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Sherridan Emery

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Sherridan Emery

Sherridan Emery

Tutor in Education and PhD Candidate

Newnham Campus

+613 6324 3792 (phone)

Sherridan.emery@utas.edu.au

Sherridan Emery is a PhD candidate, a tutor in the Faculty of Education and an active researcher across a range of school and community-based research projects. Her PhD research explores children's cultural wellbeing in school classroom communities. Sherridan is involved in a number of projects within the Faculty of Education including:

  • Education, arts and sustainability: Transforming learning in an unsustainable world.
  • The Curious Schools Project, an online platform for and by teachers showcasing inquiry-based teaching and learning in and through the arts.
  • Child Friendly City: Launceston
  • Investigating Sustainability as a Cross Curriculum Priority in Tasmanian Schools.

Memberships

Professional practice

Sherridan is a member of the Tasmanian Education for Sustainability Community of Practice, and the Creativity and the Arts Teaching and Research Group.

View more on Ms Sherridan Emery in WARP

Current projects

PhD research topic

An exploration of cultural wellbeing in classroom communities.

Supervisors
  • Dr Mary Ann Hunter
  • Dr Janet Dyment
  • Dr Jill Fielding-Wells
Abstract

Children's wellbeing is identified as one of the central goals of education and is addressed in numerous ways within international curriculum frameworks and teaching and school leadership standards. Cultural wellbeing is appearing in educational policy in numerous countries, but there is little empirical research or educational theory specifically addressing this area. What is cultural wellbeing and how is it relevant in education? How do teachers and educators create conditions for cultural wellbeing in their classroom communities? How might cultural wellbeing enable children to 'learn to be well together'? These questions form both the challenge and the inquiry of this research which explores the topic of cultural wellbeing with teachers and educators. Teachers and educators have much to contribute to our understandings of children's cultural wellbeing. Insights from this study being conducted in an emergent field of research will extend understandings of how children's wellbeing can be supported in education.

Fields of Research

  • Higher Education (130103)
  • English and Literacy Curriculum and Pedagogy (excl. LOTE, ESL and TESOL) (130204)
  • Gender, Sexuality and Education (130308)
  • Education (139999)
  • Creative Arts, Media and Communication Curriculum and Pedagogy (130201)
  • Specialist Studies in Education (130399)
  • Early Childhood Education (excl. Maori) (130102)
  • Curriculum and Pedagogy Theory and Development (130202)
  • Teacher Education and Professional Development of Educators (130313)
  • Continuing and Community Education (130101)
  • Secondary Education (130106)
  • Curriculum and Pedagogy (130299)
  • Sociology of Education (160809)
  • Physical Education and Development Curriculum and Pedagogy (130210)
  • Health Promotion (111712)
  • Sociological Methodology and Research Methods (160807)
  • Primary Education (excl. Maori) (130105)

Research Objectives

  • Pedagogy (930201)
  • Teacher and Instructor Development (930202)
  • Education and Training Theory and Methodology (939902)
  • Learner and Learning Processes (930102)
  • School/Institution Community and Environment (930402)
  • Learner and Learning (930199)
  • Education and Training (939999)
  • Curriculum (930399)
  • Gender Aspects of Education (939904)
  • Assessment and Evaluation of Curriculum (930301)
  • Moral and Social Development (incl. Affect) (930104)
  • Health Status (e.g. Indicators of Well-Being) (920408)
  • Expanding Knowledge through Studies of Human Society (970116)
  • Child Health (920501)
  • Health Education and Promotion (920205)
  • Gender and Sexualities (940113)
  • Aboriginal and Torres Strait Islander Education (939901)
  • Education and Training Systems (930599)
  • Teaching and Instruction Technologies (930203)
  • The Creative Arts (incl. Graphics and Craft) (950104)

Publications

Total publications

40

Journal Article

(12 outputs)
YearCitationAltmetrics
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]

