Staff Profile

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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

CodeDescriptionPercentage
130204English And Literacy Curriculum And Pedagogy (Excl. Lote, Esl And Tesol)60
130313Teacher Education And Professional Development Of Educators30
080599Distributed Computing Not Elsewhere Classified10

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.

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Highlighted Publications

For publications that are currently unpublished or in-press, details are shown in italics.

YearCitationAltmetricsLink
2008Albright J, Luke A, Pierre Bourdieu and Literacy Education, Routledge, London, United Kingdom, 392 (2008) [A3]

A unique deepening of our current understanding of Bourdieusian theorizing in education policy and practice, bringing together an impressive group of international literacy scholars.

2006Albright J, 'Literacy Education after Bourdieu', The American Journal of Semiotics, 22 107-128 (2006) [C1]

Bringing together Bourdieusian theorizing and Fairclough's Critical Discourse Analysis, this paper provides a new sociological grounding for a pedagogical framework for doing discourse analysis.

2007Albright J, Walsh CS, Purohit K, 'Towards a theory of practice: Critical Transdisciplinary Multiliteracies', Research on Sociocultural Influences on Motivation and Learning, 7, Standards in Education, Information Age Publishing, Charlotte, North Carolina, United States of America 93-115 (2007) [B1]

This paper provides a detailed framework and description of a new approach to transdisciplinary teaching that applies insights from research in critical and visual semiotics, mutltiliteracies and New Literacy Studies.

2010Towndrow PA, Silver RE, Albright JJ, 'Setting expectations for educational innovations', Journal of Educational Change, 11 425-455 (2010) [C1]

Using data from 3 professional development projects, this paper tests Cohen and Balls (2008) implementation assessment schema.

2009Albright JJ, Kramer-Dahl A, 'The legacy of instrumentality in policy and pedagogy in the teaching of English: The case of Singapore', Research Papers in Education, 24 201-222 (2009) [C1]

This paper reports research findings relating to the long-term effects of instrumental policy on Singaporean secondary English pedagogy and professional development at the macro and micro levels.

2007Kwek D, Albright J, Kramer-Dahl A, 'Building teachers' creative capabilities in Singapore's English classrooms: A way of contesting pedagogical instrumentality', Literacy, 41 71-78 (2007) [C1]

This paper describes a critical stance to the development of students creativity can be enhanced in the Singaporean secondary English classroom.

2006Albright J, Walsh CS, Purohit K, 'Hybridity, Globalization and Literacy Education in the Context of NYC's Chinatown', Pedagogies: an international journal, 1 221-241 (2006) [C1]

This paper reports on a highly productive collaborative professional development project in two Year 8 classrooms in New York's Chinatown.

Publications

For publications that are currently unpublished or in-press, details are shown in italics.

Click on a category title below to expand the list of citations for that specific category.

Book (2 outputs)

YearCitationAltmetricsLink
2012Carlson DL, Albright JJ, Composing a care of the self: A critical history of writing assessment in Secondary English Education, Sense Publishers, Rotterdam, The Netherlands, 252 (2012) [A1]
2008Albright J, Luke A, Pierre Bourdieu and Literacy Education, Routledge, London, United Kingdom, 392 (2008) [A3]

A unique deepening of our current understanding of Bourdieusian theorizing in education policy and practice, bringing together an impressive group of international literacy scholars.

Chapter (5 outputs)

YearCitationAltmetricsLink
2008Albright J, 'Problematics and generative possibilities', Pierre Bourdieu and Literacy Education, Routledge, London, United Kingdom 11-32 (2008) [B1]
2008Albright JJ, 'Learning from Our Failures.', Pierre Bourdieu and Literacy Education, Routledge, London, United Kingdom 319-345 (2008) [B1]
2008Albright J, Luke A, 'Introduction: Renewing the cultural politics of literacy education', Pierre Bourdieu and Literacy Education, Routledge, London, United Kingdom 3-11 (2008) [B1]
2007Albright J, Walsh CS, Purohit K, 'Towards a theory of practice: Critical Transdisciplinary Multiliteracies', Research on Sociocultural Influences on Motivation and Learning, 7, Standards in Education, Information Age Publishing, Charlotte, North Carolina, United States of America 93-115 (2007) [B1]

This paper provides a detailed framework and description of a new approach to transdisciplinary teaching that applies insights from research in critical and visual semiotics, mutltiliteracies and New Literacy Studies.

