Professor Jim Albright

Professor Jim Albright

Professor

School of Education (Education)

Career Summary

Biography

James Albright joined the Newcastle University’s School of Education in 2008 after working at Singapore’s National Institute of Education (Nanyang Technological University) and Teachers College, Columbia University. He is internationally known for his contributions to the sociology of education, and his research in curriculum theory, literacy education, professional development, and school change.

Jim was recently awarded funding for the project, Enabling Better Engagement in Learning for All: Mapping UON's 'Enabling Pedagogy' in a conceptual framework. A Newcastle University Centre of Excellence for Equity in Higher Education (CEEHE) commissioned project, it critically examines pedagogical and curricular issues within the context of the university’s commitment to non-traditional students enrolled in its enabling education programs.

Since his appointment, he has served as chief investigator on two ARC Linkage projects. The Educational and career aspirations in the middle years of schooling: understanding complexity for increased equity (2012-2015) gathering data from students, teachers, and parents from diverse settings throughout NSW to investigate socioeconomic influences on the emerging aspirations of students in the middle years. A ‘composite capital construct’ juxtaposing the theories of Bourdieu (1986) and Becker and Tomes (1986) was used to theoretically frame the investigation. Drawing on data from a mixed-method longitudinal study of more than 6000 students in Years 3-12 in New South Wales public schools, the project mapped the intersection of students’ career aspirations with SES and other demographic variables. The project questioned two key assumptions about outreach activities: first, that students from low-SES backgrounds hold lower career aspirations; and second, that these activities appropriately target secondary school students, given that younger students’ aspirations are relatively under-developed. Its analyses demonstrated both the early solidification of students’ aspirations and the significant, but complex, impact of socioeconomic differences. This project contributed to the evidence base for academic, educational, and political work on access to higher education and the policies, practices, and outcomes that might ensue. Initial findings are reported in Gore, J., Holmes, K., Smith, M., Southgate, E., & Albright, J. (2015). Socioeconomic status and the career aspirations of Australian school students: Testing enduring assumptions. The Australian Educational Researcher, 42(2), 155-17.

The Peopling Educational Policy: Realising the New Australian English and Mathematics Curricula (2011-2013) project researched the impact of the Australian Curriculum (AC) initiative in English and mathematics. The project focused on the resources needed and professional learning opportunities needed to support teachers in the implementation of these new curriculums and the system and teacher learning and processes needed to support improvement in practice in the context of the new curriculum. Recent publications from this project are: Albright, J. & Knezevic, L. (2017). Professional Learning for a new English Curriculum: Catholic Education Melbourne primary teachers and AUSVELS English F-10. English in Australia, (52)1, and Knesevic, L. & Albright, J. (2016) Responding to the National Curriculum: The embedded approach to change of the Catholic Education Office Melbourne. Leading and Managing. 2, Summer/Fall.

His forthcoming co-edited book with Deborah Hartman and Jacquie Widdin, Bourdieu's Field Theory and the Social Sciences (Palgrave, 2017) emerged from a colloquium he organised on Bourdieusian inspired research employing field analysis. The colloquium show-cased a broad range of research applying field analysis, by presenters from Europe and the UK (via video links), Denmark, New Zealand and Australia.

Jim is editor in chief of Education Sciences (ISSN 2227-7102) a scholarly international open access journal that publishes extended full-length research papers that have the scope to substantively address current issues in education. He is also a member of the editorial boards of Pedagogies and Digital Culture in Education.

He enjoys teaching and is passionate about encouraging students to become confident educational researchers through practice-based learning. His research expertise informs both masters and doctoral teaching and advising.

In 2015 he was appointed to the ERA Research Evaluation Committees (RECs) – University of Newcastle, Education and Human Society Committee.


Qualifications

  • Doctor of Philosophy (Curriculum and Instruction), Pennsylvania State University - USA
  • Bachelor of Arts (Philosophy), Trent University - Canada
  • Bachelor of Education, Dalhousie University - Canada
  • Master of Education (Literacy Education), Mount Saint Vincent University - Canada

Keywords

  • Bourdieu
  • Curriculum Studies
  • Literacy Education
  • Multiliteracies
  • Professional Development
  • Qualitative Research
  • School Reform
  • Teacher Education

Languages

  • French (Fluent)

Fields of Research

Code Description Percentage
080599 Distributed Computing not elsewhere classified 10
130204 English and Literacy Curriculum and Pedagogy (excl. LOTE, ESL and TESOL) 60
130313 Teacher Education and Professional Development of Educators 30

Professional Experience

UON Appointment

Title Organisation / Department
Professor University of Newcastle
School of Education
Australia

