Staff Profile
Career Summary
Biography
Since leaving teaching after 22 years of service in primary and secondary schools in 1998, I have undertaken research in Canada, the United States and Singapore. I have contributed sociological perspectives to literacy and literacy education, curriculum theory and design, and professional learning and school reform. As a Early Career Researcher, I won a competitive grant from the Spencer Foundation in 2001 (US$30 000). Before joining the University of Newcastle, I was the prime investigator for two large intervention research projects in Singapore (S$ 850 000). My most recent research focuses on developing teacher capacity across subject areas through building the conditions necessary in schools for innovative teaching and improved student performance.
Qualifications
- Doctor of Philosophy (Curriculum and Instruction), Pennsylvania State University - USA, 31/12/1999
- Master of Education (Literacy Education), Mount Saint Vincent University - Canada, 31/12/1996
- Bachelor of Education, Dalhousie University - Canada, 31/12/1974
- Bachelor of Arts (Philosophy), Trent University - Canada, 31/12/1972
Research
Research keywords
- Bourdieu
- Curriculum Studies
- Literacy Education
- Multiliteracies
- Professional Development
- Qualitative Research
- School Reform
- Teacher Education
Research expertise
How Professor James Albright conceptualises his research in English education, and pedagogy and schooling in general owes a debt to French sociologist, Pierre Bourdieu. His research continues to clarify, broaden and deepen his use of Bourdieusian theories and methodologies, especially field analysis. A Bourdieusian stance can enable a powerful sociological and cultural analysis, enabling researchers, teachers and students to engage with and transform available capital, social fields, and systems of exchange.
Professor Albright is interested in how principled and practicable relations can be drawn from Bourdieusian concepts and models to help us understand the peculiar economy of texts and textual practices circulating in disciplinary fieldshow texts are produced and how they are described, interpreted and explained. This interest has been at the heart of his most recent writing on multiliteracies and disciplinarity and has focused on his continuing research in literacy education, curriculum studies, professional development, school reform, and qualitative research.
Over the past few years Professor Albright has worked on innovations projects whose broad goals have been to improve our understanding of the impact of current pedagogical practices, institutional arrangements, and assessment regimes on student outcomes. His understanding of the relevant research suggests that this is best achieved through building teacher capacity through supporting schools as professional learning communities.
Languages
- English
- French
Fields of Research
| Code | Description | Percentage |
|---|---|---|
| 130204 | English And Literacy Curriculum And Pedagogy (Excl. Lote, Esl And Tesol) | 60 |
| 130313 | Teacher Education And Professional Development Of Educators | 30 |
| 080599 | Distributed Computing Not Elsewhere Classified | 10 |
Memberships
Editorial Board.
- Member - Pedagogies
- Member - Digital Culture & Education
Appointments
| Director Newcastle Institute for Research in Education (Australia) | 01/10/2009 |
Invitations
| Guest Editor English Teaching: Practice and Critique, New Zealand ( ) | 2009 |
Collaboration
How I conceptualizing my research in English education, and pedagogy and schooling in general owes a debt to French sociologist, Pierre Bourdieu. My research continues to clarify, broaden and deepen my use of Bourdieusian theories and methodologies, especially field analysis. A Bourdieusian stance can enable a powerful sociological and cultural analysis, enabling researchers, teachers and students to engage with and transform available capital, social fields, and systems of exchange. I am interested in how principled and practicable relations can be drawn from Bourdieusian concepts and models to help us understanding the peculiar economy of texts and textual practices circulating in disciplinary fieldshow texts are produced and how they are described, interpreted and explained. This interest has been at the heart of my most recent writing on multiliteracies and disciplinarity and has focused on my continuing research in literacy education, curriculum studies, professional development, school reform, and qualitative research. Over the past few years I have worked on innovations projects whose broad goals have been to improve our understanding of the impact of current pedagogical practices, institutional arrangements, and assessment regimes on student outcomes. My understanding of the relevant research suggests that this is best achieved through building teacher capacity through supporting schools as professional learning communities.
Grants and Funding
Summary
| Number of grants | 6 |
|---|---|
| Total funding | $1,150,680 |
For project grants received where the lead institution is other than the University of Newcastle, details are shown in italics.
Click on a grant title below to expand the full details for that specific grant.
