in relation to organisational development needs. More recently, Sharon's research focus has shifted back to science education, with a focus on building the capacity of teachers (from early childhood to university) to teach science and integrated STEM effectively. Enabling an enhanced understanding of science through a focus on the Nature of Natural Science (NOS) and Epistemic Insight (EI) is also an area of research interest, as well as how the enhancement of Science Pedagogical Content Knowledge (PCK) of teachers improves learning in science. Sharon has published in the fields of science and science education as well as education and higher education more broadly. She has widespread experience in developing professional learning resources and mentoring academic staff within universities and other education systems. In years past, Sharon taught science, mathematics and information and communication technologies (ICT) in high school, and she currently teaches into initial teacher education and postgraduate courses and supervises honours and postgraduate research students.
Since mid-2021, Sharon has been Associate Head, Research in the College of Arts, Law and Education, supporting researchers in Education to engage in and produce important and impactful research.
Career summary
Qualifications
- PhD (1986) 'Behavioural and physiological thermoregulatory attributes of an Australian skink, Egernia Cunninghami' University of New England, Australia
- ScEdD (2008) 'Exploring the meaning that lies within: The essence of innovation for university science educators' Curtin University, Australia
- BSc (Hons) (1981) 'Insights into the physiological and behavioural thermoregulatory abilities of small lizards' University of Sydney, Australia
- DipEd (1991) University of Tasmania, Australia
Memberships
Professional practice
- Member of the Australian Science Teachers Association (ASTA) and the Australian Science Education Research Association (ASERA).
- Editorial Board member for Research in Science Education. This journal is an international peer-reviewed forum for the promotion of scholarly science education research of interest to a wide audience.
Administrative expertise
In addition to her role as Associate Head, Research in Education, Sharon has been Associate Dean (Learning and Teaching), 2008-2013 and Deputy Head of School (2008-2011). She has been a member of Academic Senate and is currently a member of the Academic Board for the International College of Management Sydney. Sharon has extensive experience in leading and managing large research grants.
Teaching
Science education; curriculum enhancement and innovation; teacher education; science and mathematics learning and teaching; qualitative and mixed methods research; online learning and face-to-face teaching
Teaching expertise
Sharon's coursework teaching and unit design has mainly focussed on science education as it is experienced in primary, early childhood and secondary initial teacher education degrees. In these courses, she has also taught into units relating to curriculum and pedagogy and foundations of teaching, with the latter role being undertaken in both the Bachelor of Education and Master of Teaching initial teacher education courses. Her postgraduate teaching has focussed on science education, curriculum development, professional learning and leadership in learning and teaching.
Teaching responsibility
Courses
- 43B - Bachelor of Education (Primary)
- 43A - Bachelor of Education (Early Childhood)
- 43M - Bachelor of Education (Science and Mathematics)
- E5L - Graduate Certificate in Education (Early Childhood)
Units
- ESH155 - Science Pedagogical Content Knowledge 1
- ESH355 - Science Pedagogical Content Knowledge 2
- ESH350 - Planning and Assessing in Primary and Early Childhood Science
Research Appointments
Sharon has been an assessor for the Australian Research Council since 2019.
View more on Professor Sharon Fraser in WARP
Expertise
Sharon uses a range of qualitative and mixed methods research to better understand how to facilitate improved learning in educational centres and in society more broadly. She is particularly focussed on the fields of science and STEM (science, technology, engineering and mathematics), to ultimately improve the learning experiences and outcomes of students. Improvements in science and STEM learning will enhance the scientific literacy of all and enable citizens to make informed choices based upon a thorough interest in and understanding of the nature of science. To this end, one of her key goals is to build the capacity of science educators to use existing systemic and local information and understandings to inform and enhance their practice.
Areas of research expertise include:
- Science understanding and inquiry
- Science pedagogical content knowledge and teacher knowing
- Enabling meaningful STEM learning
- Leading STEM education
- Unearthing science and STEM understandings in community
Collaboration
Sharon frequently collaborates with other researchers from a range of disciplines, including both science and mathematics education and discipline researchers, from within CALE and across colleges, and throughout Australia. In 2018, Sharon co-edited a special edition of Research in Science Education, with a colleague from the Canterbury Christ Church University, Professor Berry Billingsley. The focus of the journal was epistemic insight and it garnered contributions from scholars from throughout the world.
Most recently (2018-2021), Sharon was co-Director of the Principals as STEM Leaders project, funded by the Australian Government Department of Education, Skills, and Employment under the National innovation and Science Agenda. The team consisted of researchers from all states in Australia and have produced resources available through creative commons to all school principals, teachers, and educational researchers.
Current projects
Sharon is Deputy Director of Mathematics and Science Education Research (MaSER) at the University of Tasmania. The aim of Sharon's research is to improve the outcomes of teaching and learning in science and she works with like-minded scholars from all levels of education in order to achieve this goal. Specific aspects of the educational endeavour which provide a focus for her interest include the concepts of science pedagogical content knowledge (PCK), the Nature of Natural Science (NOS), Epistemic Insight (EI), and the interrelationship of the disciplines of STEM (Science, Technology, Engineering and Mathematics).
Fields of Research
- Teacher education and professional development of educators (390307)
- Science, technology and engineering curriculum and pedagogy (390113)
Research Objectives
- Teacher and instructor development (160303)
- Assessment, development and evaluation of curriculum (160301)
Publications
Over the years Sharon's publication output has related closely to the roles she has undertaken in the workplace, the research grants she has participated in and the students' research that she has supervised. Hence their focus, albeit related to the education or educative endeavour, is eclectic. Sharon is particularly delighted to write collaboratively and she currently has a number draft papers that she is working on with colleagues.
One of Sharon's current interests is to research collaboratively with colleagues from other faculties within the university and school sectors (particularly colleagues from the science, technology, engineering and mathematics disciplines). Sharon believes that bringing together the understandings and epistemologies of such diverse scholars and people working within the discipline of Education, can only improve our ability to enhance practice and improve the learning outcomes of our students.