Co-authors: Thomas DP

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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 - 1Web of Science - 3

Co-authors: Edwards M; Muir T; Swabey K; Thomas D

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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: Web of Science - 1

Co-authors: Thomas D; Moore R; Rundle O; Greaves R; te Riele K

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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: Beasy K; Coleman B; Kezabu 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; Coleman B

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2016Beasy K, Page L, Emery S, Ayre I, 'Evolution or Revolution in EE/ES research? A collaborative dialogue from first-year PhD students', Australian Journal of Environmental Education, 32, (1) pp. 11-16. ISSN 0814-0626 (2016) [Contribution to Refereed Journal]

DOI: 10.1017/aee.2016.3 [eCite] [Details]

Citations: Scopus - 2Web of Science - 2

Co-authors: Beasy K; Page L; Ayre I

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2016Stevenson R, Ferreira J-A, Emery SG, 'Environmental and sustainability education research, past and future: three perspectives from late, mid, and early career researchers', Australian Journal of Environmental Education, 32, (1) pp. 1-10. ISSN 0814-0626 (2016) [Contribution to Refereed Journal]

DOI: 10.1017/aee.2015.49 [eCite] [Details]

Citations: Scopus - 1Web of Science - 1

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2015Dyment JE, Hill A, Emery S, 'Sustainability as a cross-curricular priority in the Australian Curriculum: a Tasmanian investigation', Environmental Education Research, 21, (8) pp. 1105-1126. ISSN 1350-4622 (2015) [Refereed Article]

DOI: 10.1080/13504622.2014.966657 [eCite] [Details]

Citations: Scopus - 14Web of Science - 13

Co-authors: Dyment JE; Hill A

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2015Emery S, Miller K, West V, Nailon D, 'Supporting children's cultural wellbeing through arts based education', The Social Educator, 33, (3) pp. 42-53. ISSN 1328-3480 (2015) [Refereed Article]

[eCite] [Details]

Co-authors: Nailon D

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2015Hunter M, Emery S, 'The curious schools project: capturing nomad creativity in teacher work', Australian Journal of Teacher Education, 40, (10) pp. 167-179. ISSN 0313-5373 (2015) [Refereed Article]

DOI: 10.14221/ajte.2015v40n10.10 [eCite] [Details]

Citations: Scopus - 3Web of Science - 2

Co-authors: Hunter M

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2014Dyment JE, Davis JM, Nailon D, Emery S, Getenet S, et al., 'The impact of professional development on early childhood educators' confidence, understanding and knowledge of education for sustainability', Environmental Education Research, 20, (5) pp. 660-679. ISSN 1350-4622 (2014) [Refereed Article]

DOI: 10.1080/13504622.2013.833591 [eCite] [Details]

Citations: Scopus - 22Web of Science - 14

Co-authors: Dyment JE; Nailon D; Getenet S; Hill A

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2014Hill A, Emery S, Nailon D, Dyment J, Getenet S, et al., 'Exploring how adults who work with young children conceptualise sustainability and describe their practice initiatives', Australasian Journal of Early Childhood, 39, (3) pp. 14 - 22. ISSN 0312-5033 (2014) [Refereed Article]

DOI: 10.1177/183693911403900303 [eCite] [Details]

Citations: Web of Science - 5

Co-authors: Hill A; Nailon D; Dyment J; Getenet S

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Chapter in Book

(7 outputs)
YearCitationAltmetrics
2018Emery S, Fielding-Wells J, 'Fluid Methods to Make Sense of an Unknown: An Emergent Grounded Theory Study of Cultural Wellbeing', Structuring the Thesis: Matching Method, Paradigm, Theories and Findings, Springer Nature Singapore Pte Ltd, D Kember, M Corbett (ed), Singapore, pp. 183-195. ISBN 978-981-13-0510-8 (2018) [Research Book Chapter]

DOI: 10.1007/978-981-13-0511-5_18 [eCite] [Details]

