Associate Professor Debra Donnelly
Associate Professor
School of Education (History)
- Email:debra.donnelly@newcastle.edu.au
- Phone:(02) 4921 6231
Shaping the teachers of tomorrow
Dr Debra Donnelly is researching how best to support pre-service teachers while also focusing on history education and how film influences our historical consciousness.
Dr Debra Donnelly is an academic with a passion for shaping the minds of future teachers, while her research focuses on the impact of film and media on the development of the historical consciousness. Debra, who has an extensive background as a history high school teacher, is part of the internationally respected History Education Research Network (HERMES) and is the editor, alongside colleagues Associate Professors Robert Parkes and Heather Sharp, of the Historical Encounters journal, which was recently ranked Q1 in the Scimago Journal Rankings.
Developing an informed historical consciousness
Debra is dedicated to helping the pre-service teachers under her tutelage be the best history teachers they can be and that involves encouraging them to become critical thinkers and to pass this trait onto their own students. Her research into historical consciousness is put to use in her lectures, challenging students to question rather than accept information at face value.
“People might talk about a particular historical event and without realising it, will be drawing their knowledge from a film they may have watched. In this way people’s historical consciousness is being informed by a construction, rather than a verified source,” Debra said.
“Historical consciousness is a lens that helps you navigate life and understand the world. When we start relying on film and media to learn historical information we may not end up with a well-informed historical consciousness.”
Debra’s research has examined why the multimodality of film is so impactful when it comes to learning about history.
“When you’re watching a film you’re listening, seeing and emoting so that impacts your brain so much more than if you were just reading. The film is stored in your long-term memory much more effectively, making film a powerful method to transfer information.”
“However, when you make a film you understand how constructed it can be. History films are useful because they motivate people to look further into historical topics, but in many cases they’re not based on evidence. They may have a historical setting, but they may not be anything to do with history. They are a gateway to historical topics but shouldn’t be taken at face value,” she said.
Debra is also involved in a research project that is investigating the role of museums as educative resources in pre-service teacher’s understandings of displacement. The project involves taking students to the Sydney Jewish Museum and interviewing and surveying them to understand what they found memorable and impactful about their visit.
“We’re looking for cognitive engagement and emotional engagement – what are the museum elements that moved the students. The project also seeks find out how the museum can effectively create a resource that is engaging and that stimulates a deep historical understanding and empowers their audience to look further into the topic of displacement,” Debra said.
Creating Teach Ready students
Debra is the Academic Director of Professional Experience in the School of Education and is involved in research projects in schools which aim to enhance outcomes for UON pre-service teachers. Debra directs a program known as TeachReady which support students who have struggled with professional placements. The program provides opportunity for students who have had issues with transitioning to teaching practice to get individualised, targeted support and teaching skill practice.
“We have educational psychologists that work with our pre-service teachers to guide them through issues such as stress management, how to take constructive criticism and time management.”
In addition to this Debra is researching a virtual micro-teaching program called TeachLive. This gives education students the chance to teach short lessons and interact with a classroom of virtual students, or avatars.
“The program allows students to build their confidence and efficacy in the classroom and is a fantastic mechanism to practice their skills and learn how to build rapport with students,” Debra said.
“It is especially helpful for those university students who may have some challenges in completing their Work Integrated Learning (WIL). Teaching is a science and an art; some students come to it easily and others take longer, but it is something you can learn.”
“We find that with practice with the avatars and talking about the skills of teaching and scenario work, students can develop themselves into teachers.”
Debra is also conducting research in schools to determine what issues pre-service teachers face on placement and what supports can be provided to overcome any challenges.
“Teaching in a COVID world has changed with online teaching and smaller face to face groups. And we don’t know if that change will be temporary or permanent, but my aim is to give students experiences of all the ways they will have to teach.”
Shaping the teachers of tomorrow
Dr Debra Donnelly is researching how best to support pre-service teachers while also focusing on history education and how film influences our historical consciousness.
Career Summary
Biography
Research Expertise
Debra’s research interests centre on the role of the visual and media in the development of historical consciousness in an age of ever-increasing access through modern technology. It seeks to explore and clarify the relationship between teacher conceptual frameworks of historical understanding, problematic knowledge and historical representation and memory and pedagogical practice.
Debra has also undertaken research into global education and citizenship and the role of image making in the exploration, communication and disruption of knowledge. Debra is a founding member of HERMES (historical experience, representation, memory, education and society), an interdisciplinary research group based at the University of Newcastle, Australia whose two main lines of research concern historical consciousness and history education (http://www.newcastle.edu.au/institute/educational-research-institute-newcastle/affiliations/hermes).
Teaching Expertise
Dr Debra Donnelly is a history educator and program convenor in the School of Education at the University of Newcastle, NSW, working in both undergraduate and postgraduate programs. She has a secondary school background with extensive classroom, school administration and welfare experience across a range of educational settings in NSW and overseas.
Debra came to the University of Newcastle with an extensive secondary teaching career and has taught History and Geography (Years 7-10), HSC Modern and Ancient History, Society and Culture and Extension History. Debra’s has worked as a consultant for the NSW Board of Studies on School Certificate and Higher School Certificate examination boards and as a HSC marker in Ancient History and English.
Administrative Expertise
Dr Debra Donnelly is a history educator and program convenor in the School of Education at the University of Newcastle, NSW, working in both undergraduate and postgraduate programs. She has a secondary school background with extensive classroom, school administration and welfare experience across a range of educational settings in NSW and overseas. Debra’s has worked as a consultant for the NSW Board of Studies on School Certificate and Higher School Certificate examination boards and as a HSC marker in English and Ancient History. At the University, Debra has been the program convenor of the BT (Sec)/ BA for the past ten years and is a member of the Faculty Progress and Appeals Committee for 5 years.