Total publications
68
Highlighted publications
(2 outputs)| Year | Type | Citation | Altmetrics |
|---|---|---|---|
| 2016 | Journal Article | Fraser SP, 'Pedagogical content knowledge (PCK): Exploring its usefulness for science lecturers in higher education', Research in Science Education, 46, (1) pp. 141-161. ISSN 0157-244X (2016) [Refereed Article] DOI: 10.1007/s11165-014-9459-1 [eCite] [Details] Citations: Scopus - 33Web of Science - 28 | |
| 2006 | Journal Article | Fraser SP, Bosanquet AM, 'The Curriculum? That's just a unit outline isn't it?', Studies in Higher Education, 31, (3) pp. 269-284. ISSN 0307-5079 (2006) [Refereed Article] DOI: 10.1080/03075070600680521 [eCite] [Details] Citations: Scopus - 153Web of Science - 130 |
Journal Article
(39 outputs)| Year | Citation | Altmetrics |
|---|---|---|
| 2023 | Beswick K, Watt HMG, Granziera H, Geiger V, Fraser S, 'Boys' motivation profiles in mathematics: relations with contextual factors, wellbeing and engagement in a boys-only school', ZDM - Mathematics Education, 55 pp. 315-329. ISSN 1863-9690 (2023) [Refereed Article] | |
| 2023 | Geiger V, Beswick K, Fraser S, Holland-Twining B, 'A model for principals' STEM leadership capability', British Educational Research Journal pp. 1-25. ISSN 0141-1926 (2023) [Refereed Article] | |
| 2023 | Hatisaru V, Falloon G, Seen S, Fraser S, Powling M, et al., 'Educational leaders' perceptions of STEM education revealed by their drawings and texts', International Journal of Mathematical Education in Science and Technology pp. 1-21. ISSN 0020-739X (2023) [Refereed Article] DOI: 10.1080/0020739X.2023.2170290 [eCite] [Details] Co-authors: Hatisaru V; Seen S | |
| 2022 | Cooper G, Thomas DP, Prain V, Fraser S, 'Associations between Australian students' literacy achievement in early secondary school and senior secondary participation in science: accessing cultural and science capital', International Journal of Science Education, 44, (10) ISSN 0950-0693 (2022) [Refereed Article] DOI: 10.1080/09500693.2022.2086317 [eCite] [Details] Co-authors: Cooper G; Prain V | |
| 2022 | Falloon G, Powling M, Fraser S, Hatisaru V, 'Shaping science, technology, engineering and mathematics curriculum in Australian schools: an ecological systems analysis', Australian Journal of Education, 66, (2) pp. 171-195. ISSN 0004-9441 (2022) [Refereed Article] DOI: 10.1177/00049441221083347 [eCite] [Details] Co-authors: Hatisaru V | |
| 2021 | Anjum I, Fraser S, Thomas S, 'This tale of ours: Pakistani academics' challenges, struggles, and becoming', International Journal for Academic Development, 26, (4) pp. 418-432. ISSN 1360-144X (2021) [Refereed Article] DOI: 10.1080/1360144X.2021.1976188 [eCite] [Details] Co-authors: Anjum I; Thomas S | |
| 2021 | Falloon G, Stevenson M, Beswick K, Fraser S, Geiger V, 'Building STEM in schools: an Australian cross-case analysis', Educational Technology and Society, 24, (4) pp. 110-122. ISSN 1436-4522 (2021) [Refereed Article] Citations: Web of Science - 1 Co-authors: Beswick K | |
| 2021 | Fraser S, Barnes N, Kilpatrick S, Guenther J, Nutton G, 'Considering young people's dislocation from STEM education: looking beyond the narrow focus of teaching and learning practice within school', Frontiers in Education, 6 Article 678613. ISSN 2504-284X (2021) [Refereed Article] DOI: 10.3389/feduc.2021.678613 [eCite] [Details] Co-authors: Barnes N; Kilpatrick S | |
| 2021 | Hatisaru V, Fraser S, 'Make room for D-STEM: A way to inform the teaching of STEM in schools', Teaching Science, 67, (1) pp. 11-20. ISSN 1839-2946 (2021) [Refereed Article] Co-authors: Hatisaru V | |
| 2020 | Hatisaru V, Fraser SP, Beswick K, ''My picture is about opening up students' minds beyond school gates!' School principals' perceptions of STEM learning environments', Journal of Research in STEM Education, 6, (1) pp. 18-38. ISSN 2149-8504 (2020) [Refereed Article] Co-authors: Hatisaru V | |
| 2020 | Hatisaru V, Oates G, Fraser S, Murphy C, Maher N, et al., 'A peer learning circle approach to professional learning: Promoting representational fluency', Australian Mathematics Education Journal, 2, (4) pp. 4-10. ISSN 2652-0176 (2020) [Refereed Article] Co-authors: Hatisaru V; Oates G; Murphy C; Maher N; Holland B; Seen A | |
| 2020 | Likourezos V, Beswick K, Geiger V, Fraser S, 'How principals can make a difference in STEM education', Australian Educational Leader, 42, (2) pp. 33-36. ISSN 1832-8245 (2020) [Professional, Non Refereed Article] Co-authors: Beswick K | |
| 2019 | Beswick K, Fraser S, 'Developing mathematics teachers' 21st century competence for teaching in STEM contexts', ZDM Mathematics Education, 55, (6) pp. 955-965. ISSN 1863-9690 (2019) [Refereed Article] DOI: 10.1007/s11858-019-01084-2 [eCite] [Details] Citations: Scopus - 10Web of Science - 9 | |
| 2019 | Fraser S, 'Understanding innovative teaching practice in higher education: a framework for reflection', Higher Education Research and Development, 38, (7) ISSN 0729-4360 (2019) [Refereed Article] DOI: 10.1080/07294360.2019.1654439 [eCite] [Details] Citations: Scopus - 11Web of Science - 8 | |
| 2019 | Fraser S, Beswick K, Crowley S, 'Making tacit knowledge visible: uncovering the knowledge of science and mathematics teachers', Teaching and Teacher Education, 86 Article 102907. ISSN 0742-051X (2019) [Refereed Article] DOI: 10.1016/j.tate.2019.102907 [eCite] [Details] Citations: Scopus - 11Web of Science - 10 Co-authors: Crowley S | |
| 2019 | Fraser S, Beswick K, Crowley S, 'Responding to the demands of the STEM education agenda: the experiences of primary and secondary teachers from rural, regional and remote Australia', Journal of Research in STEM Education, 5, (1) pp. 40-59. ISSN 2149-8504 (2019) [Refereed Article] Co-authors: Crowley S | |
