Profiles

Damon Thomas

UTAS Home Dr Damon Thomas

Damon Thomas

Senior Lecturer in English Education

Room A225a , Building A

+61 3 6324 3588 (phone)

+61 3 6324 3048 (fax)

Damon.P.Thomas@utas.edu.au

Damon Thomas is a senior lecturer in English education. His research interests include writing development and pedagogy, social semiotics, theories of persuasive communication, standardised assessment, and personalised learning.

His notable career achievements include being a chief investigator on an ARC Linkage Project between 2016 and 2020; securing a competitive UTAS research grant in 2017 and a UTAS Community Engagement Grant in 2015; being awarded a UTAS College of Arts, Law and Education Early Career Researcher Award in 2019 and a UTAS School of Education Research Excellence Award in 2018; being a recipient of a Vice-Chancellor’s Leadership Award in 2012; and winning several other research and teaching awards since 2014.

Biography

Damon began lecturing at the University of Tasmania in 2014 and completed his PhD in 2015. Before joining the University, he taught in various primary school classroom contexts after completing a Bachelor of Education degree with First Class Honours.

Career summary

Qualifications

  • PhD (2015) 'Writing for change: persuasion across the school years' University of Tasmania, Australia
  • GradCert Res (2015) University of Tasmania, Australia
  • BEd (Hons) (2011) 'mLearning and the new digital divide' University of Tasmania, Australia

Memberships

Professional practice

Damon is a member of several professional organisations. He currently holds the position of Tasmanian State Representative for the Australian Systemic Functional Linguistics Association (ASFLA). He is also a member of the Primary English Teachers’ Association of Australia (PETAA).

Administrative expertise

  • Unit Coordinator (ESH210, ESH112)
  • Chief Investigator on an ARC Linkage Project
  • Chief Investigator on UTAS Research and Community Engagement Grants

Teaching

Literacy development, oral language, reading, writing, grammar, genre

Teaching expertise

In his units, Thomas has developed high-quality and innovative learning modules on the following topics: theories of literacy; reading and writing development; understanding language and text types; teaching literacy across the content areas; approaches to writing instruction; and grammar

Teaching responsibility

Foundations of English (ESH110)
Foundations of English (EMT511)

Research Appointments

  • Tasmanian State Representative on the Australian Systemic Functional Linguistics Association Committee (2016 – current)
  • Secretary of the Australian Literacy Educators’ Association (North Tasmania branch) (2015 – 2017)

View more on Dr Damon Thomas in WARP

Expertise

The two areas of literacy education in which Damon has made his most important contributions are understanding the complexities of student writing development and exploring writing instruction in diverse learning contexts.

Understanding the Complexities of Student Writing Development

Damon used classical and contemporary theories of language (i.e., Classical Rhetoric and Systemic Functional Linguistics) to analyse student writing in early childhood, primary, high school, and tertiary contexts, unpacking how successful writers across the school years make linguistic choices to meet a wide range of communicative purposes. This research on writing development: (1) made visible the complexity of linguistic choices in effective writing by primary and high school students, revealing why certain students experience success on a range of high- and low-stakes writing tasks, and how the development of teacher and student metalinguistic understanding can strengthen student control over a range of important text features when writing for diverse audiences; (2) critiqued the formal introduction of linguistic features in the Australian Curriculum: English by showing how they are often used by successful students at younger ages; and (3) assessed the utility of high-stakes writing tests like NAPLAN.

Writing Instruction in Diverse Contexts

Damon has conducted research into writing instruction in early childhood, primary, and high school contexts. This research: (1) highlighted a strength of in-depth, qualitative research in revealing teacher decision-making during writing instruction; (2) found that writing instruction is more successful when teachers supplement NAPLAN-like writing tasks with more authentic, personalised experiences that emphasise writing components undervalued in NAPLAN testing; and (3) demonstrated Damon’s capacity to synthesise complex findings to generate theoretical and pedagogical frameworks.