Collaborations
Debra’s research interests centre on the role of the visual and media in the development of historical consciousness in an age of ever-increasing access through modern technology. It seeks to explore and clarify the relationship between teacher conceptual frameworks of historical understanding, problematic knowledge and historical representation and memory and pedagogical practice. Debra has also undertaken research into global education and citizenship and the role of image making in the exploration, communication and disruption of knowledge.
Debra is a founding member of HERMES (historical experience, representation, memory, education and society), an interdisciplinary research group based at the University of Newcastle, Australia whose two main lines of research concern historical consciousness and history education (http://www.newcastle.edu.au/institute/educational-research-institute-newcastle/affiliations/hermes).
Qualifications
- PhD (Pedagogy), Monash University
- Bachelor of Arts, University of Newcastle
- Bachelor of Arts (Honours), University of Newcastle
- Master of Arts, University of Newcastle
- Master of Education (Teacher Librarianship), Charles Sturt University
- Graduate Certificate Practice of Tertiary Teaching, University of Newcastle
Keywords
- Secondary HSIE
- global education
- historical feature films
- historical understanding
- history education
- pre-service teaching
- teaching pedagogies
- visual media pedagogies
Fields of Research
Code | Description | Percentage |
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390306 | Secondary education | 20 |
390107 | Humanities and social sciences curriculum and pedagogy (excl. economics, business and management) | 50 |
390115 | Work integrated learning (incl. internships) | 30 |
Professional Experience
UON Appointment
Title | Organisation / Department |
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Associate Professor | University of Newcastle School of Education Australia |
Membership
Dates | Title | Organisation / Department |
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1/1/1989 - | Membership - NSW History Teachers Association | NSW History Teachers Association Australia |
Professional appointment
Dates | Title | Organisation / Department |
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1/1/1980 - 1/12/2004 | Secondary Head Teacher | Department of Education and Training Secondary Education |
Publications
For publications that are currently unpublished or in-press, details are shown in italics.
Book (3 outputs)
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2018 |
Sellars M, Numeracy In Authentic Contexts: Making Meaning Across the Curriculum, Springer, Singapore (2018)
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2015 |
Reynolds R, Bradbery D, Brown J, Carroll K, Donnelly D, Ferguson-Patrick K, Macqueen S, Contesting and constructing international perspectives in global education (2015) [A3] This volume addresses the need for an international perspective on global education, and provides alternate voices to the theme of global education. The editors asked internationa... [more] This volume addresses the need for an international perspective on global education, and provides alternate voices to the theme of global education. The editors asked international educators in different contexts to indicate how their own experience of global education addresses the broad and contested concepts associated with this notion. Following the lead of the internationally acknowledged authors from North America, Europe, Africa, Australia, and Asia, perspectives were provided on a wide variety of contexts including tertiary education, and teacher education; various pedagogies for global education, including digital pedagogies; and curriculum development at school, tertiary and community levels. Contesting and Constructing International Perspectives in Global Education explores the tensions inherent in discussions of global education from a number of facets including spatial, pedagogical, temporal, social and cultural; and provides critical, descriptive and values-laden interpretations. The book is divided into five sections, Temporal and Spatial Views of Global Education; Telling National Stories of Global Education; Empowering Citizens for Global Education; Deconstructing Global Education; and Transforming Curricula for Global Education. It is envisaged as a starting point for a stronger international conception of global education and a way to build a conversation for the future of global education in a neo-liberal and less internationally confident time.
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2015 |
Reynolds R, Bradbery D, Brown J, Carroll K, Donnelly D, Ferguson-Patrick K, Macqueen S, Contesting and constructing international perspectives in global education (2015) [A3] This volume addresses the need for an international perspective on global education, and provides alternate voices to the theme of global education. The editors asked internationa... [more] This volume addresses the need for an international perspective on global education, and provides alternate voices to the theme of global education. The editors asked international educators in different contexts to indicate how their own experience of global education addresses the broad and contested concepts associated with this notion. Following the lead of the internationally acknowledged authors from North America, Europe, Africa, Australia, and Asia, perspectives were provided on a wide variety of contexts including tertiary education, and teacher education; various pedagogies for global education, including digital pedagogies; and curriculum development at school, tertiary and community levels. Contesting and Constructing International Perspectives in Global Education explores the tensions inherent in discussions of global education from a number of facets including spatial, pedagogical, temporal, social and cultural; and provides critical, descriptive and values-laden interpretations. The book is divided into five sections, Temporal and Spatial Views of Global Education; Telling National Stories of Global Education; Empowering Citizens for Global Education; Deconstructing Global Education; and Transforming Curricula for Global Education. It is envisaged as a starting point for a stronger international conception of global education and a way to build a conversation for the future of global education in a neo-liberal and less internationally confident time.
