Profiles

Bianca Coleman

UTAS Home Dr Bianca Coleman

Bianca Coleman

Associate Lecturer in Humanities and Social Sciences (Geography)

Room Room 442 (Level 4), Hytten Hall, Sandy Bay Campus

+61 3 6226 6721 (phone)

Bianca.Coleman@utas.edu.au

Bianca Coleman is an Associate Lecturer in Humanities and Social Sciences Education (Geography) in the Faculty of Education at the Sandy Bay campus. Bianca teaches three Humanities and Social Sciences (HASS) units within the Master of Teaching: EMT593 Primary History and Geography; EMT540 Introduction to Society and Environment; EMT640 Society, Environment and Integrated Curriculum.

Bianca’s PhD examined the use of geospatial technologies as a teaching tool in secondary school geography classrooms. Bianca’s most recent research projects investigate LGBTI-inclusive teaching practices and Initial Teacher Education selection processes.

Bianca is available for PhD, Master of Education (Research) and Honours supervision, particularly projects related to:

  • Humanities and Social Sciences Education
  • Curriculum and Pedagogy
  • Inclusive Education
  • Mixed Methods Research

Biography

Bianca has a taught in a variety of education contexts. Beginning her career in online education for secondary school students, Bianca has held history, geography and English teaching roles in a range of secondary schools and has coordinated programs for students with additional learning needs. Since 2014, Bianca has held a variety of online and on-campus sessional teaching and research assistant positions within the Faculty of Education, University of Tasmania. Since 2018, Bianca has taught HASS pre-service teachers within the Master of Teaching.

Career summary

Qualifications

  • PhD (2018), 'Early Adopters of Geospatial Technologies for Teaching Geography in Australian Secondary Schools', University of Tasmania
  • M.Ed. (2012), University of Tasmania
  • B.Teach (Hons) (2010),  'Factors that limit and enable pre-school aged children’s physical activity on child care centre playgrounds', University of Tasmania
  • BA (Hons) (2007), 'Whither East Asian regionalism: The prospects of a free trade agreement in the East Asia Summit', University of Tasmania

Memberships

Professional practice

  • Bianca is a member of the Sustainability, Place and Society research group with the Faculty of Education and the Tasmanian Education for Sustainability Community of Practice.
  • Bianca is a committee member for the Tasmanian Geography Teachers’ Association (TGTA). Bianca is also a member of the Tasmanian History Teachers’ Association (THTA).
  • Bianca is a member of the Australian Association for Research in Education and the Australian Teacher Education Association.

Teaching

technology education; geography education; teacher education; primary education; humanities education; history education

Teaching responsibility

Bianca is the unit coordinator for:

View more on Dr Bianca Coleman in WARP

Research Themes

Bianca’s research aligns with the research theme of ‘Creativity, Culture and Society’. Her PhD research identified ways in which teachers can adapt and develop their teaching practice to provide students with opportunities to learn and engage with geospatial technologies (such as geographic information systems, the global positioning system and interactive and online maps). It is important that we upskill our students to be able to participate in the use of these technologies and spatial data more generally. In our daily lives, geospatial technologies have become ubiquitous – we increasingly use these technologies to make decisions in our public, professional and civic lives. Improved access to spatial data and our increasing dependency on geospatial technologies necessitates that today’s students understand how to use these technologies with purpose for participating in contemporary society. Bianca’s research examined how innovative and enthusiastic teachers are taking on the challenge of incorporating geospatial technologies in their teaching and the results of their efforts on students’ learning. The results of Bianca’s research make an important contribution towards efforts to improve the technology and spatial literacy of Australian school students.