| 2019 | Fraser S, Beswick K, Penson ME, Seen A, Whannell R, 'Cross faculty collaboration in the development of an integrated mathematics and science initial teacher education program', Australian Journal of Teacher Education, 44, (7) pp. 1-17. ISSN 1835-517X (2019) [Refereed Article] Co-authors: Beswick K; Penson ME; Seen A | |
| 2019 | Kilpatrick S, Fraser S, 'Using the STEM framework collegially for mentoring, peer learning and planning', Professional Development in Education, 45, (4) pp. 614-626. ISSN 1941-5257 (2019) [Refereed Article] DOI: 10.1080/19415257.2018.1463925 [eCite] [Details] Citations: Scopus - 5Web of Science - 5 Co-authors: Kilpatrick S | |
| 2019 | MacDonald A, Hunter J, Wise K, Fraser S, 'STEM and STEAM and the spaces between: an overview of education agendas pertaining to disciplinarity' across three Australian states', Journal of Research in STEM Education, 5, (1) pp. 75-92. ISSN 2149-8504 (2019) [Refereed Article] Co-authors: MacDonald A | |
| 2018 | Billingsley B, Fraser S, 'Towards an Understanding of Epistemic Insight: the Nature of Science in Real World Contexts and a Multidisciplinary Arena', Research in Science Education, 48, (6) pp. 1107-1113. ISSN 1573-1898 (2018) [Non Refereed Article] | |
| 2018 | Billingsley B, Nassaji M, Fraser S, Lawson F, 'A framework for teaching epistemic insight in schools', Research in Science Education, 48 pp. 1115-1131. ISSN 1573-1898 (2018) [Refereed Article] DOI: 10.1007/s11165-018-9788-6 [eCite] [Details] Citations: Scopus - 18Web of Science - 11 | |
| 2017 | Corbett M, Fraser S, Reaburn R, Smith H, Roberts J, et al., 'Building a new generation: Community expectations on raising aspirations in rural Tasmania', Australian and International Journal of Rural Education, 27, (3) pp. 8-24. ISSN 1839-7387 (2017) [Refereed Article] Co-authors: Corbett M; Reaburn R; Smith H | |
| 2017 | Reaburn R, Fraser S, Smith H, Roberts J, Fielding-Wells J, et al., 'Aspire High: Impacting student aspirations in a regional community', Australian and International Journal of Rural Education, 27, (3) pp. 73-89. ISSN 1839-7387 (2017) [Refereed Article] Co-authors: Reaburn R; Smith H; Corbett M | |
| 2017 | Smith C, Fraser S, Corbett M, 'Liquid modernity, emplacement and education for the anthropocene: challenges for rural education in Tasmania', Australian and International Journal of Rural Education, 27, (3) pp. 196-212. ISSN 1839-7387 (2017) [Refereed Article] Co-authors: Smith C; Corbett M | |
| 2017 | Sutton G, McLeod C, Fraser S, Corbett M, 'Disrupting perception: mapping an understanding of educational attainment', Australian and International Journal of Rural Education, 27, (3) pp. 174-195. ISSN 1839-7387 (2017) [Refereed Article] Co-authors: Sutton G; McLeod C; Corbett M | |
| 2016 | Beswick K, Fraser S, Crowley S, ''No wonder out-of-field teachers struggle!' - Unpacking the thinking of expert teachers', Australian Mathematics Teacher, 72, (4) pp. 16-20. ISSN 0045-0685 (2016) [Refereed Article] Co-authors: Beswick K; Crowley S | |
| 2016 | Fraser S, 'Discovering and advancing school students' perceptions of the relationships between science and religion', Dialogue Australasia, 36 pp. 30-33. ISSN 1832-1976 (2016) [Professional, Refereed Article] | |
| 2016 | Fraser SP, 'Pedagogical content knowledge (PCK): Exploring its usefulness for science lecturers in higher education', Research in Science Education, 46, (1) pp. 141-161. ISSN 0157-244X (2016) [Refereed Article] DOI: 10.1007/s11165-014-9459-1 [eCite] [Details] Citations: Scopus - 33Web of Science - 28 | |
| 2016 | Mainsbridge CP, Cooley D, Fraser SP, Pedersen SJ, 'A workplace intervention designed to interrupt prolonged occupational sitting: Self-reported perceptions of health from a cohort of desk-based employees over 26 weeks', International Journal of Workplace Health Management, 9, (2) pp. 221-237. ISSN 1753-8351 (2016) [Refereed Article] DOI: 10.1108/IJWHM-01-2015-0005 [eCite] [Details] Citations: Scopus - 9 Co-authors: Mainsbridge CP; Cooley D; Pedersen SJ | |
| 2016 | Seen A, Fraser S, Beswick K, Penson M, Whannell R, 'Marketing an alternate model for science and mathematics initial teacher education', Australian Journal of Teacher Education, 41, (11) pp. 77-89. ISSN 0313-5373 (2016) [Refereed Article] DOI: 10.14221/ajte.2016v41n11.6 [eCite] [Details] Citations: Scopus - 1 Co-authors: Seen A; Beswick K; Penson M; Whannell R | |
| 2015 | Fraser SP, 'Transformative science teaching in higher education', Journal of Transformative Education, 13, (2) pp. 140-160. ISSN 1552-7840 (2015) [Refereed Article] DOI: 10.1177/1541344615571417 [eCite] [Details] Citations: Scopus - 6 | |
| 2014 | Mainsbridge C, Cooley PD, Fraser SP, Pedersen SJ, 'The effect of an e-health intervention designed to reduce prolonged occupational sitting on mean arterial pressure', Journal of Occupational and Environmental Medicine, 56, (11) pp. 1189-1194. ISSN 1536-5948 (2014) [Refereed Article] DOI: 10.1097/JOM.0000000000000243 [eCite] [Details] Citations: Scopus - 37Web of Science - 39 Co-authors: Mainsbridge C; Cooley PD; Pedersen SJ | |
| 2014 | Mainsbridge C, Swabey K, Fraser S, Penney D, 'Youth physical activity and health interventions: Ineffective and ill-conceived action?', Asia-Pacific Journal of Health, Sport & Physical Education, 5, (2) pp. 133-150. ISSN 1837-7130 (2014) [Refereed Article] DOI: 10.1080/18377122.2014.906058 [eCite] [Details] Co-authors: Mainsbridge C; Swabey K | |
| 2013 | Klebansky A, Fraser SP, 'A strategic approach to curriculum design for information literacy in teacher education - implementing an information literacy conceptual framework', Australian Journal of Teacher Education, 38, (11) Article 7. ISSN 0313-5373 (2013) [Refereed Article] DOI: 10.14221/ajte.2013v38n11.5 [eCite] [Details] Citations: Scopus - 8 Co-authors: Klebansky A | |