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Chapter (11 outputs)
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2023 |
Donnelly D, Fischetti J, Ledger S, Boadu G, 'Using a Mixed-Reality Micro-teaching Program to Support at Risk Pre-service Teachers', Work-Integrated Learning Case Studies in Teacher Education Epistemic Reflexivity, Springer Nature, Singapore 273-285 (2023) [B1]
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2023 |
Donnelly D, Boadu G, Neale M, O'Keefe P, Cummins H, 'The Dynamics of Communities of Practice During Professional Placement: Early-Career Teacher Reflections', Work-Integrated Learning Case Studies in Teacher Education Epistemic Reflexivity, Springer, Singapre 223-233 (2023) [B1]
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2022 |
Parkes R, Donnelly D, Sharp H, 'O professor de História como historiador público', Ensino de História e História Pública: Diálogos Nacionais e Internacionais, Universidade Estadual do Paraná Campus Campo Mourão, PR. IV. UNESPAR, Brazil 180-194 (2022) [B1]
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2019 |
Donnelly D, 'Integrating filmic pedagogies into the teaching and learning cycle', Historical Thinking for History Teachers: A New Approach to Engaging Students and Developing Historical Consciousness, Allen & Unwin, Crows Nest, N.S.W 221-231 (2019) [B1]
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2018 |
Donnelly D, Martin M, 'Geography and Numeracy', Numeracy in Authentic Contexts: Making Meaning Across the Curriculum, Springer, Singapore 197-224 (2018) [B1]
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2015 |
Reynolds RM, Bradbery D, Brown J, Donnelly D, Ferguson-Patrick K, Macqueen S, Ross A, 'A Values-based Pedagogical Stance: Teaching Teachers for Global Education in Australia', The State of Global Education: Learning with the World and its People, Routledge, New York 174-188 (2015) [B1]
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2015 |
Reynolds RM, Brown J, Carroll K, Donnelly D, Ferguson-Patrick, Macqueen S, Bradbery D, 'Introduction: Interpreting Global Education', Contesting and Constructing International Perspectives in Global Education, Sense Publishers, Rotterdam 1-7 (2015) [B2]
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2015 | Donnelly DJ, Grushka K, 'The Digital Studio as a Global Education Site: Imaging to Examine Issues of Social Justice and Human Rights', Contesting and Constructing International Perspectives in Global Education, Sense Publishers, Rotterdam 173-186 (2015) [B1] | Nova | |||||||||
Show 8 more chapters |
Journal article (30 outputs)
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2023 |
Parkes R, Donnelly D, Sharp H, 'The History teacher as public historian', Historical Encounters: A Journal of Historical Consciousness, Historical Culture, and History Education, 10 30-43 [C1]
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2022 |
Fischetti J, Ledger S, Lynch D, Donnelly D, '-Practice before Practicum: Simulation in Initial Teacher Education', Teacher Educator, 57 155-174 (2022) [C1] The benefits of micro-teaching (pre-service teachers practicing their teaching skills with small groups of peers or students) are well documented. However, the overcrowding of the... [more] The benefits of micro-teaching (pre-service teachers practicing their teaching skills with small groups of peers or students) are well documented. However, the overcrowding of the teacher education curriculum, in part due to regulatory mandates, led many initial teacher education (ITE) programs to abandon using micro-teaching. The focus of this study was to understand the experiences of pre-service teachers who are engaging in real-time simulation technology as a new form of micro-teaching. The analysis of our findings indicated that the use of the mixed-reality learning environments (MRLEs) showed promise in helping build candidate self-confidence and preparing novices for their first ¿real¿ teaching practicum. MRLEs appear to be particularly useful for assisting with developing confidence, planning for diverse learners, understanding personalizing pedagogy and engaging with classroom management. We argue the importance of micro-teaching ¿2.0¿ as a strategy to ¿practice before prac¿ and call for increased inclusion of simulation within ITE programs.
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2021 |
Shaw EL, Donnelly DJ, '(Re)discovering the Familial Past and Its Impact on Historical Consciousness', Genealogy, 5 102-116 (2021) [C1]
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2021 |
Shaw EL, Donnelly DJ, 'Micro-narratives of the ancestors: worship, censure, and empathy in family hi(stories)', Rethinking History, 25 207-223 (2021) [C1] Family history research has become one of the most popular pastimes in the world due to digital advances and the resulting democratization of historical records. For many, family ... [more] Family history research has become one of the most popular pastimes in the world due to digital advances and the resulting democratization of historical records. For many, family history research is a heuristic in which to make empathetic connections with their ancestors they will never (and can never) meet due to the barriers of temporal, geographical and intergenerational distance. The resulting family histories reconstruct and re-tell social history through the micro-historical lens of the individual. It has been claimed that this intimate connection between researchers and their familial narrative can heighten empathetic responses and lead to interpretations and assumptions beyond the evidence. This paper examines this proposition by analyzing qualitative data drawn from a large survey that examined the beliefs and practices of Australian family historians. The data supported their use of historical imagination as a catalyst for historical interpretation and meaning-making, and the well-established Ashby and Lee¿s (1987) stages of historical empathy was used to gauge depth of understanding. The research concludes that for many family history researchers, micro-narratives of their ancestors evoked a wide range of empathetic responses ranging from the elementary to the nuanced and sophisticated.