Fields of Research

  • Gender, Sexuality and Education (130308)
  • Humanities and Social Sciences Curriculum and Pedagogy (excl. Economics, Business and Management) (130205)
  • Early Childhood Education (excl. Maori) (130102)
  • Maritime Engineering (091199)
  • Sociology of Education (160809)
  • Primary Education (excl. Maori) (130105)
  • Teacher Education and Professional Development of Educators (130313)
  • Higher Education (130103)
  • Environmental Education and Extension (050203)
  • Education (139999)
  • Curriculum and Pedagogy (130299)
  • Curriculum and Pedagogy Theory and Development (130202)
  • Science, Technology and Engineering Curriculum and Pedagogy (130212)

Research Objectives

  • Education and Training (939999)
  • Teaching and Instruction Technologies (930203)
  • Gender Aspects of Education (939904)
  • Teacher and Instructor Development (930202)
  • Child Health (920501)
  • School/Institution Community and Environment (930402)
  • Pedagogy (930201)
  • Moral and Social Development (incl. Affect) (930104)
  • Equity and Access to Education (939903)
  • Gender and Sexualities (940113)
  • Management and Leadership of Schools/Institutions (930401)
  • Environmental Education and Awareness (960703)
  • Climate and Climate Change (960399)
  • The Creative Arts (incl. Graphics and Craft) (950104)

Publications

Total publications

19

Journal Article

(9 outputs)
YearCitationAltmetrics
2019Grant RF, Beasy K, Coleman B, 'Homonormativity and celebrating diversity: Australian school staff involvement in gay-straight alliances', International Journal of Inclusive Education pp. 1-16. ISSN 1360-3116 (2019) [Refereed Article]

DOI: 10.1080/13603116.2019.1592249 [eCite] [Details]

Co-authors: Grant RF; Beasy K

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2018Grant R, Beasy K, Emery S, Coleman B, 'Beyond safety': teachers and school staff approaches to LGBTI-inclusion in Tasmanian schools', International Journal of Inclusive Education pp. 1-17. ISSN 1360-3116 (2018) [Refereed Article]

DOI: 10.1080/13603116.2018.1555866 [eCite] [Details]

Citations: Scopus - 1Web of Science - 2

Co-authors: Grant R; Beasy K; Emery S

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2018Verlie B, Emery S, Osborn M, Beasy K, Coleman B, et al., 'Becoming researchers: making academic kin in the Chthulucene', Australian Journal of Environmental Education, 33, (3) pp. 145-159. ISSN 0814-0626 (2018) [Refereed Article]

DOI: 10.1017/aee.2017.24 [eCite] [Details]

Citations: Web of Science - 1

Co-authors: Emery S; Beasy K; Kezabu K

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2017Chin CKH, Fluck A, Chong CL, Penesis I, Ranmuthugala D, et al., 'Higher order thinking through Calculus for Kids', Journal of Digital Learning and Teaching Victoria, 4, (1) pp. 26-31. ISSN 2205-3611 (2017) [Professional, Refereed Article]

[eCite] [Details]

Co-authors: Chin CKH; Fluck A; Chong CL; Penesis I; Ranmuthugala D

2016Coleman B, 'The Google Cultural Institute for teaching and learning history', Teaching History, 50, (4) pp. 67. ISSN 0040-0602 (2016) [Professional, Non Refereed Article]

[eCite] [Details]

2016Coleman B, Brett P, Beasy K, 'Geospatial technologies and twenty first century citizenship: opportunities and barriers in the humanities and social sciences classroom', The Social Educator, 34, (1) pp. 16-27. ISSN 1328-3480 (2016) [Refereed Article]

[eCite] [Details]

Co-authors: Brett P; Beasy K

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2015Coleman B, 'History storytelling with Esri's Story Maps application', Teaching History, 49, (4) pp. 60-61. ISSN 0040-0602 (2015) [Professional, Non Refereed Article]

[eCite] [Details]

2013Coleman B, Dyment JE, 'Factors that limit and enable preschool-aged children's physical activity on child care centre playgrounds', Journal of Early Childhood Research, 11, (3) pp. 203-221. ISSN 1476-718X (2013) [Refereed Article]

