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David Moltow

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David Moltow

Program Director – Master of Teaching
Lecturer in Ethics and Professional Practice

Room 401, Hytten Hall, Sandy Bay Campus

+61 3 6226 1946 (phone)

+61 3 6226 2569 (fax)

David.Moltow@utas.edu.au

Dr David Moltow is Lecturer in Ethics and Professional Practice. His principal research interest involves the ethical underpinnings of educational policy, curriculum, and practice. He is conducting research on the notion of integrity in public service and its relation to policy and law, and the extent to which this can be fostered through education and training. Recently, Dr Moltow has begun to investigate how the cultivation of intellectual attributes crucial to civil society can be realised through curriculum areas such as mathematics, English and the humanities.

Biography

Dr Moltow trained as a Moral Philosopher specialising in Political Philosophy at the University of Tasmania. He has taught Ancient Greek Philosophy, Political Philosophy and Philosophy of Law, and in the Faculty of Education specialises in the teaching of Critical Thinking, Philosophy of Education and Education Ethics. He has and continues to supervise a number of Honours, Masters and Doctoral research projects in Education. Aligned with his academic work, Dr Moltow has been retained as a consultant to local, state and federal government agencies to provide advice and educational support in relation to a range of matters concerning critical decision making, policy analysis, ethics and ethical decision making, organisational values, and learning development.

Career summary

Qualifications

  • PhD (2005) 'Ethics and Fiction', University of Tasmania, Australia 
  • BA (Hons) (2001) 'Political Obligation and the Common Good', University of Tasmania, Australia

Languages (other than English)

  • German

Memberships

Professional practice

  • Australian Council for Educational Leadership
  • Royal Institute of Philosophy
  • Australian Association of Philosophy
  • The Aristotelian Society

Administrative expertise

In addition to managing a number of research and consulting projects, Dr Moltow has worked as Faculty of Education Research Ethics Coordinator (2007 – 2010), Course Coordinator (Master of Teaching 2011 -2014), and Director of Student Engagement (2014 – 2016).

Teaching

Education Policy, Philosophy of Education, Ethics, Political Philosophy, Learning Design

Teaching expertise

View more on Dr David Moltow in WARP

Expertise

  • Qualitative research, phenomenology
  • Conceptual analysis (philosophy, philosophy of education & policy)
  • Curriculum generic attributes and intellectual virtue

Research Themes

Dr Moltow's research principally relates to the Creativity, Culture and Society research theme. Education is crucial to flourishing in civil society, and his work contributes to our understanding of education's role in the creation and preservation of culture and values, and of the role governments might play in the fostering of these.

Collaboration

Dr Moltow is presently co-leading a team of researchers from Australia and Italy who are investigating the relationship between pedagogy and aesthetics in designed learning environments. This project aims to investigate how teachers and learners experience and use built learning environments in a range of educational settings in Australia and Europe. It explores the relation between form and function in internal and external learning space design, and analyses the meanings embedded in, and the value that derives from, this nexus. By investigating key philosophical, pedagogical and sociological aspects of school architecture, this multi-dimensional study will result in an evaluative model that can be used by school leaders, architects, policy makers and community stakeholders to inform best practice in learning space design and use.

Current projects

  • Does Education Policy in Australia Satisfy the 'Basic Legitimation Demand'?
  • Beyond a Phenomenology of Learning Space Architecture
  • The Role for Mathematics in the Cultivation of Intellectual Virtue
  • Does Teacher Education Require a Policy Response?