Damon’s research on the development, teaching, and assessment of writing has been published in esteemed national and international journals in education, rated as Q1 on Schimago Journal Rankings. Since 2015 he has also disseminated his research findings in non-traditional outputs through media articles and interviews. This reflects wide community interest in issues of writing underachievement and the impacts of standardised testing on teacher pedagogy, student wellbeing, and political decision-making.

Research Themes

Damon's research aligns to the University's research themes of 'Better Health' (in the sense of literacy health) and 'Creativity, Culture and Society'. His research is concerned with young people's uses of interpersonal language as they adopt stances towards the ideas they write about and towards their readers. He draws on systemic functional linguistics (SFL) and classical and contemporary theories of rhetoric to explain how young writers use persuasive language choices to approve, disapprove, applaud and criticise a given topic, how they position readers to do the same, and how they align and disalign themselves with real or invented audiences. He seeks to compare and contrast the sorts of persuasive choices made by young writers in controlled contexts such as NAPLAN with those made in authentic contexts such as student activism.

Collaboration

Damon was part of a team of Chief Investigators from the University of Tasmania, Deakin University and La Trobe University that secured a successful ARC Linkage Project in 2015 in partnership with Anglicare Tasmania (LP150100558).

This project investigated conditions that improved learning and wellbeing outcomes in regional, low-SES schools in Tasmania and Victoria. Damon oversaw the literacy component across school sites and conducted in-depth case studies in Tasmanian primary and high schools.

Awards

2019

  • UTAS College of Arts, Law and Education Early Career Researcher Award

2018

  • UTAS School of Education Research Excellence Award in the ECR category
  • UTAS Research Merit Certificate
  • Nominated for a Tasmanian Young Achiever Award

2017

  • UTAS Research Merit Certificate

2016

  • Nominated for two Tasmanian Young Achiever Awards
  • Selected as valedictorian for the August 2015 UTAS graduation ceremony

2015

  • UTAS Research Merit Certificate
  • UTAS Research Merit Certificate

2014

  • UTAS Vice Chancellor’s Leadership Award 2012
  • First prize in the UniQuest Trailblazer Research Competition 2011

2010

  • First Class Honours

Brian Pirkis Memorial Medal for the Bachelor of Education (Hons) graduand with the highest GPA in the final year of study

Current projects

Damon is currently involved in research projects that explore the following themes:

  • How personalised approaches to teaching and learning improve regional low-SES students’ learning and wellbeing
  • How standardised assessments impact the teaching and learning of writing
  • How effective note-taking aids reading, writing, thinking, and learning
  • How undergraduate students perceive the effectiveness and usefulness of embedding explicit persuasive writing principles in an advanced science unit for the authentic purpose of sustainability

Fields of Research

  • English and literacy curriculum and pedagogy (excl. LOTE, ESL and TESOL) (390104)
  • Curriculum and pedagogy theory and development (390102)
  • Humanities and social sciences curriculum and pedagogy (excl. economics, business and management) (390107)
  • Secondary education (390306)
  • Computer gaming and animation (360502)
  • Teacher education and professional development of educators (390307)
  • Other education (399999)
  • Higher education (390303)
  • Education assessment and evaluation (390402)
  • Mathematics and numeracy curriculum and pedagogy (390109)

Research Objectives

  • Pedagogy (160302)
  • Learner and learning (160199)
  • Assessment, development and evaluation of curriculum (160301)
  • Teaching and instruction technologies (160304)
  • Teaching and curriculum (160399)
  • Primary education (160103)
  • Gender aspects in education (160202)
  • Teacher and instructor development (160303)
  • Other education and training (169999)
  • Management, resources and leadership (160204)

Publications

Total publications

52

Highlighted publications

(4 outputs)
YearTypeCitationAltmetrics
2019Journal ArticleThomas DP, Emery S, Prain V, Papageorgiou J, McKendrick A-M, 'Infuences on local curriculum innovation in times of change: a literacy case study', Australian Educational Researcher, 46, (3) pp. 469-487. ISSN 0311-6999 (2019) [Refereed Article]