| 2012 | Cooper G, Kenny J, Fraser S, 'Influencing intended teaching practice: Exploring pre-service teachers' perceptions of science teaching resources', International Journal of Science Education, 34, (12) pp. 1883-1908. ISSN 0950-0693 (2012) [Refereed Article] DOI: 10.1080/09500693.2012.698762 [eCite] [Details] Citations: Scopus - 10Web of Science - 12 Co-authors: Cooper G; Kenny J | |
| 2006 | Fraser SP, 'Shaping the University Curriculum through Partnerships and Critical Conversations', International Journal for Academic Development, 11, (1) pp. 5-17. ISSN 1360-144X (2006) [Refereed Article] | |
| 2006 | Fraser SP, Bosanquet AM, 'The Curriculum? That's just a unit outline isn't it?', Studies in Higher Education, 31, (3) pp. 269-284. ISSN 0307-5079 (2006) [Refereed Article] DOI: 10.1080/03075070600680521 [eCite] [Details] Citations: Scopus - 153Web of Science - 130 | |
| 1998 | Collis KF, Jones BL, Sprod TJ, Watson JM, Fraser SP, 'Mapping Development in Students' Understanding of Vision using a Cognitive Structural Model', International Journal of Science Education, 20, (1) pp. 45-66. ISSN 0950-0693 (1998) [Refereed Article] DOI: 10.1080/0950069980200104 [eCite] [Details] Citations: Scopus - 8Web of Science - 3 Co-authors: Collis KF; Jones BL; Sprod TJ; Watson JM | |
| 1994 | Jones BL, Collis KF, Watson JM, Foster K, Fraser SP, 'Images in mirrors: recollections, alternative explanations and modes of cognitive functioning', Research in Science Education, 24 pp. 191-200. ISSN 0157-244X (1994) [Refereed Article] DOI: 10.1007/BF02356344 [eCite] [Details] Citations: Scopus - 3Web of Science - 1 Co-authors: Jones BL; Collis KF; Watson JM |
Chapter in Book
(6 outputs)| Year | Citation | Altmetrics |
|---|---|---|
| 2019 | Billingsley B, Fraser S, 'Ways children reason about science and religion in primary school: findings from a small-scale study in Australian primary schools', Science, religion and education, Springer International Publishing, Billingsley B, Chappell K, Reiss M (ed), Switzerland, pp. 353. ISBN 978-3-030-17233-6 (2019) [Research Book Chapter] | |
| 2019 | Fraser S, Chappell K, 'Introduction to Beyond Chalk and Talk Section', Science and Religion in Education, Springer Cham, B Billingsley, K Chappell and MJ Reiss (ed), Switzerland, pp. 223-226. ISBN 9783030172336 (2019) [Research Book Chapter] | |
| 2019 | Fraser S, Earle J, Fitzallen N, 'What is an Acronym? Experiencing STEM Education in Australia', STEM Education: An Emerging Field of Inquiry, Koninklijke Brill NV, T Barkatsas, N Carr and G Cooper (ed), The Netherlands, pp. 9-30. ISBN 978-90-04-39140-6 (2019) [Research Book Chapter] DOI: 10.1163/9789004391413_002 [eCite] [Details] Co-authors: Earle J; Fitzallen N | |
| 2018 | Fraser SP, 'Creating linkages: you don't have to reinvent the curriculum!', A teacher's guide to science and religion in the classroom, Routledge, B Billingsley, M Abedin, K Chappell (ed), United Kingdom, pp. 22-37. ISBN 978-1-138-21181-0 (2018) [Other Book Chapter] | |
| 2016 | Fraser S, 'Constructing an Identity: A Key to Learning', What is Next in Educational Research?, Sense Publishers, S Fan, J Fielding-Wells (ed), The Netherlands, pp. 71-78. ISBN 9789463005227 (2016) [Other Book Chapter] | |
| 2014 | Fraser SP, 'Investigating teachers' experiences', The Future of Educational Research, Sense Publishers, N Fitzallen, S Fan & R Reaburn (ed), Netherlands, pp. 79-85. ISBN 978-94-6209-512-0 (2014) [Research Book Chapter] |
Conference Publication
(19 outputs)| Year | Citation | Altmetrics |
|---|---|---|
| 2022 | Hatisaru V, Seen A, Fraser S, 'Regarding STEM: perceptions of academics revealed in their drawings and text', Proceedings of the 44th Annual Conference of the Mathematics Education Research Group of Australasia, 03-07 July 2022, Launceston, Tasmania, pp. 258-265. (2022) [Refereed Conference Paper] Co-authors: Hatisaru V; Seen A | |
| 2022 | Holland-Twining B, Geiger V, Beswick K, Fraser S, 'Teacher STEM capability sets that support the implementation of mathematics active STEM tasks', Proceedings of the 44th Annual Conference of the Mathematics Education Research Group of Australasia, 03-07 July 2022, Launceston, Tasmania, pp. 274-281. (2022) [Refereed Conference Paper] Co-authors: Beswick K | |
| 2019 | Crowley SK, MacDonald AJ, Fraser S, 'Art: what's STEM got to do with it?', International Institute for Qualitative Inquiry, University of Illinois, Urbana-Champaign, May 15-18, 2019, USA, pp. 202. (2019) [Conference Edited] Co-authors: Crowley SK; MacDonald AJ | |
| 2019 | Hatisaru V, Beswick K, Fraser S, 'STEM learning environments: perceptions of STEM education researchers', Proceedings of the 42nd Annual Conference of the Mathematics Education Research Group of Australasia, 30 June - 4 July 2019, Perth, Australia, pp. 340-347. ISBN 978-1-920846-31-2 (2019) [Refereed Conference Paper] Co-authors: Hatisaru V; Beswick K | |
| 2019 | Hunter J, MacDonald A, Wise K, Fraser S, 'STEM and STEAM education as spaces for disruption and rejuvenation in schools: An overview of professional possibilities for disciplinarity' across three Australian states', Proceedings of the 4th International Professional Practice, Education and Learning (ProPEL) Conference, 9 - 11 December 2019, Sydney, Australia, pp. 1-11. (2019) [Non Refereed Conference Paper] Co-authors: MacDonald A | |
| 2018 | Beswick K, Fraser S, 'Why is one-off professional learning prevalent in Australia?', Proceedings of the 8th ICMI-East Asia Regional Conference on Mathematics Education, 7-11 May 2018, Taipei, Taiwan, pp. 257-264. ISBN 978-986-05-5783-1 (2018) [Refereed Conference Paper] Co-authors: Beswick K | |