Fields of Research

  • Educational Administration, Management and Leadership (130304)
  • Curriculum and Pedagogy (130299)

Research Objectives

  • Education and Training Systems Policies and Development (930501)
  • Learner and Learning Achievement (930101)
  • Moral and Social Development (incl. Affect) (930104)

Publications

Total publications

19

Highlighted publications

(1 outputs)
YearTypeCitationAltmetrics
2014Journal ArticleMoltow DT, 'Pedagogical symmetry and the cultivation of humanity: Nussbaum, Seneca and symmetry in the teacher-pupil relationship', Arts & Humanities in Higher Education, 13, (1-2) pp. 115-127. ISSN 1741-265X (2014) [Refereed Article]

DOI: 10.1177/1474022213509179 [eCite] [Details]

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Journal Article

(3 outputs)
YearCitationAltmetrics
2016Thomas J, Dyment JE, Moltow D, Hay I, ' It is my decision, and it's really up to me. But they wanted me to do it': an exploration of choice in enrolling in a reengagement programme', International Journal of Inclusive Education, 20, (11) pp. 1172-1187. ISSN 1360-3116 (2016) [Refereed Article]

DOI: 10.1080/13603116.2016.1155665 [eCite] [Details]

Co-authors: Thomas J; Dyment JE; Hay I

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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 DP; Thomas AA

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2014Moltow DT, 'Pedagogical symmetry and the cultivation of humanity: Nussbaum, Seneca and symmetry in the teacher-pupil relationship', Arts & Humanities in Higher Education, 13, (1-2) pp. 115-127. ISSN 1741-265X (2014) [Refereed Article]

DOI: 10.1177/1474022213509179 [eCite] [Details]

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Book

(1 outputs)
YearCitationAltmetrics
2016Moore T, Pybus C, Rolls M, Moltow D, 'Australian Indigenous Studies: Research and Practice', Peter Lang, Bern, Switzerland, pp. 286. ISBN 978-3034322454 (2016) [Authored Research Book]

DOI: 10.3726/b10865 [eCite] [Details]

Co-authors: Moore T; Pybus C; Rolls M

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Chapter in Book

(4 outputs)
YearCitationAltmetrics
2016Clayton S, Moltow D, 'Mind Your Language: Exploring Students' Motivations Concerning Elective Second Language Learning', What is Next in Educational Research?, Sense Publishers, S Fan, J Fielding-Wells (ed), The Netherlands, pp. 150-170. ISBN 9789463005227 (2016) [Research Book Chapter]

[eCite] [Details]

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2016Clayton S, Moltow D, 'Mind Your Language Exploring Students' Motivations Concerning Elective Second Language Learning', What is Next in Educational Research?, SensePublishers, S Fan and J Fielding-Wells (ed), The Netherlands, pp. 157-170. ISBN 978-94-6300-524-1 (2016) [Research Book Chapter]

DOI: 10.1163/9789463005241_016 [eCite] [Details]

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2016Yorke A, Moltow D, Swabey K, 'The Role of Animals in the Values Development of Children', What is Next in Educational Research?, Sense Publishers, S Fan, J Fielding-Wells (ed), The Netherlands, pp. 309-325. ISBN 9789463005227 (2016) [Research Book Chapter]

[eCite] [Details]

Co-authors: Yorke A; Swabey K

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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 DP; Thomas Angela

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Conference Publication

(8 outputs)
YearCitationAltmetrics
2016Thornton S, Kinnear V, Moltow D, 'Truthfulness, open-mindedness and evidence: seeking the intellectual virtues in school mathematics', The Proceedings of the 13th International Congress on Mathematical Education, 24-31 July 2016, Hamburg, Germany, pp. 1. (2016) [Conference Extract]

[eCite] [Details]

2015Brett P, Moltow D, 'Exploring the intersections between philosophy and civics and citizenship education in Australia', Program of the 2015 International conference on redesigning pedagogy and the 11th International CitizED Conference & Arts, Humanities and Literature Conference 2015, 2-4 June, National Institute of Education, Singapore, pp. SYM040c. (2015) [Conference Extract]

[eCite] [Details]

Co-authors: Brett P

2015Moltow D, Thornton S, Kinnear V, 'Mathematics education as a practice in pursuit of [intellectual] excellence', Proceedings of the 39th Conference of the International Group for the Psychology of Mathematics Education, 13-18 July 2015, Hobart, Tasmania, pp. 266-272. ISBN 978-1-86295-829-6 (2015) [Refereed Conference Paper]