DOI: 10.1007/s13384-018-0295-6 [eCite] [Details]

Citations: Scopus - 4Web of Science - 4

Co-authors: Emery S

Tweet

2018Journal ArticlePrain V, Blake D, Deed C, Edwards M, Emery S, et al., 'A framework to support personalising prescribed school curricula', British Educational Research Journal, 44, (6) pp. 1101-1119. ISSN 0141-1926 (2018) [Refereed Article]

DOI: 10.1002/berj.3481 [eCite] [Details]

Citations: Scopus - 3Web of Science - 7

Co-authors: Edwards M; Emery S; Muir T; Swabey K

Tweet

2018Journal ArticleThomas D, Moore R, Rundle O, Emery S, Greaves R, et al., 'Elaborating a framework for communicating assessment aims in higher education', Assessment and Evaluation in Higher Education pp. 1-20. ISSN 0260-2938 (2018) [Refereed Article]

DOI: 10.1080/02602938.2018.1522615 [eCite] [Details]

Citations: Scopus - 2Web of Science - 3

Co-authors: Moore R; Rundle O; Emery S; Greaves R; te Riele K

Tweet

2017Other Public OutputThomas DP, 'Australian student achievement over ten years of NAPLAN testing', Australian student achievement over ten years of NAPLAN testing, ABC Radio, Australia, 17 December 2017 (2017) [Media Interview]

[eCite] [Details]

Journal Article

(12 outputs)
YearCitationAltmetrics
2021Prain V, Emery S, Thomas DP, Lovejoy V, Farrelly C, et al., 'Team teaching in large spaces: three case studies framed by relational agency', Teaching Education pp. 1-15. ISSN 1047-6210 (2021) [Refereed Article]

DOI: 10.1080/10476210.2020.1868423 [eCite] [Details]

Citations: Scopus - 1Web of Science - 1

Co-authors: Emery S; Edwards M-C; Muir T; Swabey K

Tweet

2020Shah R, Brett P, Thomas D, 'Visualizing civic values: representations of idealized citizenship behaviours in images found in Nepalese social studies textbooks', Citizenship Teaching & Learning, 15, (1) pp. 77-99. ISSN 1751-1917 (2020) [Refereed Article]

DOI: 10.1386/ctl_00021_1 [eCite] [Details]

Citations: Scopus - 1

Co-authors: Shah R; Brett P

Tweet

2020To V, Thomas D, Thomas Angela, 'Writing persuasive texts: using grammatical metaphors for rhetorical purposes in an educational context', Australian Journal of Linguistics, 40, (2) Article 1-21. ISSN 0726-8602 (2020) [Refereed Article]

DOI: 10.1080/07268602.2020.1732867 [eCite] [Details]

Co-authors: To V; Thomas Angela

Tweet

2019Deed C, Blake D, Henriksen J, Mooney A, Prain V, et al., 'Teacher adaptation to flexible learning environments', Learning Environments Research pp. 1-13. ISSN 1573-1855 (2019) [Refereed Article]

DOI: 10.1007/s10984-019-09302-0 [eCite] [Details]

Citations: Scopus - 5

Co-authors: Edwards M; Emery SG; Muir T; Swabey K

Tweet

2019Thomas DP, 'Rapid decline and gender disparities in the NAPLAN writing data', The Australian Educational Researcher pp. 1-20. ISSN 2210-5328 (2019) [Refereed Article]

DOI: 10.1007/s13384-019-00366-8 [eCite] [Details]

Citations: Scopus - 2Web of Science - 1

Tweet

2019Thomas DP, Emery S, Prain V, Papageorgiou J, McKendrick A-M, 'Infuences on local curriculum innovation in times of change: a literacy case study', Australian Educational Researcher, 46, (3) pp. 469-487. ISSN 0311-6999 (2019) [Refereed Article]