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2020 |
Donnelly DJ, Shaw EL, 'Docudrama as Histotainment : Repackaging Family History in the Digital Age', Public History Review, 27 48-68 (2020) [C1]
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2020 |
Donnelly D, 'Using films in the development of historical consciousness: Research, theory and teacher practice', History Education Research Journal, 17 [C1]
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2020 |
Donnelly D, Sharp H, 'Student learning activities in Australian History textbooks: An assessment tool to examine historical empathy and cognitive domains', HISTORICAL ENCOUNTERS-A JOURNAL OF HISTORICAL CONSCIOUSNESS HISTORICAL CULTURES AND HISTORY EDUCATION, 7 92-106 (2020) [C1]
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2020 |
Boadu G, Donnelly DJ, 'Toward Historical Understanding: Leveraging Cognitive Psychology for Progression in School History', The Social Studies, 111 61-73 (2020) [C1]
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2020 |
Boadu G, Donnelly D, Sharp H, 'History teachers pedagogical reasoning and the dynamics of classroom implementation in Ghana', History Education Research Journal, 17 179-194 (2020) [C1]
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2019 |
Donnelly DJ, Parkes RJ, Sharp HL, Shaw EL, 'Remembering Australia s past project: pre-service history teachers, national narratives and historical consciousness', Curriculum Perspectives, 39 159-168 (2019) [C1]
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2018 | Donnelly DJ, 'Contemporary multi-modal historical representations and the teaching of disciplinary understandings in History', Journal of International Social Studies, 8 113-132 (2018) [C1] | Nova | |||||||||
2017 | Donnelly DJ, 'Multi-platformed historical fiction: Literacy, engagement and historical understanding', Scan: The Journal for Educators, 36 43-47 (2017) [C1] | Nova | |||||||||
2017 |
Vinterek M, Donnelly D, Thorp R, 'Tell us about your nation s past: Swedish and australian pre-service history teachers conceptualisation of their national history', International Journal of Research on History Didactics, History Education and History Culture, 2017 51-72 (2017) [C1] The Comparing our Pasts (COP) project aimed to determine what Swedish and Australian pre-service history teachers know, understand and believe to be important about their nations¿... [more] The Comparing our Pasts (COP) project aimed to determine what Swedish and Australian pre-service history teachers know, understand and believe to be important about their nations¿ past. In this study pre-service history teachers were asked to write a short history of their nation in their own words without using outside sources of information. This article reports on a preliminary analysis of resulting texts, comparing and contrasting their conceptualisations of Sweden and Australia and what aspects of history were manifest in the analysed data. Given that the participant group is situated in two different national contexts, this study aims to analyse how the pre-service teachers¿ narratives of the nation can be understood as influenced by the national historical cultures of Sweden and Australia. The results show that the respondents¿ narratives expressed both similarities and differences that highlight the pertinence of a historical cultural approach to history education and pre-service history teacher training that may be linked to the differing national historical contexts. These results are then used to argue the importance of an awareness of historicity in order to highlight and stress how our views of and approaches to national history is contextually contingent. This poses a challenge to history teacher training both in Sweden and Australia.
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2017 |
Sharp H, Parkes R, Donnelly D, 'Competing discourses of national identity: History teacher education students perspectives of the kokoda and gallipoli campaigns', International Journal of Research on History Didactics, History Education and History Culture, 2017 73-94 (2017) [C1] This paper explores the narrative data collected as part of the Remembering Australia¿s Past (RAP) project. History teacher education students were invited to respond to the state... [more] This paper explores the narrative data collected as part of the Remembering Australia¿s Past (RAP) project. History teacher education students were invited to respond to the statement: Tell us the history of Australia in your own words. In the analysis of the submitted narratives we aim to explore how history teacher education students engage with the topics of the Gallipoli (First World War) and Kokoda (Second World War) military campaigns. From the 97 responses received, this paper analyses the twelve participant responses from those who included both the Gallipoli and Kokoda military campaigns as examples of key events in Australia¿s history, to determine the historical knowledge and types of representations that were included in their narratives. The results indicate that the national narratives of these pre-service teachers were significantly impacted by their high school History studies and their lived experiences.
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2016 | Donnelly DJ, 'Filmic Pedagogies in the Teaching of History: Research on and Recommendations for Using video in the Classroom', International Journal of Historical Learning, Teaching and Research, 14 113-123 (2016) [C1] | Nova | |||||||||
2016 |
Gavin AT, Donnelly D, Donnelly C, Drummond FJ, Morgan E, Gormley GJ, Sharp L, 'Effect of investigation intensity and treatment differences on prostate cancer survivor's physical symptoms, psychological well-being and health-related quality of life: a two country cross-sectional study.', BMJ Open, 6 e012952 (2016) [C1]
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2014 | Donnelly DJ, 'Using Feature Film in the Teaching of History: The Practitioner Decision-Making Dynamic', Journal of International Social Studies, 4 17-27 (2014) [C1] | Nova | |||||||||
2014 |
Parkes RJ, Donnelly D, 'Changing conceptions of historical thinking in History education: an Australian case study', Tempo e Argumento, 6 113-136 (2014) [C1]
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2014 | Grushka K, Donnelly DJ, Goodlad N, 'Visual Learning and Pre-Service Teachers in the Post-Literate Age', Australian Art Education, 36 40-55 (2014) [C1] | Nova | |||||||||
2014 | Grushka K, Donnelly D, Clement N, 'Digital Culture and neuroscience: A conversation with learning and curriculum.', Digital Culture & Education, 6 358-373 (2014) [C1] | Nova | |||||||||
2014 |
Parkes RJ, Donnelly DJ, 'Concepções em mudança do pensamento histórico no ensino da história: um estudo de caso australiano', Revista Tempo e Argumento, 6 137-161 (2014) [C1]