| 2017 | Beswick K, Fraser S, Crowley S, ''The best ever': mathematics teachers' perceptions of quality professional learning', Proceedings of the 41st Conference of the International Group for the Psychology of Mathematics Education, 17-22 July 2017, Singapore, pp. 169-176. ISBN 9789811137426 (2017) [Refereed Conference Paper] Co-authors: Beswick K; Crowley S | |
| 2017 | Chand DD, Kenny JDJ, Fraser SP, 'Drawings as a vehicle for student generated representations to learning of sciences in Fijian primary schools', ASERA 2017 Conference Book, 27-30 June 2017, Sydney, Australia, pp. 4. (2017) [Conference Extract] Co-authors: Chand DD; Kenny JDJ | |
| 2016 | Fraser S, 'An alternative model for mathematics and science initial teacher education', Proceedings of the Australian Conference on Science and Mathematics Education, 28-30 September 2016, Brisbane, Australia, pp. 1. ISBN 978-0-9871834-4-6 (2016) [Conference Extract] | |
| 2016 | Fraser S, ''Yeah now that I've thought about it I'll probably think about it more'', Science and Religion in Education Conference 2016 - Abstracts, 28 October 2016, Oxford, UK, pp. 1. (2016) [Conference Extract] | |
| 2016 | Fraser S, Penson M, Seen A, Beswick K, Whannell R, 'Cross faculty collaboration in the development of an integrated mathematics and science pre-service teacher education program', Proceedings of the 4th International STEM in Education Conference, 26-28 October 2016, Beijing, China, pp. 49. (2016) [Refereed Conference Paper] Co-authors: Penson M; Seen A; Beswick K; Whannell R | |
| 2016 | Reaburn R, Kilpatrick S, Fraser S, Beswick K, Muir T, 'What's happening in Australian mathematics professional learning?', Proceedings of the 2016 Australian Association for Research in Education (AARE) Conference, 27 November - 1 December 2016, Melbourne, Victoria, Australia, pp. 1-13. ISSN 1324-9320 (2016) [Refereed Conference Paper] Co-authors: Reaburn R; Kilpatrick S; Beswick K; Muir T | |
| 2012 | Jones SM, Skalicky JL, West ML, Fraser SP, Walls JT, et al., 'Developing a scholarly approach to teaching and learning leadership through a Peer Professional Learning Program', Developing a scholarly approach to teaching and learning leadership through a Peer Professional Learning Program, October, 22 - 27, 2012, Hamilton Convention Centre & Sheraton Hamilton Hot, pp. 110. (2012) [Conference Extract] Co-authors: Jones SM; Skalicky JL; West ML; Walls JT; Yates BF | |
| 2011 | Mainsbridge C, Cooley P, Pedersen S, Fraser S, Cosgrove M, 'The effect of a computer-based workplace health and wellbeing program on workplace health culture', Proceedings of the 2011 Australian Association for Research in Education Conference, 27 November - 1 December 2011, Hobart, Tasmania, pp. 1-14. ISSN 1324-9320 (2011) [Refereed Conference Paper] Co-authors: Mainsbridge C; Cooley P; Pedersen S | |
| 2007 | Bilgin A, Fraser SP, 'Empowering Students to be the Judges of their own Performance Through Peer Assessment', Proceedings of the IASE Satellite Conference on Assessing Student Learning in Statistics, 19-21 August 2007, Portugal, pp. 1-10. ISBN 978-90-73592-27-8 (2007) [Refereed Conference Paper] | |
| 2007 | Harvey M, Fraser SP, 'Building Capacity for Sustainable Leadership in Higher Education Assessment', AARE 2007 Focus Conference Proceedings, 13-14 June 2007, Canberra, pp. 1-13. ISBN 978-0-9775685-1-2 (2007) [Refereed Conference Paper] | |
| 2004 | Fraser SP, 'Conversations for Shared Understanding - Academic Developers and Faculty working in Partnership to Shape the Curriculum', International Consortium for Educational Development 2004, 21-23 June 2004, Canada, pp. 1-18. ISBN 978-1-4020-9731-7 (2004) [Non Refereed Conference Paper] | |
| 2003 | Jamie I, Fraser SP, Haklani C, 'Catalysing the Transition into the Unknown: A Student Advocate in Chemistry Education', Learning for an Unknown Future, 6-9 July 2003, New Zealand, pp. 316-325. ISBN 0-90-8557-55-8 (2003) [Refereed Conference Paper] | |
| 1995 | Jones BL, Collis KF, Watson JM, Sprod TJ, Fraser SP, 'Mapping development of students' understanding of vision', 25th AARE Conference, Hobart, pp. 1 - 15. (1995) [Non Refereed Conference Paper] Co-authors: Jones BL; Collis KF; Watson JM; Sprod TJ |
Contract Report, Consultant's Report
(3 outputs)| Year | Citation | Altmetrics |
|---|---|---|
| 2017 | Corbett M, Fraser S, Beswick K, Smith H, Wells J, et al., 'Dream Big evaluation: Final Report', University of Tasmania, Australia (2017) [Consultants Report] Co-authors: Corbett M; Beswick K; Smith H; Wells J; Reaburn R; McCarthy R; Roberts J; McLeod C; Sutton G; Smith C | |
| 2017 | Corbett M, Fraser S, McLeod C, Sutton G, Smith C, 'CREATE: Final Report', University of Tasmania, Australia (2017) [Consultants Report] Co-authors: Corbett M; McLeod C; Sutton G; Smith C | |
| 2017 | Corbett Michael John, Fraser SP, Beswick K, Smith H, Wells Jill, et al., 'Report of the program evaluation of Dream Big'', Burnie City Council, Launceston, Tasmania, Final (2017) [Contract Report] Co-authors: Corbett Michael John; Beswick K; Smith H; Wells Jill; Reaburn RL; McCarthy RJ; Roberts JV; McLeod CJ; Sutton GN; Smith CJ; Page LA |
Other Public Output
(1 outputs)| Year | Citation | Altmetrics |
|---|---|---|
| 2022 | Fraser S, Beswick K, Geiger V, Watt HMG, Dennett G, et al., 'Principals as STEM Leaders: Building the evidence base for improved STEM learning. Final Report', Australian Government, Australia (2022) [Government or Industry Research] Co-authors: Page L |
Grants & Funding
2015 – 2017 University of Tasmania: Strategic Research Funding 'Creating and Researching a culture of Educational Attainment in Tasmanian Education (CREATE)' $,500,000
Awarded to: Faculty of Education, UTAS Contribution: Project team member
2014 – 2018 Templeton World Charity Foundation, Inc. 'Being human: Discovering and advancing school students' perceptions of the relationship between science and religion'.