DOI: 10.1007/s13384-018-0295-6 [eCite] [Details]

Citations: Scopus - 4Web of Science - 4

Co-authors: Emery S

Tweet

2018Prain V, Blake D, Deed C, Edwards M, Emery S, et al., 'A framework to support personalising prescribed school curricula', British Educational Research Journal, 44, (6) pp. 1101-1119. ISSN 0141-1926 (2018) [Refereed Article]

DOI: 10.1002/berj.3481 [eCite] [Details]

Citations: Scopus - 3Web of Science - 7

Co-authors: Edwards M; Emery S; Muir T; Swabey K

Tweet

2018Thomas D, Moore R, Rundle O, Emery S, Greaves R, et al., 'Elaborating a framework for communicating assessment aims in higher education', Assessment and Evaluation in Higher Education pp. 1-20. ISSN 0260-2938 (2018) [Refereed Article]

DOI: 10.1080/02602938.2018.1522615 [eCite] [Details]

Citations: Scopus - 2Web of Science - 3

Co-authors: Moore R; Rundle O; Emery S; Greaves R; te Riele K

Tweet

2016Thomas D, To V, 'Nominalisation in high scoring primary and secondary school persuasive texts', Australian Journal of Language and Literacy, 39, (2) pp. 135-148. ISSN 1038-1562 (2016) [Refereed Article]

[eCite] [Details]

Citations: Web of Science - 4

Co-authors: To V

Tweet

2015Thomas DP, Thomas AA, Moltow DT, 'Evaluative stance in high achieving Year 3 persuasive texts', Linguistics and Education: An International Research Journal, 30 pp. 26-41. ISSN 0898-5898 (2015) [Refereed Article]

DOI: 10.1016/j.linged.2015.03.003 [eCite] [Details]

Citations: Scopus - 1Web of Science - 1

Co-authors: Thomas AA; Moltow DT

Tweet

2014Brett P, Thomas D, 'Discovering argument: linking literacy, citizenship education, and persuasive advocacy', Journal of Social Science Education, 13, (4) pp. 61-72. ISSN 1618-5293 (2014) [Refereed Article]

DOI: 10.2390/jsse-v13-i4-1350 [eCite] [Details]

Citations: Scopus - 6

Co-authors: Brett P

Tweet

2013To V, Fan S, Thomas D, 'Lexical density and readability: A case study of English textbooks', Internet Journal of Language, Culture and Society, (37) pp. 61-71. ISSN 1327-774X (2013) [Refereed Article]

[eCite] [Details]

Co-authors: To V; Fan S

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Chapter in Book

(6 outputs)
YearCitationAltmetrics
2018Thomas DP, 'Embracing Change When Writing for Change': My Ph.D. Journey', Structuring the Thesis: Matching Method, Paradigm, Theories and Findings, Springer Nature Singapore Pte Ltd, D Kember, M Corbett (ed), Singapore, pp. 207-216. ISBN 978-981-13-0510-8 (2018) [Research Book Chapter]

DOI: 10.1007/978-981-13-0511-5_20 [eCite] [Details]

Citations: Scopus - 1

Tweet

2016Thomas DP, Brett P, 'Putting on the Style: Enhancing Citizenship Education with a Persuasive Writing Framework', What is Next in Educational Research?, Sense Publishers, S Fan, J Fielding-Wells (ed), The Netherlands, pp. 285-295. ISBN 9789463005227 (2016) [Research Book Chapter]

[eCite] [Details]

Co-authors: Brett P

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2015Nailon D, Emery S, Stephenson E, Thomas D, 'Challenges facing early childhood teachers in literacy education', Linguistics and language education in new horizons: The link between theory, research and pedagogy, Nova Science Publishers, S Fan, T Le & Q Le (ed), New York, pp. 401-416. ISBN 978-1-63482-800-0 (2015) [Research Book Chapter]