DOI: 10.1177/1476718X12456250 [eCite] [Details]

Citations: Scopus - 12

Co-authors: Dyment JE

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2012Dyment J, Coleman B, 'The intersection of physical activity opportunities and the role of early childhood educators during outdoor play: Perceptions and reality', Australasian Journal of Early Childhood, 37, (1) pp. 90-98. ISSN 0312-5033 (2012) [Refereed Article]

DOI: 10.1177/183693911203700111 [eCite] [Details]

Citations: Scopus - 15Web of Science - 16

Co-authors: Dyment J

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Chapter in Book

(1 outputs)
YearCitationAltmetrics
2019Emery S, Beasy K, Coleman B, 'Fostering EfS Connections for Community Wellbeing: Working Meaningfully with What We've Got', Universities as Living Labs for Sustainable Development. World Sustainability Series, Springer, WL Filho, AL Salvia, RW Pretorius, LL Brandli, E Manolas, F Alves, U Azeiteiro, J Rogers et al. (ed), Cham, Switzerland, pp. 435-447. ISBN 978-3-030-15603-9 (2019) [Research Book Chapter]

DOI: 10.1007/978-3-030-15604-6_27 [eCite] [Details]

Co-authors: Emery S; Beasy K

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Conference Publication

(7 outputs)
YearCitationAltmetrics
2019Coleman BJ, Sheridan L, Durksen TL, 'Mapping the Non-Academic Attributes Critical for Preservice Teachers: What is Common, Core and Contextual?', European Conference on Educational Research, 2 - 3 September, Hamburg, Germany (2019) [Conference Extract]

[eCite] [Details]

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2018Beasy K, Emery S, Coleman B, Grant R, 'Supporting gender non-conforming students: learnings from school staff from Australia', ECER 2018 Abstracts, 4-7 September 2018, Bolzano, Italy (2018) [Conference Extract]

[eCite] [Details]

Co-authors: Beasy K; Emery S; Grant R

Tweet

2018Beasy KM, Dyer L, Grant RF, Coleman BJ, Emery SG, 'Visualising LGBT-inclusive practices: A resource informed by teachers and support staff', #GEACONF2018, December, Newcastle, Australia (2018) [Conference Extract]

[eCite] [Details]

Co-authors: Beasy KM; Dyer L; Grant RF; Emery SG

2018Beasy KM, Grant RF, Coleman BJ, Emery SG, 'Context matters: Supporting staff working with LGBT students in schools', #GEACONF2018, December, Newcastle, Australia (2018) [Conference Extract]

[eCite] [Details]

Co-authors: Beasy KM; Grant RF; Emery SG

2018Emery S, Beasy K, Coleman B, 'Fostering EfS connections for community wellbeing: working meaningfully with what we've got', World Symposium on Sustainable Development at Universities (WSSD-U-2018) Programme Book, 28-30 August 2018, Penang, Malaysia, pp. 8. (2018) [Conference Extract]

[eCite] [Details]

Co-authors: Emery S; Beasy K

Tweet

2016Chin CKH, Fluck AE, Chong J, Penesis I, Ranmuthugala D, et al., 'Higher order thinking through Calculus for Kids', Australian Council for Computers in Education 2016 Conference Refereed Proceedings, 29 September - 2 October 2016, Brisbane, Australia, pp. 31-38. ISBN 978-0-9581188-2-8 (2016) [Refereed Conference Paper]

[eCite] [Details]

Co-authors: Chin CKH; Fluck AE; Chong J; Penesis I; Ranmuthugala D

Tweet

2015Bowman B, 'Teacher knowledge and geospatial technologies', Conversations on Knowledge for Teaching - Education Technologies: Now and in the Future, 11th - 13th February 2015, Launceston, Australia, pp. 1-5. (2015) [Non Refereed Conference Paper]

[eCite] [Details]

