Profiles

Belinda Hopwood

UTAS Home Dr Belinda Hopwood

Belinda Hopwood

Lecturer in Curriculum Methods and Pedagogy (English/Literacy)

Room 223 , Centenary Building

+61 3 6223 7679 (phone)

+61 3 6226 2569 (fax)

Belinda.Hopwood@utas.edu.au

Dr Belinda Hopwood is a lecturer in English and Literacy education. Her research interests include reading development in the early years, as well as reading engagement and pedagogy in the primary and secondary years of education. Belinda also has a passion for literature, particularly classic literature.

Belinda’s notable career achievements include securing competitive UTAS research grants in 2014, 2015, 2016 and 2017; being awarded the Educational Leadership Emerging Leaders Growth in Leadership Award in 2016; being a recipient of teaching awards; and serving key community roles within the School of Education, such as Professional Experience Leader and Ethics Coordinator.

Biography

Belinda began her career as a secondary English and Humanities and Social Science (HASS) teacher. After having taught in a number of secondary schools, she then focused her expertise on primary education, whereby Belinda taught across a range of subject areas including English, HASS, Science, Mathematics, Art, and Drama. Alongside her teaching career, Belinda completed her PhD and moved to the position of Lecturer in Curriculum Methods and Pedagogy at the University of Tasmania in 2013. Currently, Belinda works with pre-service and in-service teachers in English/Literacy education.

Career summary

Qualifications

  • PhD (2014), 'Transition to secondary school: Student achievement and teacher practice', University of Tasmania, Australia
  • BTeach (Hons) (2007), 'Boys' talk: I'm a natural born leader and I'm never hesitant to express my view', University of Tasmania, Australia
  • Bachelor of Arts (2015) Majors: English and Psychology, University of Tasmania, Australia

Memberships

Professional practice

Belinda is a member of the following associations:

  • Australian Literacy Educator’s Association
  • Primary English Teaching Association Australia

Administrative expertise

  • Unit Coordinator (EMT510, EMT511, EMT515, EMT610)
  • Chief Investigator on UTAS Research and Community Engagement Grants
  • Professional Experience Leader
  • Ethics Coordinator
  • Library Consultative Committee Member and Advisor

Teaching

English, Literacy, Primary, Secondary, Curriculum, Pedagogy

Teaching expertise

Belinda is the Unit Coordinator of a number of English and Literacy units in the Masters of Teaching Degree. These include:

EMT510 Literacy in Secondary School

EMT511 Foundations of Primary English

EMT515 English Studies in Secondary School

EMT610 Advanced English Studies in Secondary and Senior Secondary School

View more on Ms Belinda Hopwood in WARP

Expertise

Belinda has made contributions to English and Literacy education in two main areas: (1) student literacy achievement from primary to secondary school and (2) reading development and pedagogy. She uses both qualitative and quantitative methods to better understand the lived experiences of those working in the field of education, and to gather information about student performance. Belinda has established partnerships with early childcare settings, as well as primary and secondary schools.

Areas of research expertise include:

  • Reading development
  • Pedagogies for teaching reading
  • Student transition from primary to secondary school
  • English Education
  • Literacy education across the curriculum

Collaboration

Belinda enjoys collaborating with other researchers across a range of disciplines. She has co-authored papers with her colleagues from the University of Tasmania on the topic of student transition from primary to secondary school. She was the Chief Investigator on the project “Teaching Reading: Teacher Knowledge and Practice”, with support from Associate Professor Lorraine Hammond from Edith Cowen University. Belinda recently completed a research project on student engagement and online learning with her colleagues from the College of Arts, Law and Education.

Current projects

  • Literacy in Early Childhood Settings
  • Classic Literature in the Classroom

Fields of Research

  • English and literacy curriculum and pedagogy (excl. LOTE, ESL and TESOL) (390104)
  • Teacher education and professional development of educators (390307)
  • Higher education (390303)

Research Objectives

  • Pedagogy (160302)
  • Learner and learning (160199)
  • Teacher and instructor development (160303)

Publications

Belinda has published in a range of journals, including The Journal of Continuing Higher Education, Distance Education, the Australian Journal of Language and Literacy, and the Australian Educational Researcher.

Total publications

9

Journal Article

(5 outputs)
YearCitationAltmetrics
2022Thomas DP, Hopwood Belinda, Hatisaru V, Hicks D, 'Gender differences in reading and numeracy achievement across the school years', The Australian Educational Researcher ISSN 0311-6999 (2022) [Refereed Article]

DOI: 10.1007/s13384-022-00583-8 [eCite] [Details]

Co-authors: Thomas DP; Hatisaru V; Hicks D

Tweet

2021Hopwood B, Dyment J, Downing J, Stone C, Muir T, et al., 'Keeping the party in full swing: findings on online student engagement with teacher education students', Journal of Continuing Higher Education pp. 1-20. ISSN 0737-7363 (2021) [Refereed Article]

DOI: 10.1080/07377363.2021.1966922 [eCite] [Details]