[eCite] [Details]

Co-authors: Nailon D; Emery S; Stephenson E

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2015Nailon DL, Thomas DP, Emery SG, Stephenson EA, 'Using attitude analysis to explore focused conversations for professional learning and development in early childhood', Linguistics and language education in new horizons: The link between theory, research and pedagogy, Nova Science Publishers, S Fan, T Le & Q Le (ed), New York, pp. 43-59. ISBN 978-1-63482-800-0 (2015) [Research Book Chapter]

[eCite] [Details]

Co-authors: Nailon DL; Emery SG; Stephenson EA

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2014Thomas DP, Thomas Angela, Moltow DT, 'Engaged young writers: Dialogic choices beyond NAPLAN', The Future of Educational Research, Sense Publishers, N. Fitzallen, S. Fan & R. Reaburn (ed), Netherlands, pp. 301-315. ISBN 978-94-6209-512-0 (2014) [Research Book Chapter]

[eCite] [Details]

Co-authors: Thomas Angela; Moltow DT

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2012Thomas D, Thomas A, Fluck A, 'Enhancing pedagogy with mLearning', Technologies for enhancing pedagogy, engagement and empowerment in education: Creating learning-friendly environments, IGI Global, T Le and Q Le (ed), Hershey, PA, pp. 1-11. ISBN 978-1-61350-074-3 (2012) [Research Book Chapter]

DOI: 10.4018/978-1-61350-074-3 [eCite] [Details]

Co-authors: Thomas A; Fluck A

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Conference Publication

(22 outputs)
YearCitationAltmetrics
2021Bayetto A, Thomas DP, 'The language gap in Australian students' writing', 2021 AATE (Australian Association for the Teaching of English)/ALEA (Australian Literacy Educators' Association) National Conference - Challenge & Change: Contemporary Literacy and English Teaching, 7-10 July 2021, Brisbane (2021) [Conference Extract]

[eCite] [Details]

2021Thomas DP, Corridon G, Cray J, 'Author Q&A: teaching and learning primary English', 2021 AATE (Australian Association for the Teaching of English)/ALEA (Australian Literacy Educators' Association) National Conference - Challenge & Change: Contemporary Literacy and English Teaching, 7-10 July 2021, Brisbane (2021) [Conference Extract]

[eCite] [Details]

2019Hay I, Thomas DP, Shorter D, 'Teacher knowledge quartet: A 'fresh lens' in the analysis of teachers' classroom practices', Conference Program, 3 - 5 July 2019, Queensland, Australia (2019) [Non Refereed Conference Paper]

[eCite] [Details]

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2019Oates GN, Callingham RA, Getenet S, Hay I, Beswick K, et al., 'Technology and the Knowledge Quartet', Proceedings of the 42nd annual conference of the Mathematics Education Research Group of Australasia, 30 June - 4 July, Perth, pp. 532-539. (2019) [Refereed Conference Paper]

[eCite] [Details]

Co-authors: Oates GN; Callingham RA; Hay I

2019Prain V, Blake D, Byrne G, Deed C, Edwards MC, et al., 'Improving Regional Low SES Students' Learning and Wellbeing', Book of abstract of the annual conference of the Australian Association for Research in Education Conference, 1-5 December 2019, QUT, Kelvin Grove Campus, Brisbane, pp. 682. (2019) [Non Refereed Conference Paper]

[eCite] [Details]

Co-authors: Edwards MC; Emery S; Muir TA; Swabey K

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2019Swabey K, Muir T, Thomas D, Edwards MC, Emery S, 'Improving regional low-SES students' learning and wellbeing: Case studies from three schools', International Round Table Symposium: Educational Issues and Trends, 14 -17 July, Oxford, England (2019) [Non Refereed Conference Paper]

[eCite] [Details]

