Members

 
 
Russell is currently involved in a number of ARC projects involving teacher change and student learning and reasoning through a representation construction inquiry approach. His research focuses on bringing contemporary science practices into the classroom in more authentic ways, through this approach and through linking schools and community scientists. His call for a ‘re-imagining’ of science education has received considerable publicity and support across Australia.
Colleen ValeAssociate Professor Colleen Vale
Colleen is leading the Mathematical Reasoning Research Group and is a member of the research team investigating Lesson Study in Victorian Primary Schools. She is co-author of the award winning book “Teaching Secondary School Mathematics” and has a continuing research focus on equity and social justice in mathematics teaching.
 
 
Linda is working on a project exploring issues around teaching ‘out-of-field’, including teacher identity, support needs, subject-specific knowledge and pedagogy, and boundary crossings. Linda is also working on a research project exploring school-based pedagogies in teacher education.
Gaye WilliamsDr Gaye Williams Gaye researches autonomous student construction of new mathematical understandings, processes by which this happens, and influences upon these processes: task, mathematical background, group composition, students’ psychological characteristics, and capacity of the teacher to flexibly respond to student ideas. Gaye’s research in these areas has been reported at international conferences and in international publications.
 
Coral’s research interests are in early childhood and primary science, design technology, and environmental education where she particularly focuses on practitioner learning and children’s development of science understandings. She is on the review panels for several international journals and is on the Board of Directors of the Australasian Science Education Research Association.
 
David is an Adjunct Professor who, following a career in teaching, teacher education, research and management, contributes to teams researching aspects of science education. The particular foci of the research are science education in rural and regional schools and school/community collaboration in relation to school science programs.
Leicha is involved in a joint research project with the University of British Columbia, Canada, exploring posing and adapting rich problems. Leicha, as a member of the Collaborative Reflective Experience and Practice in Education Team, is examining pre-service teachers’ assessment task and online learning through a self-study approach. Her research also focuses on the teaching and learning of mathematical reasoning and the educative use of mathematical games and children’s literature in primary classrooms.
 
Brian has an international reputation in assessment and has authored several assessment instruments in science and mathematics, particularly for young children. Brian’s major interests are in early childhood education and the application of contemporary statistical methods to analyzing and reporting the results of assessment and research.
Wendy’s research interests are in the area of design technology and science from early childhood through to secondary education, with a particular focus on student engagement. Wendy’s current research focus is on how design briefs can enhance learning in science through providing authentic contexts for learning.
 
Esther’s research interests include digital technologies in education, mathematics and science education, and teacher education. As a member of the Deakin University Mathematical Reasoning Research Group (MaRRG) she is currently involved in a research that focuses on the teaching and learning of mathematical reasoning using demonstration lessons. Esther, as a member of the  Collaborative Reflective Experience and Practice in Education Team is involved in a self-study project, examining and developing pedagogical practices that promote and sustain pre-service teachers’ engagement and learning.
 
Sherbert-smDr Sandra Herbert Sandra’s research interests lie in the areas of mathematics curriculum and pedagogy; science curriculum and pedagogy; and educational technology. She has particular expertise in phenomenographic studies. Current research focuses on the teaching and learning of mathematical reasoning and School-based pedagogies and partnerships in primary science teacher education.
Peta’s research interests lie in teacher education, with a focus in environmental education or education for sustainability and science education (primary and secondary). She is also interested in critical pedagogy, action orientated methodologies (specifically self-study), positive learning environments (classroom management), student engagement, assessment and evaluation, contemporary qualitative research methodology, and activism in the academy.
 
Wanty has been involved in research projects on mathematical modelling in Singapore and Indonesia. She led the Design research taskforce to examine the implementations of Realistic Mathematics Ed in Indonesian classrooms from 2008-2010. Currently she is one of CIs on a project to examine critical factors in implementing Japanese Lesson Study in 3 Australian schools.
Jun’s research interests include students’ understanding of mathematics, especially in the field of statistics and probability. She is also interested in some other topics, such as curriculum study, teacher training, using technology in classrooms, and cultures’ influence on mathematics education. Jun has study and work experiences in universities of Mainland China, Singapore, Australia, Taiwan and Macau.
 Dr Lihua Xu

Lihua’s research activity has been focused upon video-based classroom research and cross-cultural comparative studies. She was involved in a number of ARC projects that investigated curriculum and instructional practices in both science and mathematics classrooms from East Asian and Western countries. Her current research explores innovative ways to improve teacher professional learning in schools and facilitate school change in the area of science education.