2005Albright J, Purohit K, Walsh CS, 'Multimodal reading and design in a cross-disciplinary curriculum theorizing', Redesigning pedagogy and reflection on theory and practice, Sense Publishers, Rotterdam, Netherlands 3-18 (2005) [B1]
Show 2 more

Journal article (17 outputs)

YearCitationAltmetricsLink
2013Holmes K, Clement J, Albright J, 'The complex task of leading educational change in schools', School Leadership & Management, 33 270-283 (2013) [C1]
2013Gerrard J, Albright J, Clarke DJ, Clarke DM, Farrell L, Freebody P, Sullivan P, 'Researching the creation of a national curriculum from systems to classrooms', Australian Journal of Education, 57 60-73 (2013) [C1]
2013Albright J, Knezevic L, Farrell L, 'Everyday practices of teachers of English: A survey at the outset of national curriculum implementation', Australian Journal of Language & Literacy, 36 111-120 (2013) [C1]
2012Albright JJ, Clement JJ, Holmes KA, 'School change and the challenge of presentism', Leading & Managing, 18 78-90 (2012) [C1]

Co-authors: Kathryn Holmes

2012Sullivan P, Clarke DM, Albright JJ, Clarke DJ, Farrell L, Freebody P, Michels D, 'Teachers' planning processes: Seeking insights from Australian teachers', Australian Primary Mathematics Classroom, 17 4-8 (2012) [C1]
2011Albright JJ, 'Re-membering the body in English Education', English Teaching, 10 1-8 (2011) [C1]
2011Albright JJ, 'Editorial: Education: A journal for its time', Education, 1 1-3 (2011) [C3]
2011Albright JJ, 'Focus: Literacy(ies) and the Body', English Teaching: Practice and Critique, 10 1 (2011) [C6]
2010Towndrow PA, Silver RE, Albright JJ, 'Setting expectations for educational innovations', Journal of Educational Change, 11 425-455 (2010) [C1]

Using data from 3 professional development projects, this paper tests Cohen and Balls (2008) implementation assessment schema.

2009Albright JJ, Kramer-Dahl A, 'The legacy of instrumentality in policy and pedagogy in the teaching of English: The case of Singapore', Research Papers in Education, 24 201-222 (2009) [C1]

This paper reports research findings relating to the long-term effects of instrumental policy on Singaporean secondary English pedagogy and professional development at the macro and micro levels.

2008Albright J, Towndrow PA, Kwek D, Tan A-L, 'Identity and agency in science education: reflections from the far side of the world', Computer Systems Science and Engineering, 3 145-156 (2008) [C1]
2007Kwek D, Albright J, Kramer-Dahl A, 'Building teachers' creative capabilities in Singapore's English classrooms: A way of contesting pedagogical instrumentality', Literacy, 41 71-78 (2007) [C1]

This paper describes a critical stance to the development of students creativity can be enhanced in the Singaporean secondary English classroom.

2006Albright J, 'Literacy Education after Bourdieu', The American Journal of Semiotics, 22 107-128 (2006) [C1]

Bringing together Bourdieusian theorizing and Fairclough's Critical Discourse Analysis, this paper provides a new sociological grounding for a pedagogical framework for doing discourse analysis.

2006Albright J, Walsh CS, Purohit K, 'Hybridity, Globalization and Literacy Education in the Context of NYC's Chinatown', Pedagogies: an international journal, 1 221-241 (2006) [C1]

This paper reports on a highly productive collaborative professional development project in two Year 8 classrooms in New York's Chinatown.