Co-authors: Swabey K; Muir T; Edwards MC; Emery S

2019Thomas D, 'Personalising literacy learning with digital technologies', International Round Table Symposium: Educational Issues and Trends, 14 -17 July, Oxford, England (2019) [Non Refereed Conference Paper]

[eCite] [Details]

2019Thomas D, Muir T, Emery S, 'Personalising mathematics and English learning in the middle years through co-teaching', Book of abstract of the annual conference of the Australian Association for Research in Education Conference, 1-5 December 2019, QUT, Kelvin Grove Campus, Brisbane, pp. 683-684. (2019) [Non Refereed Conference Paper]

[eCite] [Details]

Co-authors: Muir T; Emery S

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2019Thomas DP, 'Rapid decline and gender disparities in the NAPLAN writing data', researchED, 24 August, Melbourne, Victoria, pp. 20. (2019) [Non Refereed Conference Paper]

[eCite] [Details]

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2019Thomas DP, Greaves R, Moore RA, Rundle OC, Emery SG, et al., 'Teaching to the NAPLAN writing test. Why some teachers do and some teachers don't', ALEA National Conference, 9 - 12 August, Melbourne, Victoria, pp. 9. (2019) [Non Refereed Conference Paper]

[eCite] [Details]

Co-authors: Moore RA; Rundle OC; Emery SG; te Riele K

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2018To VT, Thomas D, Thomas A, 'Grammatical metaphor for persuasion: A study of NAPLAN texts', ASFLA 2018, 26 - 28 September 2018, Adelaide, South Australia (2018) [Conference Extract]

[eCite] [Details]

Co-authors: To VT; Thomas A

2017Thomas D, 'Using SFL to Personalise Learning in Early Childhood Classrooms', Transforming contexts: Papers from the 44th International Systemic Functional Congress, 10-14 July 2017, Wollongong, New South Wales, pp. 67-74. ISBN 978-0-646-97417-0 (2017) [Refereed Conference Paper]

[eCite] [Details]

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2017Thomas DP, 'Meaningful writing instruction: Using functional grammar to personalise learning in low SES early childhood classrooms in Tasmania', Programme of the 2017 AATE and ALEA National Conference, 6-9 July 2017, Hobart, Tasmania, pp. 3. (2017) [Non Refereed Conference Paper]

[eCite] [Details]

2017To V, Thomas D, 'Examining interpersonal metaphor of modality in successful primary persuasive texts', Transforming contexts: Papers from the 44th International Systemic Functional Congress, 17-19 July 2017, Wollongong, New South Wales, pp. 75-81. ISBN 978-0-646-97417-0 (2017) [Refereed Conference Paper]

[eCite] [Details]

Co-authors: To V

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2017To V, Thomas D, Hopwood B, 'Enhancing student reading engagement through the UTAS Books in Homes Program and Reading Mentor Program', Proceedings of the 2017 AATE/ ALEA National Conference, 6-9 July 2017, Hobart, Tasmania, pp. 1-22. (2017) [Non Refereed Conference Paper]

[eCite] [Details]

Co-authors: To V; Hopwood B

2017To VT, Thomas DP, 'Examining interpersonal metaphor of modality in successful primary persuasive texts', Program of the 44th International Systemic Functional Linguistic Congress, 10-14 July 2017, Woolongong, Australia, pp. 113. (2017) [Conference Extract]

[eCite] [Details]

Co-authors: To VT

2016Thomas A, Thomas DP, To VT, 'The metaphors we teach by: A Cumulative and cohesive design for Bachelor of Education English education units', Program, Australian Systemic Functional Linguistics Association Conference, 27-29 September 2016, Sydney, Australia, pp. 39. (2016) [Conference Extract]

[eCite] [Details]

Co-authors: Thomas A; To VT

2016To V, Thomas D, 'Nominalisation in high scoring primary and secondary persuasive texts', Handbook of the Australian Systemic Functional Linguistics Association (ASFLA) Conference, 27 - 29 September 2016, Sydney, Australia, pp. 42. (2016) [Conference Extract]