Contract Report, Consultant's Report

(1 outputs)
YearCitationAltmetrics
2019Thomas J, Coleman B, Mason T, Green R, ''They're actually pretty skilled' A report on a trial of preparing Initial Teacher Education Students for working at St Francis Flexible Learning Centre', University of Tasmania, St Francis Flexible Learning Centre, Australia (2019) [Contract Report]

[eCite] [Details]

Co-authors: Thomas J

Other Public Output

(1 outputs)
YearCitationAltmetrics
2018Beasy K, Grant R, Emery S, Coleman B, 'Inclusive Practices: Supporting Schools, Supporting Students', Summary Report, University of Tasmania, Australia (2018) [Government or Industry Research]

[eCite] [Details]

Co-authors: Beasy K; Grant R; Emery S

Grants & Funding

Funding Summary

Number of grants

2

Total funding

$10,677

Projects

Kids4Kids Conference: Do Not Mess with Burnie (2018)$1,828
Description
The Kids4Kids Conference: Dont Mess With Burnie is a community engagement event aimed at promoting environmental education and understandings of sustainability amongst primary school children in Burnie. The event included a day-long series of workshops and activities designed to engage students in learning about local waste management, management of coastal debris and the use of natural resources in and around Burnie. The Kids4Kids Conference: Dont Mess with Burnie event provided an opportunity for children and their teachers to engage with staff from the University of Tasmania through a positive, respectful and purposeful project, while the event contributed to the universitys efforts to play a critical role in education in the region. The focus of the event on childrens learning about the environment and sustainability is particularly relevant for the region. The regions economy strongly relies on agriculture, forestry, manufacturing, mining and tourism (Cradle Coast Authority, 2017). Conservation and management of the environment, therefore, is critical to the on-going economic prosperity of the region and this event highlights the roles of individuals, schools, businesses and the university is ensuring the sustainability of the regions environment resources.
Funding
University of Tasmania ($1,828)
Scheme
Grant-Schools Engagement Grants
Administered By
University of Tasmania
Research Team
Coleman BJ; Beasy KM
Year
2018
Inclusive practices: Supporting teachers, supporting students (2017)$8,849
Description
Australian Lesbian, Gay, Bisexual, Transgender and Intersex (LGBTI) young people report high levels of bullying, harassment, and discrimination at school, resulting in negative educational and health outcomes (see Hillier et al., 2010; Robinson et al., 2014). Previous Australian research has identified significant need for LGBTI-inclusive teaching practice and schooling environments (Jones and Hillier, 2012). However, little is known about the competencies of Tasmanian school staff to provide LGBTI inclusive practice nor how Tasmanian teachers support their LGBTI students. To address these knowledge gaps and better inform teaching practice, this project will explore the needs of Tasmanian teachers in schooling contexts. This study will address the following research questions: 1. How are teachers supporting LGBTI students in Tasmanian schools? 2. What are the needs of teachers in creating and sustaining inclusive school environments?In partnership with the Government-funded gender, sexuality and intersex status support and education service, Working It Out, we will conduct focus groups and interviews with teachers in relation to their support of LGBTI students and staff and explore their knowledge, attitudes and approaches to LGBTI-inclusive teaching practice and school cultures.This exploratory study aims to provide evidence-based directives for further professional learning and policy development in this area. Given the 3 year Safe Schools Coalition Australia program is ending in October, it is timely and crucial that informed, evidence-based resources be developed to explore practices that promote inclusive classrooms in Tasmania. Our findings will also inform and enhance partnering organisations ability to support pre-service teachers, Tasmanian teachers and school communities in embracing diverse and inclusive learning cultures.
Funding
University of Tasmania ($8,849)
Scheme
Creativity, Culture & Society Research Development
Administered By
University of Tasmania
Research Team
Coleman BJ; Beasy KM; Grant RF; Emery SG
Year
2017

Research Supervision

Current

1

Current

DegreeTitleCommenced
PhDWhat is the place archaeological thinking in the history classroom?2019