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2014 | Donnelly DJ, 'Using Feature Films in Teaching Historical Understanding: Research and Practice', Agora (Sungrapho), 49 4-12 (2014) [C1] | Nova | |||||||||
2013 |
Reynolds R, Brown JR, Donnelly D, Bradbery D, Ferguson-Patrick, Macqueen S, 'Teaching Global Education: Lessons Learned for Classroom Teachers', Ethos, 21 18-22 (2013) [C2]
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2013 | Donnelly DJ, 'Teaching history using feature films: Practitioner acuity and cognitive neuroscientific validation', INTERNATIONAL JOURNAL OF HISTORICAL LEARNING TEACHING AND RESEARCH, 12 16-27 (2013) [C1] | Nova | |||||||||
2010 | Grushka KM, Donnelly DJ, 'Digital technologies and performative pedagogies: Repositioning the visual', Digital Culture & Education (DCE), 2 83-102 (2010) [C1] | Nova | |||||||||
Show 27 more journal articles |
Conference (28 outputs)
Year | Citation | Altmetrics | Link | ||
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2023 |
Ledger S, Prieto E, Smith J, Ferguson-Patrick K, Roy D, Donnelly D, 'Mid-Career Teachers Who and why are people entering a profession under pressure?', Sydney (2023)
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2022 |
Ledger S, Prieto-Rodriguez E, Smith J, Roy D, Donnelly D, Innes M, Ferguson-Patrick K, 'Midcareer Transition to Teaching project', Melbourne (2022)
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2020 | Donnelly D, 'Integrating filmic pedagogies into the teaching and learning cycle', QUT, Kelvin Grove, Queensland (2020) | ||||
2014 |
Reynolds RM, Bradbery D, Brown J, Donnelly D, Ferguson Patrick K, Macqueen S, 'Building a Global Education perspective in teacher education', Abstracts. Pacific Circle Consortium Conference, Sydney (2014) [E3]
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2013 | Donnelly DJ, 'Pathways to disciplinary understanding: the utilization of feature films in history education.', Canadian Society for the Study of Education (CSSE), Victoria, Canada (2013) [E3] | ||||
2012 | Donnelly DJ, 'Feature film as historical representation: Lessons for and from the classroom', AARE 2012 Conference Proceedings & Program, Sydney, NSW (2012) [E3] | ||||
2012 | Donnelly DJ, Grushka KM, 'Digital global learning: The world of images, affect and new understandings', AARE 2012 Conference Proceedings & Program, Sydney, NSW (2012) [E1] | Nova | |||
2012 | Donnelly DJ, Grushka KM, 'Panopticism, pedagogy and playgrounds: 'Responsible' spaces in upper-primary school contexts', AARE 2012 Conference Proceedings & Program, Sydney, NSW (2012) [E3] | ||||
2012 |
Reynolds RM, Brown JR, Bradbery DR, Donnelly DJ, Ferguson-Patrick SK, MacQueen SE, 'Globalizing teacher training: Embedding global education perspectives in multi-disciplinary pre-service teacher programs', AARE 2012 Conference Proceedings & Program, Sydney, NSW (2012) [E1]
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2011 |
MacQueen SE, Ferguson-Patrick SK, Bradbery DR, Donnelly DJ, McLeod JC, Reynolds RM, 'Integrating global education with teacher education', BERA Annual Conference. Final Programme, London (2011) [E3]
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2010 | Donnelly DJ, 'Using digital technologies as a catalyst for the exploration of the visual in social education', Learning for Life: Sustainability, Global Citizenship and Social Justice. SEAA Biennial Conference with SASOSE Annual Conference. Paper Sessions - Full Abstracts, Adelaide, SA (2010) [E3] | ||||
2010 |
Reynolds RM, Bradbery DR, Donnelly DJ, Ferguson-Patrick SK, MacQueen SE, McLeod JC, 'Global education in teacher education - reflections on initiatives across programs in one university', Paper presented at National Council for the Social Studies conference, Denver, CO (2010) [E3]
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2010 |
Reynolds RM, Bradbery DR, Donnelly DJ, Ferguson-Patrick SK, MacQueen SE, McLeod JC, 'Teaching global education - individual stories of working the politics of teacher education', Paper presented to Collaborative Action Research Network conference, Cambridge, UK (2010) [E3]
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2010 |
Ferguson-Patrick SK, Bradbery DR, Donnelly DJ, MacQueen SE, McLeod JC, Reynolds RM, 'Global Education with pre-service primary teachers: an integrated approach', Paper presented to the Enhancing Learning Experiences in Higher Education: International Conference, Hong Kong (2010) [E3]
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2010 |
MacQueen SE, Bradbery DR, Donnelly DJ, Ferguson-Patrick SK, McLeod JC, Reynolds RM, 'Integrating for global education with preservice teachers', AARE International Education Research Conference - 2010, Melbourne, Vic (2010) [E3]
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2008 | Donnelly DJ, 'Role-playing, politics, citizenship and dressing up: Year 10's re-creations in the 1972 'It's Time' election', SEAA Conference Proceedings, Newcastle, NSW (2008) [E1] | Nova | |||
Show 25 more conferences |
Other (2 outputs)
Year | Citation | Altmetrics | Link | |||||
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2021 |
Parkes R, Donnelly D, 'The educational legacy of the history wars', ( issue.7). Basel, Switzerland: DeGruyter (2021)
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2014 |
Sharp HL, Donnelly DJ, 'Representations of World War I in Contemporary Children's Picture Books', ( pp.28-28). Auckland, New Zealand: Auckland University of Technology (2014) [O1]
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Report (2 outputs)
Year | Citation | Altmetrics | Link | ||
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2013 |
Grushka K, Bennett J, Parkes RJ, Beirne R, Donnelly D, Falzon C, et al., 'Visual media texts: Teaching and assessing the humanities & social sciences in a post-literate age', Centre for Learning and Teaching, 18 (2013) [R1]
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2013 |
Grushka KM, Bennett J, Parkes R, Beirne R, Donnelly D, Falzon C, et al., 'Visual Media Texts: Teaching and Assessing the Humanities and Social Sciences in a Post-literate Age', Faculty of Education and Arts, 17 (2013)
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Thesis / Dissertation (1 outputs)
Year | Citation | Altmetrics | Link |
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2013 | Donnelly DJ, Adventures in flawed time machines: Feature films, teacher pedagogy and deep historical understanding, Monash University (2013) |
Grants and Funding
Summary
Number of grants | 20 |
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Total funding | $1,297,638 |
Click on a grant title below to expand the full details for that specific grant.