2006Albright J, Walsh CS, Purohit K, 'Response to Bettina Fabos', Pedagogies: an international journal, 1 247-252 (2006) [C1]
2005Albright J, 'Review of Dislocations/Relocations: Narratives of Displacement [Baynham, M. and De Fina, A. (Eds.)]', Multilingual Matters, 261-261 (2005) [C3]
2003Albright J, Walsh CS, 'Jamming visual culture: The Grammar of Visual Design and Critical Literacy', Literacy Learning: The Middle Years, 11 15-21 (2003) [C1]
Show 14 more

Conference (14 outputs)

YearCitationAltmetricsLink
2014Gore J, Holmes K, Smith M, Ellis H, Albright J, Southgate E, Berger N, 'On the relationship between socio-economic status and educational and career aspirations in the middle years of schooling', American Educational Research Association 2014 Annual Meeting, Philadelphia, Pennsylvania, USA (2014)
2013Gore J, Smith M, Holmes K, Albright J, Southgate E, Berger N, Ellis H, '"I want to be a teacher because I like bossing people around." An initial cross-sectional analysis of student data from the Aspirations Longitudinal Study', Australian Association for Research in Education Conference 2013, Adelaide, SA, Australia (2013) [E3]
2012Albright JJ, Gore JM, Smith MW, Southgate EL, Holmes KA, Ellis H, 'Operationalising educational and career aspirations in the middle years of schooling', AARE 2012 Conference Proceedings & Program, Sydney, NSW (2012) [E3]
2012Albright JJ, 'English teachers' responses to the Australian Curriculum', Conference Programme. Five Bells. English Teachers' National Conference 2012, Sydney, NSW (2012) [E3]
2012Albright JJ, Gore JM, Smith MW, Southgate EL, Holmes KA, Ellis H, 'Conceptualising educational and career aspirations in the middle years of schooling', AARE 2012 Conference Proceedings & Program, Sydney, NSW (2012) [E3]
2012Albright JJ, Knezevic LA, 'Australian Curriculum: English - what the teachers are saying', AARE 2012 Conference Proceedings & Program, Sydney, NSW (2012) [E3]
2012Albright JJ, Knezevic LA, 'Australian Curriculum: English - Leadership negotiating curriculum change', AARE 2012 Conference Proceedings & Program, Sydney, NSW (2012) [E3]
2012Carlson D, Albright JJ, 'Composing a care of the self: A critical history of writing assessment in secondary english education', AARE 2012 Conference Proceedings & Program, Sydney, NSW (2012) [E3]
2012Smith MW, Gore JM, Albright JJ, Southgate EL, Holmes KA, Ellis H, 'Contextualising variations in educational and career aspirations in the middle years of schooling', AARE 2012 Conference Proceedings & Program, Sydney, NSW (2012) [E3]
2011Albright JJ, Fagan SJ, Ross AM, 'Establishing research into enabling program outcomes at the University of Newcastle', Proceedings of the 1st International Australasian Conference on Enabling Access to Higher Education, Adelaide, SA (2011) [E2]
2010Albright JJ, Walsh C, 'Multiliteracies as a transdisciplinary curriculum practice', AARE 2009 Conference Proceedings, Canberra (2010) [E2]
2010Albright JJ, 'Measuring change in understanding: Assessing understanding when using an Understanding by Design framework for professional development', British Educational Research Association BERA Annual Conference 2010, Coventry UK (2010) [E3]
2010Albright JJ, Walsh C, 'Multiliteracies as transdisciplinary curriculum practice', British Educational Research Association BERA Annual Conference 2010, Coventry UK (2010) [E3]
2010Albright JJ, 'Contenting with educational disadvantage in the global city: Singapore's normal technical stream', British Educational Research Associations BERA Annual Conference 2010, Coventry UK (2010) [E3]
Show 11 more

Report (5 outputs)

YearCitationAltmetricsLink
2009Kramer-Dahl A, Albright J, '"Building Communities of Readers among Teachers: A Reading Innovation Project for Singapore's Secondary English Teachers Intervention Project Technical Report."' (2009)
2009Albright J, 'TAFE NSW Hunter Institute and University of Newcastle Report and Recommendations On the Draft Technical Proposal NAM347 and Polytechnic of Namibia NTA NVET Trainer Programme' (2009)
2008Kramer-Dahl A, Albright J, '"Evaluation of MOE's Niches of Excellence Programme."' (2008)
2008Albright J, '"Teachers' Espoused Beliefs: links to practice"' (2008)
2008Albright J, '"Building Teacher Capacity in Curriculum and Pedagogical Design in Normal Technical Classrooms Intervention Project Technical Report."' (2008)
Show 2 more
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Grants and Funding

Summary

Number of grants8
Total funding$1,161,430

- Indicates that the researcher may be seeking students for this project.

Click on a grant title below to expand the full details for that specific grant.