[eCite] [Details]

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2015Thomas J, Dyment J, Moltow D, Hay I, 'Understanding The Complexities of Disengagement Through a Symbolic Interactionist lens', European Conference on Education and Research, (2015) [Conference Extract]

[eCite] [Details]

Co-authors: Thomas J; Dyment J; Hay I

2014Thomas J, Dyment J, Moltow D, 'Beyond a typology: Towards a taxonomy of alternative education', Proceedings of the Australian Association for Research in Education (AARE) Conferencef, 29 November - 3 December, University of Notre Dame (2014) [Conference Extract]

[eCite] [Details]

Co-authors: Thomas J; Dyment J

2009Moltow D, 'Close Distance - Space, time and art', Opening the Close Distance Exhibition, 25 September, Devonport Regional Gallery, pp. 1-4. (2009) [Keynote Presentation]

[eCite] [Details]

2009Moltow D, 'A groundwork for the ethical distribution of water entitlements', Proceedings of the Devonport Regional Art Gallery 'Undercurrent' seminar and exhibition, 20 January, Devonport regional art gallery, pp. 1-9. (2009) [Plenary Presentation]

[eCite] [Details]

2006Moltow D, 'The aesthetic perspective: Terror, trasgedy and the value of art', Proceedings of the 2006 Cradle Coast Research Forum, 24 July, University of Tasmania Cradle Coast Campus, pp. 1-16. (2006) [Keynote Presentation]

[eCite] [Details]

Contract Report, Consultant's Report

(2 outputs)
YearCitationAltmetrics
2018Moltow D, Leppard L, Baxter TI, 'Excellence in ethics, service, and community: results of the Derwent Valley Council organisational climate study', Derwent Valley Council, Hobart, Tasmania (2018) [Contract Report]

[eCite] [Details]

Co-authors: Leppard L; Baxter TI

2017Moltow DT, 'Fostering Integrity: Report on the implementation of Speak up in the Tasmanian public sector', Integrity Commission Tasmania, Australia (2017) [Contract Report]

[eCite] [Details]

Other Public Output

(1 outputs)
YearCitationAltmetrics
2016Moltow DT, 'Research Merit Certificate for Very Good Contribution', Faculty of Education, University of Tasmania, Australia (2016) [Award]

[eCite] [Details]