20223 grants / $942,620
Technology-enhanced Mathematics Retraining for Quality Teaching$625,060
Funding body: NSW Department of Education
Funding body | NSW Department of Education |
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Project Team | Professor Elena Prieto-Rodriguez, Associate Professor Debra Donnelly, Professor Susan Ledger, Doctor Greg Preston |
Scheme | Teacher Retraining Grant |
Role | Investigator |
Funding Start | 2022 |
Funding Finish | 2023 |
GNo | G2200636 |
Type Of Funding | C2300 – Aust StateTerritoryLocal – Own Purpose |
Category | 2300 |
UON | Y |
NSW University Teacher Education Advanced Cohort: Mid-Career Program$266,517
Funding body: NSW Department of Education
Funding body | NSW Department of Education |
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Project Team | Professor Susan Ledger, Associate Professor Debra Donnelly, Robyn Gibson, Will Letts, Jackie Manuel, Professor Elena Prieto-Rodriguez, Doctor David Roy, Alyson Simpson, Doctor Jordan Smith, Daryl South, Melanie Sugumaran, Debra Talbot, Matthew Thomas, Jim Tognolini, Tace Vigliante, Matthew Winslade |
Scheme | Mid-Career Program Grant |
Role | Investigator |
Funding Start | 2022 |
Funding Finish | 2025 |
GNo | G2201017 |
Type Of Funding | C2400 – Aust StateTerritoryLocal – Other |
Category | 2400 |
UON | Y |
Enhancing professional placement in secondary school special and inclusive education contexts: An iterative research project$51,043
Funding body: Warners Bay High School
Funding body | Warners Bay High School |
---|---|
Project Team | Associate Professor Debra Donnelly, Doctor Judith Foggett |
Scheme | Research Grant |
Role | Lead |
Funding Start | 2022 |
Funding Finish | 2023 |
GNo | G2201245 |
Type Of Funding | C2400 – Aust StateTerritoryLocal – Other |
Category | 2400 |
UON | Y |
20203 grants / $119,227
Engaging with Traumatic Pasts: Investigating Effective and Affective Pedagogies for Social Inclusion and Reconciliation$70,000
Funding body: Faculty of Education and Arts, University of Newcastle
Funding body | Faculty of Education and Arts, University of Newcastle |
---|---|
Project Team | A/Prof Robert Parkes (Lead); A/Prof Heather Sharp; Dr Debra Donnelly; Dr Rachel Burke; |
Scheme | Research Programs Pilot Scheme |
Role | Investigator |
Funding Start | 2020 |
Funding Finish | 2021 |
GNo | |
Type Of Funding | Internal |
Category | INTE |
UON | N |
Giving voice to early career primary and secondary teachers: A critical appraisal and optimisation of professional placement regimes$35,916
Funding body: Warners Bay High School
Funding body | Warners Bay High School |
---|---|
Project Team | Associate Professor Debra Donnelly, Mr Marcus Neale |
Scheme | Research Grant |
Role | Lead |
Funding Start | 2020 |
Funding Finish | 2022 |
GNo | G2000973 |
Type Of Funding | C2400 – Aust StateTerritoryLocal – Other |
Category | 2400 |
UON | Y |
The role of museums as educative resources in preservice teachers' understandings of displacement$13,311
Funding body: Faculty of Education and Arts, University of Newcastle
Funding body | Faculty of Education and Arts, University of Newcastle |
---|---|
Project Team | Dr Debra Donnelly (Lead), Dr Rachel Burke and Dr Emma Shaw |
Scheme | Strategic Network and Pilot Project Grants Scheme |
Role | Lead |
Funding Start | 2020 |
Funding Finish | 2020 |
GNo | |
Type Of Funding | Internal |
Category | INTE |
UON | N |
20171 grants / $5,454
Future Teaching$5,454
Funding body: Kambala Public School
Funding body | Kambala Public School |
---|---|
Project Team | Associate Professor Ruth Reynolds, Mrs Deborah Bradbery, Doctor Jo Brown, Associate Professor Debra Donnelly, Doctor Kate Ferguson-Patrick, Doctor Suzanne Macqueen |
Scheme | Research Grant |
Role | Investigator |
Funding Start | 2017 |
Funding Finish | 2017 |
GNo | G1701031 |
Type Of Funding | C2400 – Aust StateTerritoryLocal – Other |
Category | 2400 |
UON | Y |
20161 grants / $15,000
FEDUA Early Career Fellowship$15,000
Funding body: University of Newcastle - Faculty of Education and Arts
Funding body | University of Newcastle - Faculty of Education and Arts |
---|---|
Scheme | Fellowship |
Role | Lead |
Funding Start | 2016 |
Funding Finish | 2016 |
GNo | |
Type Of Funding | Internal |
Category | INTE |
UON | N |
20153 grants / $26,236
Comparing Our Pasts (COP) International Pilot Study$15,000
Funding body: University of Newcastle - Faculty of Education and Arts
Funding body | University of Newcastle - Faculty of Education and Arts |
---|---|
Project Team | Associate Professor Robert Parkes, Associate Professor Debra Donnelly, Associate Professor Heather Sharp, Associate Professor Josephine May, Doctor Jill Barnes, Ms Vicki Parkes |
Scheme | Strategic Networks Grant |
Role | Investigator |
Funding Start | 2015 |
Funding Finish | 2015 |
GNo | G1500901 |
Type Of Funding | Internal |
Category | INTE |
UON | Y |
iANZAC: Young People's Visions of ANZAC$9,236
Funding body: Department of Veterans` Affairs