Funds: £613,656 GBP / $1,045,714 AUD
Awarded to: University of Reading, UK Contribution: Project team member
Funding Summary
Number of grants
15
Total funding
Projects
- Description
- This research project involves collaboration between STEM and Social Science researchers at the University of Tasmania (UTAS) and academic, industry, and government partners. Through its three research Elements, the project will provide novel tools for characterisation of critical metals deportment, optimise methods, and devise new workflows for critical metals processing, develop new waste management strategies, and deliver innovative community education, training, and outreach strategies that build a local, skilled jobs-ready local workforce for regional industry.
- Funding
- Department of Education, Skills and Employment ($3,537,047)
- Scheme
- Grant-Regional Research Collaboration
- Administered By
- University of Tasmania
- Research Team
- Cooke DR; Missen OP; Hunt JA; Fraser SP; Armistead S; Zhang L; Belousov IA; Rodemann T
- Period
- 2022 - 2024
- Description
- The University of Tasmania hosts one of eight Drought Resilience Adoption and Innovation Hubs established across Australia under the Commonwealth's Future Drought Fund. Hubs are intended to be enduring institutions. The current proposal is about the Commonwealth's call to expand the Hubs' remit to service four priority areas under the National Agricultural Innovation Agenda. If funded, the Hub in Tasmania will need to operate under two agreements: the current agreement for the 'Drought Hub' and a new agreement that is about developing the Hub's pathway to expansion, while continuing to deliver to the 'Drought Hub' under the current agreement. This proposal presents the Hub's Statement of Claims on its ability and commitment to deliver practical activities and a business case that supports the National Agricultural Innovation Agenda
- Funding
- Department of Agriculture Water and the Environment ($2,499,999)
- Scheme
- Agricultural Innovation Hubs Program
- Administered By
- University of Tasmania
- Research Team
- Knowles SG; Mohammed CL; Kumar S; Field B; Jones ME; Anders RJ; Higgins VJ; Bryant M; Gracie AJ; Wilson MD; Harrison MT; Jordan GJ; O'Reilly-Wapstra JM; Barmuta LA; Remenyi TA; Kang BH; Amin M; Fraser SP; Kilpatrick SI; Barnes NR; Beasy KM; Stoeckl NE; D'Alessandro SP; Tian J; Chuah S; Norris K; Ferguson SG; Auckland SRJ; Evans KJ
- Period
- 2022 - 2024
- Description
- Water is a major asset for Tasmania linked to livelihoods, energy production, irrigated and rainfed agriculture, environmental management and conservation. Competing demands forwater intensify during droughts and as hot and dry years increase in number. Wise and fair water management requires a multi-stakeholder partnership to innovate for droughtresilience, optimal water management and self-reliance. Our Hub will enable drought preparedness in Tasmania through collective and co-designed actions that sustain Tasmania'shigh-value, clean, green international brand. We will engage with local knowledge and land stewardship through a deliberate and negotiated process and uphold the rights ofTasmanian Aboriginal people to benefit from innovations they enable. The Hub, for the first time, brings together the major players - farmers, land and water managers, researchers,and indigenous knowledge owners - who, together can reduce the risks associated with drought in Tasmania.
- Funding
- Department of Agriculture Water and the Environment ($9,530,969)
- Collaborators
- East Coast Primary Producers Association ($3,000); HEAL COUNTRY PTY LTD ($80,040); Private Forests Tasmania ($50,000); The Derwent Catchment Project Inc ($50,000)
- Scheme
- Future Drought Fund
- Administered By
- University of Tasmania
- Research Team
- Knowles SG; Mohammed CL; Kumar S; Field B; Jones ME; Anders RJ; Higgins VJ; Bryant M; Harrison MT; Gracie AJ; Wilson MD; Jordan GJ; O'Reilly-Wapstra JM; Barmuta LA; Kang BH; Amin M; Maiti A; Fraser SP; Kilpatrick SI; Barnes NR; Beasy KM; Coleman BJ; Stoeckl NE; Tian J; Chuah S; Norris K; Ferguson SG; Auckland SRJ; Evans KJ
- Period
- 2021 - 2024
- Description
- This project will bring Australian and ASEAN academicstogether to discuss the practices and challenges ofonline education during COVID-19 in 10 ASEAN countriesand showcase the best online teaching practices at theUniversity of Tasmania to assist ASEAN countries.
- Funding
- Department of Foreign Affairs and Trade ($20,000)
- Scheme
- Grant-Australia-ASEAN Council
- Administered By
- University of Tasmania
- Research Team
- To VT; Carrington VM; Fraser SP; Cuskelly MM
- Year
- 2020
- Description
- Investigating Academics Perspectives on STEM is funded by the University of Tasmania CALE Hothouse Program. The project aims to further the preliminary findings of individuals perceptions of STEM learning environments and extend the research to explore the impact of STEM educators understanding of STEM on students STEM learning outcomes. The project team will: (1) further pilot and develop a previous research instrument: Draw a STEM Learning Environment Test and its associated Rubric, and (2) use the instruments to examine perceptions of academics of STEM at UTAS.
