About
20
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Introduction
I teach and research Educational Psychology, investigating learners' beliefs and feelings about learning. I have looked at how these relate to doing well (or not!) at university, and whether learners' beliefs vary culturally (yes, they do). I am now extending from metacognitive and epistemic beliefs into epistemic emotions, sense of belonging and support, using dispositional profiling to identify individual learners' needs and deliver tailored advice to support learning and wellbeing.
Current institution
Education
March 2012 - October 2014
March 2010 - December 2010
March 2008 - December 2008
Publications
Publications (20)
This paper examines preservice teaching students' personal epistemological and metacognitive awareness (PEMA) and changes that occurred in these over the first semester of university study. Reflective learning journals of a selective sample of 18 students were analysed for evidence of PEMA. Rather than identifying particular epistemological beliefs...
Enrolments at the postgraduate coursework (PGCW) level are expanding both in terms of
number and diversity, with Masters programs attracting increasing numbers of students from
a widening range of backgrounds. Despite this, however, the individual differences literature
largely fails to address learning at this educational level, or the issue of...
The rapid adoption of generative artificial intelligence (GenAI) in research presents both opportunities and ethical challenges that should be carefully navigated. Although GenAI tools can enhance research efficiency through automation of tasks such as literature review and data analysis, their use raises concerns about aspects such as data accurac...
Simulated learning environments have rapidly evolved in recent years and are gaining traction as an effective tool in teacher education (Australian Institute for Teaching and School Leadership, 2023; Frei-Landau et al., 2023). This paper explores the use of virtual classroom simulation in initial teacher education at an Australian university. It co...
International research illustrates the effectiveness of simulation in professional education. For pre-service teachers, such technology offers the ability to contextualise pedagogy and curriculum within the complexity of the classroom environment. Novice practitioners benefit from developing decision-making skills in a risk-free context, whilst rec...
Purpose
Highly developed and agile learners who can clearly convey and call on their skills are sought in all walks of life. Diverse demand for these capacities has called attention to how the skills and knowledge gained during doctoral study can be conveyed, translated and leveraged in non-academic settings; however, the complex learning reality u...
Purpose
Learners’ dispositional attributes form the foundations for their learning behaviour and therefore academic outcomes. This study aims to explore the dispositional attributes of postgraduate learners in coursework programs, and to understand the relationships between dispositional attributes and academic achievement at this level.
Design/me...
This paper reported on ITE students' teacher sense of efficacy before and after using SimSchool, an AI classroom simulation that offers virtual teaching practice to teachers in training.
This paper outlined the dispositional profile of a cohort of Masters students in 2013 and 2022, identifying stable elements and those which altered over time.
This article reports the dispositional profile of 880 Masters students in Australia, based on their responses to an online survey. Learners' dispositional attributes form the foundations for learning behaviour and therefore academic outcomes. The profile of the cohort overall was as expected for an elite academic group, yet there was substantial va...
It is increasingly accepted that academic literacies form an integral part of undergraduate learning, yet the field is dominated by qualitative research and too little attention has been paid to the postgraduate level. This paper contributes a quantitative analysis of students at the postgraduate research level. The survey investigated forty-eight...
All individuals hold a range of stable beliefs about knowledge and learning. Such beliefs may relate to the structure of knowledge, the ability to meet required standards, or the flexibility to respond to different tasks. Collectively, these dispositional attributes provide a framework within which the learning environment is interpreted and evalua...
This paper examines preservice teaching students' personal epistemological and metacognitive awareness (PEMA) and changes that occurred in these over the first semester of university study. Reflective learning journals of a selective sample of 18 students were analysed for evidence of PEMA. Rather than identifying particular epistemological beliefs...