Funding body | Department of Veterans` Affairs |
---|---|
Project Team | Associate Professor Robert Parkes, Associate Professor Debra Donnelly, Doctor Kathryn Grushka, Associate Professor Heather Sharp, Ms Vicki Parkes |
Scheme | Anzac Centenary Local Grants Program |
Role | Investigator |
Funding Start | 2015 |
Funding Finish | 2015 |
GNo | G1400633 |
Type Of Funding | Other Public Sector - Commonwealth |
Category | 2OPC |
UON | Y |
History Educators International Research Network [HEIRNET] Conference, UCL Institute of Education, University of London, 7-9 September 2015$2,000
Funding body: University of Newcastle - Faculty of Education and Arts
Funding body | University of Newcastle - Faculty of Education and Arts |
---|---|
Project Team | Associate Professor Debra Donnelly |
Scheme | Travel Grant |
Role | Lead |
Funding Start | 2015 |
Funding Finish | 2015 |
GNo | G1500969 |
Type Of Funding | Internal |
Category | INTE |
UON | Y |
20142 grants / $42,987
Project to assess intercultural competency in preservice and in service teachers$27,987
Funding body: Professional Teachers Council of NSW
Funding body | Professional Teachers Council of NSW |
---|---|
Project Team | Associate Professor Ruth Reynolds, Mrs Deborah Bradbery, Doctor Jo Brown, Associate Professor Debra Donnelly, Doctor Kate Ferguson-Patrick, Doctor Suzanne Macqueen |
Scheme | Global Education Project NSW |
Role | Investigator |
Funding Start | 2014 |
Funding Finish | 2015 |
GNo | G1400717 |
Type Of Funding | Other Public Sector - Commonwealth |
Category | 2OPC |
UON | Y |
Historical Experience, Representation, Media, Education, Society$15,000
Funding body: University of Newcastle - Faculty of Education and Arts
Funding body | University of Newcastle - Faculty of Education and Arts |
---|---|
Project Team | Associate Professor Robert Parkes, Associate Professor Debra Donnelly, Doctor Catherine Hart, Associate Professor Josephine May, Associate Professor Heather Sharp |
Scheme | Strategic Networks Grant |
Role | Investigator |
Funding Start | 2014 |
Funding Finish | 2014 |
GNo | G1400959 |
Type Of Funding | Internal |
Category | INTE |
UON | Y |
20131 grants / $1,500
Canadian Society for the Study of Education (CSSE), Vancouver Canada, 1-5 June 2013$1,500
Funding body: University of Newcastle - Faculty of Education and Arts
Funding body | University of Newcastle - Faculty of Education and Arts |
---|---|
Project Team | Associate Professor Debra Donnelly |
Scheme | Travel Grant |
Role | Lead |
Funding Start | 2013 |
Funding Finish | 2013 |
GNo | G1300643 |
Type Of Funding | Internal |
Category | INTE |
UON | Y |
20103 grants / $116,355
Global Education in Teacher Education$100,035
Funding body: AusAID (Australian Agency for International Development)
Funding body | AusAID (Australian Agency for International Development) |
---|---|
Project Team | Associate Professor Ruth Reynolds, Mrs Deborah Bradbery, Associate Professor Debra Donnelly, Doctor Kate Ferguson-Patrick, Doctor Suzanne Macqueen, Doctor Julie McLeod |
Scheme | Global Education Program |
Role | Investigator |
Funding Start | 2010 |
Funding Finish | 2015 |
GNo | G1000821 |
Type Of Funding | Other Public Sector - Commonwealth |
Category | 2OPC |
UON | Y |
Gosford High School, Building on our Strengths, Motivation and Engagement in Year 9 and 10$15,500
Funding body: Gosford High School
Funding body | Gosford High School |
---|---|
Project Team | Doctor Deborah Hartman, Doctor Victoria Clay, Associate Professor Debra Donnelly, Ms Margaret Martin |
Scheme | Research Grant |
Role | Investigator |
Funding Start | 2010 |
Funding Finish | 2011 |
GNo | G1000931 |
Type Of Funding | Other Public Sector - State |
Category | 2OPS |
UON | Y |
SEAA Biennial Conference 2010, Adelaide, 18-21 February 2010$820
Funding body: University of Newcastle - Faculty of Education and Arts
Funding body | University of Newcastle - Faculty of Education and Arts |
---|---|
Project Team | Associate Professor Debra Donnelly |
Scheme | Travel Grant |
Role | Lead |
Funding Start | 2010 |
Funding Finish | 2011 |
GNo | G0900134 |
Type Of Funding | Internal |
Category | INTE |
UON | Y |
20082 grants / $26,759
2008 Equity Research Fellowship - Teaching Relief$22,239
Funding body: University of Newcastle
Funding body | University of Newcastle |
---|---|
Project Team | Associate Professor Debra Donnelly |
Scheme | Equity Research Fellowship |
Role | Lead |
Funding Start | 2008 |
Funding Finish | 2008 |
GNo | G0188330 |
Type Of Funding | Internal |
Category | INTE |
UON | Y |
2008 Equity Research Fellowship - Research Grant$4,520
Funding body: University of Newcastle
Funding body | University of Newcastle |
---|---|
Project Team | Associate Professor Debra Donnelly |
Scheme | Equity Research Fellowship |
Role | Lead |
Funding Start | 2008 |
Funding Finish | 2008 |
GNo | G0188213 |
Type Of Funding | Internal |
Category | INTE |
UON | Y |
20071 grants / $1,500
New Staff Grant 07$1,500
Funding body: University of Newcastle