[eCite] [Details]

Co-authors: To V

2015Thomas DP, 'Valued rhetorical choices in high scoring primary and secondary school persuasive texts: Findings from my PhD', Program, ASFLA Conference 2015, 29 September to 1 October 2015, Brisbane, Australia (2015) [Conference Extract]

[eCite] [Details]

2013Nailon D, Thomas D, Emery S, Stephenson E, Kinnear V, 'Examining focused conversation for leading professional learning and development in early childhood: highlighting the role of evaluative stance', Proceedings of the 2013 Australian Association of Research in Education Conference, 1-5 December 2013, Adelaide, South Australia, pp. 1-16. ISSN 1324-9320 (2013) [Refereed Conference Paper]

[eCite] [Details]

Co-authors: Nailon D; Emery S; Stephenson E; Kinnear V

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2013Thomas DP, 'Persuasive writing genres from two theoretical perspectives: Positioning students for success on the NAPLAN test', Program, ASFLA National Conference 2013, 1-3 October 2013, Melbourne, Australia, pp. 65-66. (2013) [Conference Extract]

[eCite] [Details]

2012Thomas D, Thomas A, ''I rest my case': Linguistic resources used by successful young writers of persuasive texts', To Boldly Proceed: Proceedings of the 39th International Systemic Functional Congress, 16-20 July 2012, Sydney, Australia, pp. 69-74. ISBN 978-0-646-58257-3 (2012) [Refereed Conference Paper]

[eCite] [Details]

Co-authors: Thomas A

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Other Public Output

(12 outputs)
YearCitationAltmetrics
2021Thomas D, 'The impact of social norms on boys (and girls) as writers', The language gap in Australian students' writing - Language gap report 2021, Oxford University Press, Australia, pp. 14-16. (2021) [Report Other]

[eCite] [Details]

Tweet

2020Thomas D, 'One in five year 9 boys below minimum writing standard: NAPLAN review - Interview with Jordan Baker', Sydney Morning Herald, Australia (2020) [Media Interview]

[eCite] [Details]

Tweet

2020Thomas DP, 'Surprising findings from new analysis of declining NAPLAN writing test results', EduResearch Matters, Australia Association for Research in Education, ACT, Australia, 16 November (2020) [Magazine Article]

[eCite] [Details]

Tweet

2019Thomas DP, 'Data reveals test shortfall', The Examiner, Fairfax Media Limited, Australia, 13 April (2019) [Newspaper Article]

[eCite] [Details]

2019Thomas DP, 'Boys' inability to write clearly is a new crisis in education', Australian Financial Review, Fairfax Media Limited, Australia, 18 April (2019) [Magazine Article]

[eCite] [Details]

Tweet

2019Thomas DP, 'UTAS and Deakin University partner with La Trobe University to deliver new research project', The Examiner, Fairfax Media Limited, Australia, 28 March (2019) [Newspaper Article]

[eCite] [Details]

Tweet

2017Thomas DP, 'Australian student achievement over ten years of NAPLAN testing', Australian student achievement over ten years of NAPLAN testing, ABC Radio, Australia, 17 December 2017 (2017) [Media Interview]

[eCite] [Details]

Tweet

2015Thomas DP, 'Book program to open new chapter in learning', Launceston Examiner, Launceston, Tasmania, March 19, 2015 (2015) [Newspaper Article]

[eCite] [Details]

2015Thomas DP, 'Graduation joyous occasion for students', Launceston Examiner, Launceston, Tasmania, August 22, 2015 (2015) [Newspaper Article]

[eCite] [Details]

2015Thomas DP, 'Interview with Dr Damon Thomas', Statewide Mornings, ABC Radio Launceston, Launceston, Tasmania (2015) [Media Interview]

[eCite] [Details]

2015Thomas DP, 'NAPLAN, acronym', Education Provocations Public Symposium: What does it mean to be literate and numerate in contemporary society?, University of Tasmania, Hobart, Tasmania (2015) [Report Other]