Grants & Funding

Funding Summary

Number of grants

10

Total funding

$553,769

Projects

Making Connections, Guiding migrants on the educational pathway (2019)$25,000
Description
The program will recruit student volunteers, from the Faculty of Education, University of Tasmania (UTAS), to mentor high school students from refugee and migrant backgrounds. The program will promote purposeful relationships in which Education Faculty student volunteer mentors work collaboratively with their high school student mentees, to assist them in developing a positive sense of self and aspirations, educational pathways and career options post-school. The program aims to support the students to engage in school life, progress in their studies and plan their transition from high school to further education.
Funding
Department of Communities Tasmania ($25,000)
Scheme
Grant-Learning Grants Program
Administered By
University of Tasmania
Research Team
Kember DR; Swabey KJ; Moltow DT; Oates GN; Cruickshank V
Year
2019
English for the educational pathway (2019)$25,000
Description
The program will recruit and train student volunteers, from the Faculty of Education (Specialisation in English, Literacy, TESOL), University of Tasmania (UTAS), to provide weekly one-on-one and small group tutoring support for high school students from refugee and migrant backgrounds. The Education Faculty student volunteer tutors will provide help with English language and literacy support to year 9 and 10 high school students.
Funding
Department of Communities Tasmania ($25,000)
Scheme
Grant-Learning Grants Program
Administered By
University of Tasmania
Research Team
Moltow DT; Swabey KJ; Kember DR; Oates GN; Cruickshank V
Year
2019
Mathematical foundations for migrant learning (2019)$25,000
Description
The program will recruit and train student volunteers, from the Faculty of Education (specialization in Mathematics Education), University of Tasmania (UTAS), to provide weekly on-on-one and small group tutoring support for high school students from refugee and migrant backgrounds. The Education Faculty student volunteer tutors will provide help with mathematics and numeracy support to year 9 and 10 high school students.
Funding
Department of Communities Tasmania ($25,000)
Scheme
Grant-Learning Grants Program
Administered By
University of Tasmania
Research Team
Oates GN; Swabey KJ; Kember DR; Moltow DT; Cruickshank V
Year
2019
How do police educators perceptions of young peoples engagement in education inform their instructional practice? (2018)$14,678
Description
Interest in tertiary education in the criminal justice and policing professions is at an all-time high internationally, with growing scrutiny on the professionalisation of the criminal justice industry, through higher education schemes . Unsurprisingly, this increased attention focuses on what works, what does not, performance indicators and evidence of impact in the delivery of education for the industry. A lot of the police curriculum revolves around procedural justice, and how police officers should interact with vulnerable people (understandably, since 75% of police interaction in the field is with vulnerable people). However, not much research looks at the extent to which the attitudes (towards vulnerable groups) of those who teach future practitioners actually influence operational practice.As part of police work with vulnerable people, police interact with young people on a regular basis. Most, if not all evidence-based policing policy advise officers to arrest as a last resort, and to favour educative and reintegrative options in their interactions with young people.As a case-study, this project focuses on the instructional practice of police educators (police officers and academics) at recruit level on the specific topic of at-risk youth (as part of the recruits learning about vulnerable people). It is currently unclear whether police educators understand the links between disengagement from school and the behaviours that bring young people into contact with police. It is also unclear whether negative or positive attitudes in the police academy classroom become bias within teaching practice. In light of the historically tense relationship between youths and police, we want to see whether specific teaching behaviour in the classroom encourage a disassociation (or even distrust) between youth and police, contributing to cultures of conflict and distrust.Taking, as a case study, the interaction of police with young people, we seek to analyse:- whether any negative bias or attitudes are transferred to recruits during their training- how police educators understand the idea of young peoples engagement in education, and any benefit this may have on resilience and avoidance of criminal / delinquent careers- whether the above understanding is conveyed to recruits during their training.
Funding
University of Tasmania ($14,678)
Scheme
Grant - CALE Hothouse Alignment Scheme
Administered By
University of Tasmania
Research Team
Bartkowiak-Theron IMF; Moltow DT; Julian RD; Winter RE; Thoars C; West SG
Year
2018
The development of mathematical concepts and skills through PASMAP and its potential to foster intellectual dispositions in children and teachers in the early years of school. (2018 - 2021)$150,000
Description
The project will assess the development and outcomes of childrens mathematical learning as evidenced by standard assessment testing (PAT-M, PASA) and classroom teachers formative and summative assessment.
Funding
Catholic Education - South Australia ($150,000)
Scheme
Grant
Administered By
Deakin University
Research Team
Kinnear V; Moltow DT
Period
2018 - 2021
Derwent Valley Council Organisational Climate Review (2017 - 2018)$40,000
Description
We propose to conduct an Organisational Climate Study that will explore key dimensions of key appointed and elected Council members perceptions concerning strategic and operational decision making processes and protocols, ethical practice, compliance and governance, risk management, commitment to role and service, and continuous improvement. This project will deliver a comprehensive qualitative research design to provide a sophisticated analysis of the organisational culture at Derwent Valley Council. It is anticipated that the theoretical framework we develop to analyse the studys (qualitative) data will be based on the elements of good governance described in DPaCs Good Governance Guide (2016).
Funding
Derwent Valley Council ($40,000)
Scheme
Contract Research
Administered By
University of Tasmania
Research Team
Moltow DT; Baxter TI; Leppard LJ
Period
2017 - 2018
Analysis of the uptake and impact of the Speak Up campaign (2016)$10,000
Description
Speak Up is a new national campaign to empower workers to be well informed of their rights and to have the confidence to voice issues about health and safety. This project will deliver a comprehensive quantitative research design to provide a sophisticated analysis of the uptake and impact of the Speak Up campaign.
Funding
Integrity Commission ($10,000)
Scheme
Contract Research
Administered By
University of Tasmania
Research Team
Moltow DT
Year
2016
Ethical Health Benchmarking Project (2016)$5,000
Description
Consultancy to provide advice, expertise and critical feedback to guide the clients project methodology and the design and efficacy of the ethical health tool/s and information to be provided to participating agencies.
Funding
Integrity Commission ($5,000)
Scheme
Consultancy
Administered By
University of Tasmania
Research Team
Moltow DT
Year
2016
Improving Literacy and Numeracy across Years 5 to 8 in response to the outcomes of the NAPLAN results in Years 7 and 9 (2013 - 2015)$200,000
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
Early Years Intervention Autism Centre Evaluation Project (2010 - 2012)$59,091
Description
This project will be centred in Burnie with 'satellite' centres under a 'hub and spoke' model across the north-west region. The project supports the delivery of a multiple models program, ensuring a needs-oriented, best practice facility. The University will participate in the Autism Specific Early Learning and Care Centre (ASELCC) Initiative Evaluation, to be facilitated by the Department of Families, Housing, Community Services and Indigenous Affairs. The UTAS FoE Team will report at the end of each year on how the project has performed in relation to best practice for early intervention programs for children with autism. This will involve the collection of quantitative and qualitative data from key stakeholders as the program progresses.
Funding
Burnie City Council ($59,091)
Scheme
Contract Research
Administered By
University of Tasmania
Research Team
Hay I; Fielding-Barnsley RO; Moltow DT
Period
2010 - 2012