Co-authors: Fielding-Wells J

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2017Dyment JE, Emery SG, Doherty BT, Eckhardt M, 'Move Well Eat Well: Case study of a successful settings-based approach to health promotion', Health and wellbeing in childhood, Cambridge University Press, S Garvis, D Prendergast (ed), United Kingdom, pp. 283-298. ISBN 9781316623008 (2017) [Revised Book Chapter]

[eCite] [Details]

Co-authors: Dyment JE; Doherty BT

2017Emery SG, Davis JM, Sageidet BM, Hirst N, Boyd D, et al., 'Transnational dialogues for sustainability research in early childhood education: a model for building capacity for ESD in universities?', Handbook of Theory and Practice of Sustainable Development in Higher Education, Springer International Publishing, WL Filho, C Skanavis, A do Paco, J Rogers, O Kuznetsova, P Castro (ed), Switzerland, pp. 143-156. ISBN 978-3-319-47888-3 (2017) [Research Book Chapter]

DOI: 10.1007/978-3-319-47889-0_11 [eCite] [Details]

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2016Emery S, 'Arts for Sustainability: Teachers' Perspectives of Intersections between Education for Sustainability and Arts Learning', What is Next in Educational Research?, Sense Publishers, S Fan and J Fielding-Wells (ed), Netherlands, pp. 327-339. ISBN 9789463005227 (2016) [Research Book Chapter]

DOI: 10.1007/978-94-6300-524-1_28 [eCite] [Details]

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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; Stephenson E; Thomas D

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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; Thomas DP; Stephenson EA

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2014Dyment JE, Emery SG, Doherty BT, Moir S, Eckhart M, et al., 'Settings - Based Health Promotion', Health & Wellbeing in Childhood, Cambridge University Press, S Garvis and D Pendergast (ed), Australia, pp. 253-271. ISBN 9781107652262 (2014) [Other Book Chapter]

[eCite] [Details]

Co-authors: Dyment JE; Doherty BT

Conference Publication

(18 outputs)
YearCitationAltmetrics
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; Thomas D; Edwards MC

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: Thomas DP; Moore RA; Rundle OC; te Riele K

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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; Coleman B; Grant R

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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; Coleman BJ

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; Coleman BJ

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: Beasy K; Coleman B

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2018Emery S, Beasy K, Crawford J, Green W, 'Drowning in the shallows: an Australian study of the PhD experience', ECER 2018 Abstracts, 4-7 September 2018, Bolzano, Italy (2018) [Conference Extract]

[eCite] [Details]

Co-authors: Beasy K; Crawford J; Green W

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2017Emery SG, 'Cultural wellbeing In education: Theorisations from a case study of a Tasmanian cultural arts program', ECER 2017 Online Programme, 22-25 August 2017, Copenhagen, Denmark, pp. 08 SES 07 JS. (2017) [Non Refereed Conference Paper]

[eCite] [Details]

2017Emery SG, Nailon DL, 'Cultural wellbeing and respect for diversity in early childhood education', Proceedings of the 69th OMEP World Assembly and International Conference, 12-24 June 2017, Opatija, Croatia, pp. 47-66. ISBN 978-953-57634-1-3 (2017) [Non Refereed Conference Paper]

[eCite] [Details]

Co-authors: Nailon DL

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2017Hirst N, Boyd D, Browder J, Emery SG, 'Watery webs of interconnectedness: Water-ways as pedagogical sites', Proceedings of the 69th OMEP World Assembly and International Conference, 19 - 24 June 2017, Opatija, Croatia ISBN 978-953-57634-1-3 (2017) [Non Refereed Conference Paper]

[eCite] [Details]