- Funding
- University of Tasmania ($7,439)
- Scheme
- null
- Administered By
- University of Tasmania
- Research Team
- Hatisaru V; Fraser SP; Fitzallen NE; Seen AJ
- Year
- 2019
- Description
- Peer Learning Circles: Collaboration for Learning and Teaching Grant.Quality STEM education is touted as important to the nations productivity, and significant funding has been provided to education systems to enhance student learning in STEM. Effective STEM teaching practices provide opportunities for students to express concepts through multiple modes of representation to support concept development and deep learning. This PLC will review current teacher knowledge formulations in mathematics and science education including Shulmans Pedagogical Content Knowledge (PCK), Ball and colleagues Mathematical Knowledge for Teaching (MKT) and Rowland et al.s Knowledge Quartets to identify the space that we refer to as representational fluency. The PLC will enable members to reflect on their own understanding of the notion of representational fluency and how it pertains to STEM teaching, which will in turn inform their teaching practices. The process will provide a springboard for exploring how representational fluency, as part of teacher knowledge, predicts instructional quality and student learning outcomes.
- Funding
- University of Tasmania ($500)
- Scheme
- null
- Administered By
- University of Tasmania
- Research Team
- Hatisaru V; Fraser SP; Murphy C; Oates GN; Kenny JDJ; Seen AJ; Holland BR; Maher N
- Year
- 2019
- Description
- This project will deliver a set of 3 programs of professional learning (with embedded modules) for developing the capabilities of principals for leading STEM, that have been piloted and made available electronically and in hard copy. It will also develop 7 case studies of best practice in STEM in schools and 2 case studies of development of positive STEM culture schools.
- Funding
- Department of Education, Skills and Employment ($2,594,410)
- Scheme
- Contract Research
- Administered By
- University of Tasmania
- Research Team
- Fraser SP; Beswick K; Geiger V; Hatisaru V; Watt H; Viller S; Branson C; Clark J
- Period
- 2018 - 2020
- Description
- Lack of financial literacy and energy literacy have negative impacts on people from vulnerable communities, which limit their ability to make informed decisions about energy use and management of associated financial obligations. Supporting improved financial and energy literacies is particularly relevant and urgent as energy costs are increasing and taking up larger, often unaffordable, portions of household budgets. Currently, the Australian Government is negotiating with energy providers to ensure regular communication with consumers about potential energy savings. Although these negotiations may benefit consumers, it is unlikely that changes in pricing alone will foster more discerning energy usage in consumers who already lack energy literacy. Poor financial and energy literacies will continue to create significant barriers to consumers being able to understand and make use of communication from energy providers. The research will seek to answer:1. What is the intersection of energy and financial literacies in the community?2. In what ways do people draw upon their personal energy and financial literacies when making decisions about the use of energy?3. What are possible learning interventions that could influence, support, and impact decision-making and energy use behaviours? This project will lay the foundations for an ARC Linkage Grant application in collaboration with Aurora Energy. It will draw on research conducted already as part of the Get Bill Smart project, conducted by Dr Phillipa Watson and colleagues, funded by the Department of Industry, Innovation, and Science.
- Funding
- University of Tasmania ($11,680)
- Scheme
- Grant - CALE Hothouse Alignment Scheme
- Administered By
- University of Tasmania
- Research Team
- Fitzallen NE; Watson P; Fraser SP; Dungey MH; Yanotti MB
- Year
- 2018
- Description
- The ongoing public debate around anthropogenic climate change makes one thing clear: scientists can have a hard time getting their message across to the public. Various explanations have been given for the lack of public acceptance of the reality of anthropogenic climate change-from individual biases to manipulation of the media by those with vested interests. In this project, we will explore the hypothesis that: scientists have trouble communicating their findings to the public due to many members of the public having overly simplistic understandings of the nature of natural science. In particular, for example, we are interested in the apparently paradoxical idea that such resistance by the public can be the result of Scientism-an excessive or dogmatic belief in the power of scientific knowledge and techniques. Those who view science this way may hold scientific discussion to an unrealistically high standard, and when a theory inevitably falls short of this standard (e.g. when there is seen to be disagreement among experts on climate change), the theory is dismissed as unsettled or a result of bad science. Alternatively, scientific claims may be dismissed as presumptuous or arrogant.In this project a multidisciplinary team will:1.Provide epistemic insights through the exploration of what is knowable in science from a cross-disciplinary perspective.2.Gather baseline data about:(i) the extent to which academic staff teachers, and cohorts of students from across disciplines, understand the nature and process of science;(ii) any correlations between overly simplistic understandings of science and dismissive attitudes towards particular theories, and/or the scientific enterprise in general.This is a pilot for a larger study which will gather a larger data set, and test the effectiveness of one or more interventions that will be designed to aid in the development of a more sophisticated view of science.
- Funding
- University of Tasmania ($10,455)
- Scheme
- Grant - CALE Hothouse Alignment Scheme
- Administered By
- University of Tasmania
- Research Team
- Fraser SP; Chase JK; Coady DA; Corry RL; Parks MC; Konkes C; Wood G; Seen AJ
- Year
- 2018
- Description
- The study investigates Pedagogical Content Knowledge ( PCK) for lecturers across a broad range of disciplines in higher education. It poses three questions:1. Which aspects of their own discipline knowledge do university educators consider crucial for effective teaching? Do lecturers consciously consider this question and, if so, what guides their choices?2. How do dominant beliefs about particular disciplines influence the PCK needed to teach a particular discipline?3. How might a shared understanding of PCK across our disciplines enhance teaching and learning in higher education?
- Funding
- University of Tasmania ($9,947)
- Scheme
- Grant-CAL Hothouse Research Enhancement Program
- Administered By
- University of Tasmania
- Research Team
- Oates GN; Beswick K; Chase JK; Fraser SP; Parks MC; Konkes C; Ross K
- Year
- 2018
- Description
- This project (TEMPEST) will provide teachers of mathematics K-12 including in the VET sector with: a collaboratively developed national framework for the creation, implementation, and evaluation of quality professional learning (PL); and quality PL resources addressing identified needs particularly related to the applications of mathematics in science, ICT (particularly informatics) and engineering (STEM disciplines).
- Funding
- Department of Industry, Science, Energy and Resources ($1,738,070)
- Scheme
- Grant-Aust Maths and Science Partnership Program
- Administered By
- University of Tasmania
- Research Team
- Beswick K; Fraser SP; Callingham RA; Kilpatrick SI; Seen AJ; Muir T; Chick HL; Reaburn RL; Wells J; Fitzallen NE; Oates GN
- Period
- 2014 - 2016
- Description
- The proposed project will be the first major research project to study primary and secondary school students' perceptions of what science and religion say about the soul and free will, a domain that is relatively 'untouched' in educational research. The project will seek to identify ways to support young people's curiosity in this area and to foster their developing insight into the relationships between science and religion on the question of what it means to be human. The motivation for the project comes in part from our previous research which shows that in schools today, most children have few if any opportunities to ask questions about how science and religion relate. This theme is one which for many reasons seems to have considerable potential as a way to strengthen and increase children's access to ideas and discussion.