[eCite] [Details]

2015Thomas DP, Chick HL, Jones JM, 'Practicing the tests not always the right answer', Launceston Examiner, Launceston, Tasmania, 23 September 2015, p. 12. (2015) [Newspaper Article]

[eCite] [Details]

Co-authors: Chick HL; Jones JM

Grants & Funding

Funding Summary

Number of grants

3

Total funding

$590,159

Projects

How Convincing: Learning to Write Persuasively in Regional Secondary Schools (2018)$11,535
Funding
University of Tasmania ($11,535)
Scheme
Grant - CALE Hothouse Alignment Scheme
Administered By
University of Tasmania
Research Team
Thomas DP; Rundle OC; Greaves RJ; Moore RA
Year
2018
Writing persuasive grant applications: Developing knowledge and skills in mixed methods research (2018)$7,450
Description
Mixed methods research is becoming very usual in educational research. This grant seeks to develop greater understandings of integrative quantitative and qualitative approaches for the purpose of competitive grant applications.
Funding
University of Tasmania ($7,450)
Scheme
Grant-CAL Hothouse Research Enhancement Program
Administered By
University of Tasmania
Research Team
Thomas DP
Year
2018
Improving Regional Low SES Students' Learning and Wellbeing (2015 - 2018)$571,174
Description
This study aims to address the learning and wellbeing needs of over 8000 predominantly low SES students in regional Australia through researching the conditions that enable refinement and extension of a successful curricular and wellbeing program. This student cohorts current low educational performance has significant negative effects on individual employment prospects and broader national productivity. Their under-achievement and disengagement from schooling also contribute to many antisocial, harmful short- and long-term outcomes for individuals, with significant health and other costs to the broader community. The research has the potential to impact positively on these current outcomes and be applicable to other like settings.
Funding
Australian Research Council ($424,174)
Collaborators
Anglicare Tasmania ($70,000); Bendigo South East College ($3,500); Crusoe Secondary 7-10 College ($3,500); Department of Education and Training Victoria ($56,000); Eaglehawk Secondary College ($3,500); Northern Bay P-12 College ($7,000); Weeroona College Bendigo ($3,500)
Scheme
Grant-Linkage Projects Round 1
Administered By
Deakin University
Research Team
Prain V; Swabey KJ; Tytler R; Deed C; Meyers Noel; Blake D; Muir T; Farrelly C; Mooney A; Thomas DP
Period
2015 - 2018
Grant Reference
LP150100558

Research Supervision

Damon has supervised several PhD projects and would be most suited to supervising new projects that incorporate one or more of the following theoretical or methodological topics:

  • Writing development and/or pedagogy
  • Design-based research
  • Case study research
  • Systemic Functional Linguistics
  • Impacts of standardised assessment
  • Bronfenbrenner’s bioecological model of human development
  • Personalised learning
  • Theories of persuasive communication (e.g., Classical rhetoric)
  • Reading development and/or pedagogy

Current

5

Completed

1

Current

DegreeTitleCommenced
PhDIs a Multi-Sensory Synthetic Phonics Teaching Approach of any Benefit to Improving the Standard of Literacy Development in Children who are Significantly Behind in their Learning, and, who have Experienced Emotional Trauma in the First Five Years of Brain Development?2016
PhDExploring Civics and Citizenship Education in Nepal: From policy to practice2017
PhDDeveloping Teachers' Self-Regulation to Support Stress Management2018
PhDThe Interpretation of Fictional Violence Represented in Illustrated Books by the Gatekeepers of Childrens Literature in Educational Context2018
PhDThe Impact of Using Nationally Calibrated Assessment Items for Classroom Assessment on Teacher Practice and Student Learning2020

Completed

DegreeTitleCompleted
PhDThe Knowledge Quartet and the Pedagogy of Subject English: Applicability, realisation, and implications
Candidate: David James Shorter
2020