Research Supervision

Current

8

Completed

9

Current

DegreeTitleCommenced
PhDCan Teaching Ethical Principles, Values and Decision Making Models in an Upper Secondary Educational Setting Develop Active Ethical Awareness2010
PhDThe Development of a Conceptual and Pedagogical Model for Teaching Justice, as a Skilled Practice, to School Students2015
PhDExploring the Civic and Political Education Curriculum in Nepal: Shaping a democratic culture of youth2016
PhDThe Exploration of the Concept of Citizenship in Teaching Material and Syllabus of Level 10-12 with Special Reference to Pakistan2016
PhDWhat is the Relationship between Juvenile Offenders' Engagement in Education and Recidivism? Multidimensional perspectives2017
MastersThe Dyslexic Challenge: The lived experience of students with dyslexia, their parents and their teachers2017
PhDHow Does the Teaching of "Reasonableness" Inform Students' Perceptions of Social Justice?2017
PhDThe Influence of Western Liberal Thinking on Chinese Education During the First Half of the Twentieth2019

Completed

DegreeTitleCompleted
PhDHow do Principals Respond to Ethical Dilemmas That Arise in Their Schools?
Candidate: Lynden John Leppard
2019
PhDImpacts of the Curriculum on Teaching and Learning in Nepal
Candidate: Ganga Bahadur Gurung
2018
EdDAn Investigation of the Intersection of Tongan Culture and the Free Wesleyan Church of Tongas Education System
Candidate: William John Phelps
2018
PhDOvercoming 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
PhDWant, dont, cant: Student second language enrolment in Tasmania
Candidate: Stephanie Michelle Clayton
2017
PhDRe-engagement of Students after an Alternative Education Program
Candidate: Jeffrey Keith Thomas
2016
PhDEducation for Ethics: Investigating the contribution of animal studies to fostering ethical understanding in children
Candidate: Amanda Jean Yorke
2016
PhDTeachers Confidence with Technology: Perceptions of the impact of a student laptop computer program in Trinidad and Tobago
Candidate: Seeta Jaikaran-Doe
2016
PhDWriting for change: Persuasion across the school years
Candidate: Damon Peter Thomas
2015