- Funding
- Templeton World Charity Foundation ($1,173,127)
- Scheme
- Grant
- Administered By
- Canterbury Christ Church University
- Research Team
- Bellingsley B; Fraser SP; Davies P; Riga F; Newdick H
- Period
- 2014 - 2017
- Description
- The aim of this project is to work with four secondary schools and one district high school and their associated primary schools as a cluster, in an actioned-based research approach, that has a strong focus on teacher staff professional learning using the school principal as curriculum leader as a key element. The project will work to improve literacy and numeracy outcomes of high school students targeting the transition from primary to high school as a key determinant of likely success. The purpose of the action research is to explore issues, share best practice pedagogy, beliefs and practices to investigate how the performance of students in Years 7 and 9 can be improved.
- Funding
- Department of Education Tasmania ($200,000)
- Scheme
- Contract Research
- Administered By
- University of Tasmania
- Research Team
- Fraser SP; Callingham RA; Beswick K; Hay I; Moltow DT; Chick HL; Brett P; Muir T
- Period
- 2013 - 2015
- Description
- This project aims to: 1) identify ways in which interdisciplinary relationships between mathematics and science educators and mathematicians and scientists can develop and be maintained both within and between universities; 2) identify characteristics of initial teacher education programs that enhance the confidence and knowledge of pre-service teachers to teach mathematics and science; and 3) identify characteristics of successful science course innovations that increase the numbers of science graduates aspiring to teaching careers.
- Funding
- Department of Industry, Science, Energy and Resources ($2,200,000)
- Scheme
- Grant
- Administered By
- University of Tasmania
- Research Team
- Beswick K; Fraser SP; Seen AJ; Hilder EF; Penesis I; Thomas GA
- Period
- 2013 - 2016
- Description
- The project aims to establish a sustainable model for building confidence and capacity of rural and regional primary and junior secondary teachers of science, technology and mathematics (STEM) through a teacher and expert jointly-developed framework for teacher analysis, critique, and evaluation of STEM resources.
- Funding
- Department of Industry, Science, Energy and Resources ($378,000)
- Scheme
- Grant-Aust Maths and Science Partnership Program
- Administered By
- University of Tasmania
- Research Team
- Kilpatrick SI; Fraser SP; Beswick K; Chin CKH; Fitzallen NE; Fluck AE; Penesis I; Leon de la Barra BA; Ranmuthugala SD; Seen AJ; Thomas GA; Harte DJ
- Year
- 2013
Research Supervision
Sharon has supervised a wide range of Honours, PhD and EdD theses to successful completion. She regularly co-supervises with staff from outside of Education, across CALE and other colleges. She has supervised topics relating to learning science and STEM and has supervised candidates who wish to explore other educationally significant projects, such as learning and teaching in culturally diverse contexts. Sharon enjoys working in supervision teams, particularly working alongside novice supervisors, both mentoring and learning alongside candidates and colleagues. She also frequently examines PhD theses.
Current
6
Completed
13
Current
| Degree | Title | Commenced |
|---|---|---|
| PhD | So What About STEM Skills in the Workforce: Perspectives from Industry | 2017 |
| PhD | The Interplay of Teacher Agency and Student Agency in Enhancing Graduate Employability: A study of the international career- oriented programs in Vietnam | 2019 |
| PhD | The Power and Limits of Science: Exploring learners construction of knowledge in a science classroom in a developing country | 2019 |
| PhD | Coping the Culture that Fails Women: Gender bias, curriculum and pedagogy - the case of Pakistan | 2019 |
| PhD | Addressing Regional Barriers to Engagement in STEM - Education and outreach strategies relating to critical metals production | 2023 |
| PhD | Set up to Fail: Parent perceptions of OPA and sport participation experiences, barriers and opportunities for autistic children and themselves | 2023 |
Completed
| Degree | Title | Completed |
|---|---|---|
| PhD | Post and Forget: Narrative inquiry on commencing teachers' experiences in the Northern region of Ghana Candidate: Sally Adwoa Afriyie | 2023 |
| PhD | Entanglement Matters: Using geometry in visual art practice to unearth STEM insights as a way of contributing to interdisciplinary knowledge Candidate: Suzanne Katherine Crowley | 2023 |
| PhD | Facilitating Entry Level Employability Capabilities for Students in Australian Undergraduate Hospitality Management Programmes Candidate: Stuart Wiggins | 2022 |
| PhD | Teachers' Perception of Science Inquiry in Fijian Primary Schools Candidate: Deepa Dewali Chand | 2019 |
| PhD | Becoming an Accomplished Professional: A narrative inquiry in tertiary education,Punjab,Pakistan Candidate: Imran Anjum | 2019 |
| EdD | A Grounded Theory Study of the Preparedness of Paramedics to Undertake the Role of Preceptor in the Clinical Setting Candidate: Dale Gregory Edwards | 2019 |
| EdD | Contextualising Capability: How capability is identified and recognised in Registered Nurses undertaking the Postgraduate Certificate in Neonatal Intensive Care Candidate: Patricia Irene Bromley | 2018 |
| PhD | Overcoming Barriers and Making Higher Education More Accessible to Vocational Education and Training Students from Low Socioeconomic Backgrounds: A Malaysian perspective Candidate: Choon Lin Chong | 2017 |
| PhD | The Effect of a Workplace Intervention Designed to Interrupt Prolonged Occupational Sitting on the Health of Desk-based Employees Candidate: Casey Peter Mainsbridge | 2016 |
| PhD | Science Fiction Texts, Gender and Transformation Candidate: Matthew John Coleman | 2016 |
| PhD | I am a YouTuber A netnographic approach to profiling teen use of YouTube Candidate: Sun Hee Jang | 2015 |
| PhD | Engagement, Technology and Tutors: Experiences of Distance Online Students Candidate: Allan David Herrmann | 2015 |
| PhD | Transition to Secondary School: Student Achievement and Teacher Practice Candidate: Belinda Hopwood | 2014 |