Funding body | University of Newcastle |
---|---|
Project Team | Associate Professor Debra Donnelly |
Scheme | New Staff Grant |
Role | Lead |
Funding Start | 2007 |
Funding Finish | 2007 |
GNo | G0188251 |
Type Of Funding | Internal |
Category | INTE |
UON | Y |
Research Supervision
Number of supervisions
Current Supervision
Commenced | Level of Study | Research Title | Program | Supervisor Type |
---|---|---|---|---|
2024 | PhD | Developing The Skills And Capabilities Of Early Career Teachers Through Strength-Based Mentoring | PhD (Education), College of Human and Social Futures, The University of Newcastle | Principal Supervisor |
2022 | PhD | Engaging Young Adult Audiences: An Investigation in Museum Education from an Instructional Perspective | PhD (Education), College of Human and Social Futures, The University of Newcastle | Co-Supervisor |
2020 | PhD | Digging Deeper: An Archaeological Education for Secondary Students in NSW. Investigating Real Archaeology in Ancient History Education; Its Function, History, Integration and Use in Secondary Schools | PhD (Education), College of Human and Social Futures, The University of Newcastle | Principal Supervisor |
2019 | PhD | Using Historical Sources and Representations in the Teaching of Secondary School History in NSW: Teaching Methodologies and Historical Understanding | PhD (Education), College of Human and Social Futures, The University of Newcastle | Principal Supervisor |
2017 | PhD | The Autoethnography of a History Teacher: Transformation, Pedagogy, Historical Consciousness, and Teaching History Extension in New South Wales, Australia. | PhD (Education), College of Human and Social Futures, The University of Newcastle | Co-Supervisor |
Past Supervision
Year | Level of Study | Research Title | Program | Supervisor Type |
---|---|---|---|---|
2023 | PhD | Integrating the NSW 7-10 History Syllabus' Skills and Concepts Prescriptions | PhD (Education), College of Human and Social Futures, The University of Newcastle | Principal Supervisor |
2023 | PhD | Visual Arts Educators and their Communities of Practice: Reterritorialization in the Teacher Professional Landscape | PhD (Education), College of Human and Social Futures, The University of Newcastle | Co-Supervisor |
2022 | PhD | Teachers’ Perceptions of the Educational Opportunities and Challenges for Gifted Girls in the Kingdom of Saudi Arabia (KSA) | PhD (Education), College of Human and Social Futures, The University of Newcastle | Co-Supervisor |
2022 | PhD | Enacting the Curriculum: Ghanaian Teachers’ Epistemic Understanding and Pedagogical Practices of History Teaching | PhD (Education), College of Human and Social Futures, The University of Newcastle | Principal Supervisor |
2020 | PhD | History Teachers’ Disciplinary and Pedagogical Reasoning and the Empirics of Classroom Pedagogy in Ghana | PhD (Education), College of Human and Social Futures, The University of Newcastle | Principal Supervisor |
2018 | PhD | Thinking Outside Borders: Exploring how the History Classroom can be a Space to Foster Ideas of Critical, Post-National Citizenship | PhD (Education), College of Human and Social Futures, The University of Newcastle | Co-Supervisor |
2018 | PhD | Life in the `Past Lane': An Exploration of the Motives and Metahistorical Understanding of Family History Researchers | PhD (Education), College of Human and Social Futures, The University of Newcastle | Co-Supervisor |
News
News • 7 Aug 2020
Home grown Historical Encounters journal achieves Q1 ranking
The independent journal Historical Encounters, led by Acting Head of the School of Education, Associate Professor Robert Parkes (as Editor-in-Chief) and published by the University of Newcastle’s History Education Research Network (HERMES) has recently achieved an outstanding milestone with a Q1 ranking in the Scimago Journal Rankings.
News • 12 May 2016
2016 FEDUA Fellows
Congratulations to our 2016 FEDUA Fellows: Dr Tamara Blakemore, Dr Debra Donnelly and Dr Narelle Eather.
News • 6 Nov 2014
Capturing young people’s visions of ANZAC
The University of Newcastle's (UON) Historical Experience, Representation, Media, Education and Society Research Network (HERMES) has been awarded an ANZAC Centenary Grant to capture and disseminate what ANZAC means to young Australians and their communities.
News • 1 Jul 2014
UON Research Group Launches World-class Journal
The University of Newcastle's Historical Experience, Representation, Media, Education, and Society (HERMES) Research Group has launched its inaugural issue of Historical Encounters.
Associate Professor Debra Donnelly
Position
Associate Professor
Secondary HSIE Education
School of Education
College of Human and Social Futures
Focus area
History
Contact Details
debra.donnelly@newcastle.edu.au | |
Phone | (02) 4921 6231 |
Fax | (02) 4921 7887 |
Office
Room | V122 |
---|---|
Building | V Building |
Location | Callaghan University Drive Callaghan, NSW 2308 Australia |