Citations: Scopus - 2Web of Science - 2

Co-authors: Downing J; Muir T; Freeman E; Milthorpe N

Tweet

2019Muir T, Milthorpe N, Stone C, Dyment J, Freeman E, et al., 'Chronicling engagement: students' experience of online learning over time', Distance Education, 40, (2) pp. 262-277. ISSN 0158-7919 (2019) [Refereed Article]

DOI: 10.1080/01587919.2019.1600367 [eCite] [Details]

Citations: Scopus - 52Web of Science - 42

Co-authors: Muir T; Milthorpe N; Stone C; Dyment J; Freeman E

Tweet

2017Hopwood B, Hay I, Dyment J, 'Students' reading achievement during the transition from primary to secondary school', Australian Journal of Language and Literacy, 40, (1) pp. 46-58. ISSN 1038-1562 (2017) [Refereed Article]

[eCite] [Details]

Citations: Web of Science - 6

Co-authors: Hay I; Dyment J

Tweet

2016Hopwood B, Hay I, Dyment J, 'The transition from primary to secondary school: Teachers' perspectives', Australian Educational Researcher, 43, (3) pp. 289-307. ISSN 0311-6999 (2016) [Refereed Article]

DOI: 10.1007/s13384-016-0200-0 [eCite] [Details]

Citations: Scopus - 23Web of Science - 22

Co-authors: Hay I; Dyment J

Tweet

Chapter in Book

(1 outputs)
YearCitationAltmetrics
2014Hopwood Belinda, Hay I, Dyment JE, 'Literacy and students' transition into secondary school', The Future of Educational Research, Sense Publishers, N. Fitzallen, S. Fan & R. Reaburn (ed), Netherlands, pp. 291 - 300. ISBN 978-94-6209-512-0 (2014) [Research Book Chapter]

[eCite] [Details]

Co-authors: Hay I; Dyment JE

Tweet

Conference Publication

(3 outputs)
YearCitationAltmetrics
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; Thomas D

2015Hay I, Callingham RA, Chick HL, Beswick K, Nicholson T, et al., 'Can Teachers' Pedagogical Content Knowledge in Subject English Really be Measured?', Contributed Papers, 11-13 February, University of Tasmania, pp. 1-3. (2015) [Non Refereed Conference Paper]

[eCite] [Details]

Co-authors: Hay I; Callingham RA; Chick HL; Beswick K; Shorter D; Jones JM

2012Hopwood B, Hay I, Dyment J, 'The impact of transition upon adolescent students' reading and spelling achievement', Proceedings of the 2012 Australian Association for Research in Education Conference, 2-6 December 2012, University of Sydney, Australia, pp. 1-16. ISSN 1324-9320 (2012) [Refereed Conference Paper]

[eCite] [Details]

Co-authors: Hay I; Dyment J

Tweet

Grants & Funding

  • ReSolTs Grant
  • Community Engagement Grant - $5000
  • Career Development Scholarship - $2000
  • Rotary Club of Tasmania - $7000
  • Faculty of Education Research Grant - $4700

Funding Summary

Number of grants

1

Total funding

$6,700

Projects

Teaching reading and writing in the early years: enhancing professional knowledge and practice (2016)$6,700
Description
This study aims to enhance teachers' knowledge and skills for the teaching of reading and writing in the early years of school (Kindergarten to year 2). In Tasmania, students' literacy achievement has sparked concerns, particularly in the areas of reading and writing. Currently, Tasmania ranks at the bottom among Australian states on virtually every dimension of economic, social, and cultural performance (West & Schwerdt, 2012, p. 50). Evidence shows that a majority (i.e., up to 70%) of Tasmanian school students have difficulties reading and writing (Rowe, 2005), which poses significant issues for students as they transition from school to life as adults in the Tasmanian community. Tasmanian students' reading and writing performance and how this can be better addressed is the core focus of this research, and will be investigated through an exploration of literacy instruction in the early years of school.
Funding
Rotary Club of Hobart ($6,700)
Scheme
Contract Research
Administered By
University of Tasmania
Research Team
Swabey KJ; Hopwood B
Year
2016

Research Supervision

Belinda has supervised Honours, MA and PhD candidates. She has supervised topics on explicit instruction in the primary classroom, spelling pedagogy, teacher presence in the secondary English classroom, and educational policy relating to children living in out of home care.

Belinda is particularly interested in supervising topics in the following areas:

  • Reading development
  • Reading pedagogy
  • Student transition from primary to secondary school
  • English education
  • Literacy education

Current

4

Completed

1

Current

DegreeTitleCommenced
MastersExploring Notions of Presence An investigation into how teacher presence manifests in the secondary classroom as perceived by teachers2015
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
PhDManipulating the Media Mania: Adapting media tools as literary pathfinders among children2021
MastersAn Exploration of Child Marriage in Nigeria from a Policy Perspective2022

Completed

DegreeTitleCompleted
EdD'Let Them in on the Big Secret': An examination of explicit teaching in literacy in the contemporary classroom
Candidate: Anker Julian Fuglsang
2019