2012 (2 grants)
Targeting educational and career aspirations in the middle years of schooling: Understanding complexity for increased equity$634,880
Funding Body: ARC (Australian Research Council)
| Project Team | ||
|---|---|---|
| Professor Jennifer Gore, Professor Jim Albright, Doctor Erica Southgate, Doctor Kathryn Holmes, Professor Max Smith, Mrs Michelle Heaney | ||
| Scheme | Role | |
| Linkage Projects | Investigator | |
| Total Amount | Funding Start | Funding Finish |
| $634,880 | 2012 | 2015 |
| GNo:G1100473 | ||
Targeting educational and career aspirations in the middle years of schooling: Understanding complexity for increased equity$379,991
Funding Body: NSW Department of Education and Training
| Project Team | ||
|---|---|---|
| Professor Jennifer Gore, Professor Jim Albright, Doctor Erica Southgate, Doctor Kathryn Holmes, Professor Max Smith | ||
| Scheme | Role | |
| Linkage Projects Partner funding | Investigator | |
| Total Amount | Funding Start | Funding Finish |
| $379,991 | 2012 | 2015 |
| GNo:G1100711 | ||
2011 (2 grants)
Peopling Educational Policy: Realising the new Australian English and Mathematics Curricula$93,429
Funding Body: ARC (Australian Research Council)
| Project Team | ||
|---|---|---|
| Professor Peter Sullivan, Professor Peter Freebody, Professor Jim Albright, Professor Douglas Clarke, Professor Lesley Farrell, Professor David Clarke | ||
| Scheme | Role | |
| Linkage Projects | Chief Investigator | |
| Total Amount | Funding Start | Funding Finish |
| $93,429 | 2011 | 2013 |
| GNo:G1001056 | ||
3rd Paris International Conference on Education, Economy and Society, Hotel Concorde la Fayette, Paris, France, 20 - 23 July 2011$880
Funding Body: University of Newcastle - Faculty of Education and Arts
| Project Team | ||
|---|---|---|
| Professor Jim Albright | ||
| Scheme | Role | |
| Travel Grant | Chief Investigator | |
| Total Amount | Funding Start | Funding Finish |
| $880 | 2011 | 2012 |
| GNo:G1100643 | ||
2010 (2 grants)
DVCR Special Grant 2010$40,000
Funding Body: University of Newcastle
| Project Team | ||
|---|---|---|
| Professor Hugh Craig, Professor Jim Albright, Professor Stephen Webb, Doctor Elyssa Joy | ||
| Scheme | Role | |
| Special Project Grant | Investigator | |
| Total Amount | Funding Start | Funding Finish |
| $40,000 | 2010 | 2010 |
| GNo:G1000721 | ||
British Educational Research Association (BERA) Annual Conference 2010, University of Warwick, 1 - 4 September 2010$1,500
Funding Body: University of Newcastle - Faculty of Education and Arts
| Project Team | ||
|---|---|---|
| Professor Jim Albright | ||
| Scheme | Role | |
| Travel Grant | Chief Investigator | |
| Total Amount | Funding Start | Funding Finish |
| $1,500 | 2010 | 2011 |
| GNo:G1000650 | ||
Research Supervision
| Number of current supervisions | 13 |
|---|---|
| Total current UoN Masters EFTSL | 0.45 |
| Total current UoN PhD EFTSL | 3.85 |
For supervisions undertaken at an institution other that the University of Newcastle, details are shown in italics, and the institution name is listed below the program name.
Current Supervision
| Commenced | Proposed Completion | Program | Supervisor Type | Research Title |
|---|---|---|---|---|
| 2013 | 2017 | M Philosophy (Education) | Co-Supervisor | On This 'Full Sea', Created by Significant National and State School Education Reforms, What is the Impact of the Implementation of the NSW Syllabus for the Australian Curriculum English Stage 4 & 5 on the Quality of Teaching, Teacher Identity and Perceptions as Agents of Change, and Student Perceptions of Themselves a |
| 2013 | 2015 | PhD (Education) | Principal Supervisor | Media Arts K-6 Education: Learning Spaces, Learning Connections and Arts Knowing |
| 2012 | 2016 | M Philosophy (Education) | Principal Supervisor | The Correlation of School Leadership Behaviours with Student Educational and Career Aspirations |
| 2012 | 2016 | PhD (Education) | Principal Supervisor | Developing a Communicative EFL Syllabus for Vietnamese Universities: A Case Study of Action Research in CEF-Based Design at HOU |
| 2012 | 2016 | PhD (Education) | Principal Supervisor | Achieving Cultural Competence in English Communicative Teaching Classrooms in Vietnam: A Study From an Intercultural Communicative Competence Perspective |
| 2012 | 2018 | PhD (Education) | Principal Supervisor | How is the idea of an education revolution understood at different times in Australian History |
| 2011 | 2015 | PhD (Education) | Co-Supervisor | Mathematics Achievement Levels and Experiences of Chinese Migrant Workers' Children in Primary Schools: Teachers' Expectations and Practices |
| 2011 | 2014 | PhD (Education) | Principal Supervisor | Multiliteracies in the Field of Curriculum Theory |
| 2010 | 2014 | PhD (Education) | Principal Supervisor | The study of the use of ICT blended instruction in the teaching of English in a Thai University |
| 2010 | 2014 | PhD (Education) | Co-Supervisor | Identity Construction of Ethnic Minority Mongolian University Students in China |
| 2010 | 2015 | PhD (Education) | Principal Supervisor | A History of Scientific Literacy as a Goal of Primary School Science in Australia |
| 2009 | 2014 | PhD (Education) | Co-Supervisor | A Study of School and Aboriginal Community Collaboration and its effect on Teacher Professional Knowledge |
| 2005 | 2013 | PhD (Education) | Co-Supervisor | Are You Still Playing? An Analysis of the Field of Australian Boys' Education |
Professor (Jim) Albright
| Work Phone | (02) 4921 6738 |
|---|---|
| Fax | (02) 4921 7887 |
| James.Albright@newcastle.edu.au | |
| Position | Professor Educational Research Institute Newcastle (ERIN) School of Education Faculty of Education and Arts |
| Office | GP 125, General Purpose Building, Callaghan University Drive Callaghan NSW 2308 Australia |
| URL: | www.newcastle.edu.au/profile/james-albright |
Research Networks