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2016Emery SG, Pavlyshyn H, Hedayati M, Nur S, 'Crossing cultural boundaries with a cuppa: a case study of cultural wellbeing within a postgraduate peer circle', Proceedings of the 2016 Australian Association for Research in Education (AARE) Conference, 27 November - 1 December 2016, Melbourne, Victoria, Australia, pp. 1-10. ISSN 1324-9320 (2016) [Refereed Conference Paper]

[eCite] [Details]

Co-authors: Pavlyshyn H; Hedayati M

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2016Hedayati M, Nur S, Emery S, Pavlyshyn H, 'Enriching personal growth and communicative competence through self-organised interaction between native and non-native speakers', 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]

[eCite] [Details]

Co-authors: Hedayati M; Pavlyshyn H

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2015Boulet M, Reid A, Emery S, Hill A, 'New perspectives on research in environmental and sustainability education', Proceedings of the 8th World Environmental Education Congress, 29 June - 2 July 2015, Gothenburg, Sweden, pp. 159. (2015) [Plenary Presentation]

[eCite] [Details]

Co-authors: Hill A

2015Emery S, 'New perspectives on research in environmental and sustainability education', Proceedings of the 8th World Environmental Education Congress, 29 June - 2 July 2015, Gothenburg, Sweden, pp. 338. (2015) [Non Refereed Conference Paper]

[eCite] [Details]

2015Emery SG, Shearer M, 'Cultural wellbeing in Australian schools: Theorisations, provocations and implications for curriculum', Curriculum leadership for a diverse Australia: Abstracts of the 2015 Biennial Curriculum Conference, 30 September - 2 October 2015, Adelaide, Australia, pp. 18-19. (2015) [Non Refereed Conference Paper]

[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; Thomas D; Stephenson E; Kinnear V

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2012Emery SG, 'Arts and sustainability: Some outcomes from a one-day professional learning event presented by UTAS', Teaching Matters Conference Proceeding, 4 December 2012, Launceston, Tasmania, pp. 36. (2012) [Conference Extract]

[eCite] [Details]

2011Nailon D, Emery SG, Downing J, 'Using insights from Myers-Briggs type preferences to support early childhood pre-service teachers' personal and professional mathematical understanding', Mathematics: Traditions and [New] Practices - Proceedings of the AAMT-MERGA, 3-7 July 2011, Alice Springs, Northern Territory, Australia, pp. 1031-1038. ISBN 978-1-875900-71-8 (2011) [Refereed Conference Paper]

[eCite] [Details]

Co-authors: Nailon D; Downing J

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Contract Report, Consultant's Report

(1 outputs)
YearCitationAltmetrics
2018Stewart S, Emery S, te Riele K, Stratford E, 'Initial teacher education for teaching literacy: Review of literature', Department of Education Tasmania, Peter Underwood Centre for Educational Attainment, Hobart, University of Tasmania (2018) [Contract Report]

[eCite] [Details]

Co-authors: Stewart S; te Riele K; Stratford E

Other Public Output

(2 outputs)
YearCitationAltmetrics
2019Beasy K, Emery SG, 'Speed dating the Sustainable Development Goals', Education for Sustainability Tasmania, Tasmania, Australia, 16 September (2019) [Internal Newsletter]

[eCite] [Details]

Co-authors: Beasy K

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2019Boyd D, Emery S, Beasy KM, 'UK expert Dianne Boyd partners with UTAS to bring 'skills cafes' to Launceston', The Examiner, Fairfax Media Limited, Launceston, Tasmania, 3 June (2019) [Newspaper Article]

[eCite] [Details]

Co-authors: Beasy KM

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Grants & Funding

Funding Summary

Number of grants

2

Total funding

$13,849

Projects

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
Making Launceston a Child Friendly City: What do children think? (2013)$5,000
Funding
Anglicare Tasmania ($5,000)
Scheme
Contract Research
Administered By
University of Tasmania
Research Team
Stephenson EA; Rayner CS; Nailon DL; Trimble AJ; Emery SG; Dyment JE; Walker D; Getenet ST
Year
2013