2014 (1 grants)

Are Australian Schools Socially Stratified?$10,000
Funding Body: University of Newcastle

Project Team
Associate Professor James Ladwig, Professor Jim Albright
SchemeRole
Near Miss GrantInvestigator
Total AmountFunding StartFunding Finish
$10,00020142014
GNo:G1301385

2013 (1 grants)

AARE 2013 (Australian Association for Research in Education), Adelaide Australia, 1-5 December 2013$750
Funding Body: University of Newcastle - Faculty of Education and Arts

Project Team
Professor Jim Albright
SchemeRole
Travel GrantChief Investigator
Total AmountFunding StartFunding Finish
$75020132013
GNo:G1301228

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
SchemeRole
Linkage ProjectsInvestigator
Total AmountFunding StartFunding Finish
$634,88020122015
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
SchemeRole
Linkage Projects Partner fundingInvestigator
Total AmountFunding StartFunding Finish
$379,99120122015
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
SchemeRole
Linkage ProjectsChief Investigator
Total AmountFunding StartFunding Finish
$93,42920112013
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
SchemeRole
Travel GrantChief Investigator
Total AmountFunding StartFunding Finish
$88020112011
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
SchemeRole
Special Project GrantInvestigator
Total AmountFunding StartFunding Finish
$40,00020102010
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
SchemeRole
Travel GrantChief Investigator
Total AmountFunding StartFunding Finish
$1,50020102010
GNo:G1000650
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Research Supervision

Number of current supervisions14
Total current UoN Masters EFTSL0.4
Total current UoN PhD EFTSL5.05

For supervisions undertaken at an institution other that the University of Newcastle, the institution name is listed below the program name.

Current Supervision

CommencedProposed
Completion
ProgramSupervisor TypeResearch Title
20142018PhD (Education)Co-SupervisorA Comparative Study Between Singapore and Australia's Education Culture and How They Shape Society
20142018PhD (Education)Principal SupervisorExtensive Reading in Bangladeshi English Lessons: An Exploration into the Australian EFL Classroom
20142018PhD (Education)Principal SupervisorThe Influence of Socio-Economic Status on Student Educational and Career Aspirations in the Middle School Years
20142018PhD (Education)Principal SupervisorThe Representation of Life Outside Vietnam in 1st Year Technical University Textbooks and its Influence on Learners' Cultural Competence in English Learning
20132017M Philosophy (Education)Co-SupervisorOn 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
20132015PhD (Education)Principal SupervisorMedia Arts K-6 Education: Learning Spaces, Learning Connections and Arts Knowing
20122017M Philosophy (Education)Principal SupervisorThe Correlation of School Leadership Behaviours with Student Educational and Career Aspirations
20122016PhD (Education)Principal SupervisorDeveloping a Communicative EFL Syllabus for Vietnamese Universities: A Case Study of Action Research in CEF-Based Design at HOU
20122016PhD (Education)Principal SupervisorAchieving Cultural Competence in English Communicative Teaching Classrooms in Vietnam: A Study From an Intercultural Communicative Competence Perspective
20122018PhD (Education)Principal SupervisorHow is the idea of an education revolution understood at different times in Australian History
20112015PhD (Education)Co-SupervisorMathematics Achievement Levels and Experiences of Chinese Migrant Workers' Children in Primary Schools: Teachers' Expectations and Practices
20112014PhD (Education)Principal SupervisorMultiliteracies in the Field of Curriculum Theory
20102014PhD (Education)Principal SupervisorThe Study of the Use of ICT Blended Instruction in the Teaching of English in a Thai University
20102015PhD (Education)Principal SupervisorA History of Scientific Literacy as a Goal of Primary School Science in Australia

Past Supervision

YearProgramSupervisor TypeResearch Title
2014PhD (Education)Principal SupervisorEducating Boys: What's Your Problem?
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Professor James (Jim) Albright

Work Phone01 4921 5901
Fax(02) 4921 7887
Email
PositionProfessor
School of Education
School of Education
Faculty of Education and Arts
The University of Newcastle, Australia
Focus AreaEducation
Office
HC 65,
Hunter Building,
Callaghan
University Drive
Callaghan NSW 2308
Australia
URL:www.newcastle.edu.au/profile/james-albright