Academic appointment

Dates Title Organisation / Department
1/10/2009 -  Director Newcastle Institute for Research in Education
Australia
1/09/2005 - 1/12/2008 Associate Professor National Institute of Education Nanyang Technological University
Centre for Research in Pedagogy and Practice
Singapore
1/08/1999 - 1/09/2005 Assistant Professor Teachers College, Columbia University, New York
English Education/Teaching of English Program
United States
1/01/1995 - 1/08/2000 Lecturer Penn State/MSVU
Australia
1/08/1974 - 1/08/1998 Teacher Halifax District School Board
Nova Scotia Department of Education
Australia

Invitations

Participant

Year Title / Rationale
2009 Guest Editor
Organisation: English Teaching: Practice and Critique Description: I have been invited to edit an issue on fronting generative, theoretical, narrative, empirical, and practical explorations of the interconnected nature of literacy and the body. My issue encourages submissions drawing on and extending theorists who explicitly link literacy and the body (e.g. Bakhtin, Bourdieu, Butler, Foucault&) as well as submissions making innovative links not yet apparent in the literature. I have recommended that authors avoid overviews of models and theories and how these might apply to language, literacy and education, but rather work toward new combinations or applications of theory to expand readers imaginations around literacy and the body.

Teaching

Code Course Role Duration
EDUC 6202 Productive Curriculum
School of Education, The University of Newcastle
This course introduces students to the research and development literature on Authentic and Productive forms of curriculum. In particular, the course will outline major curricular practices that have been identified in recent research as contributing to greater and more equitable student learning outcomes. As part of this course, students will be introduced to recent developments in how curriculum is understood and practised and an analysis of the relationship between authentic curriculum and current state-based curriculum developments. In addition, the course will engage students in direct experiences of analysing their own and others' curriculum practices using these concepts.

EDUC 6202: Productive Curriculum 25/07/2017 - 9/12/2017
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Publications

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


Book (4 outputs)

Year Citation Altmetrics Link
2017 Albright J, Widen J, Hartman D, Bourdieu¿s Field Theory and the Social Sciences, Palgrave, Shanghai (2017)
2017 Albright J, Widen J, Hartman D, Bourdieu¿s Field Theory and the Social Sciences, Palgrave, Shanghai (2017)
2012 Carlson 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]
2008 Albright J, Luke A, Pierre Bourdieu and Literacy Education, Routledge, London, United Kingdom, 392 (2008) [A3]
Show 1 more book

Chapter (6 outputs)

Year Citation Altmetrics Link
2015 Albright JJ, 'Transdisciplinarity in Curriculum Theory and Practice', The SAGE Handbook of Curriculum, Pedagogy and Assessment, Sage, London 525-543 (2015)
2008 Albright J, 'Problematics and generative possibilities', Pierre Bourdieu and Literacy Education, Routledge, London, United Kingdom 11-32 (2008) [B1]
2008 Albright JJ, 'Learning from Our Failures.', Pierre Bourdieu and Literacy Education, Routledge, London, United Kingdom 319-345 (2008) [B1]
2008 Albright J, Luke A, 'Introduction: Renewing the cultural politics of literacy education', Pierre Bourdieu and Literacy Education, Routledge, London, United Kingdom 3-11 (2008) [B1]
2007 Albright 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]
2005 Albright 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 3 more chapters

Journal article (22 outputs)

Year Citation Altmetrics Link
2017 Albright JJ, Knezevic L, 'Professional learning for a new English curriculum: Catholic Education Melbourne primary school teachers and AusVELS English F-10.', English in Australia, 52 (2017)
2016 Albright JJ, Knezevic L, 'Responding to a national English curriculum: The embedded approach to change of the Catholic Education Office Melbourne.', Leading and Managing, 22 59-75 (2016) [C1]
2015 Gore J, Holmes K, Smith M, Southgate E, Albright J, 'Socioeconomic status and the career aspirations of Australian school students: Testing enduring assumptions', The Australian Educational Researcher, 42 155-177 (2015) [C1]
DOI 10.1007/s13384-015-0172-5
Citations Scopus - 6Web of Science - 7
Co-authors Erica Southgate, Maxwell Smith, Jenny Gore
2015 Liu T, Holmes K, Albright J, 'Urban teachers¿ perceptions of inclusion of migrant children in the Chinese educational institution: a comparative study', International Journal of Inclusive Education, 19 994-1008 (2015) [C1]
DOI 10.1080/13603116.2015.1024762
Citations Scopus - 2Web of Science - 1
2015 Liu T, Holmes K, Albright J, 'Predictors of mathematics achievement of migrant children in Chinese urban schools: A comparative study', International Journal of Educational Development, 42 35-42 (2015) [C1]
DOI 10.1016/j.ijedudev.2015.03.001
Citations Scopus - 1Web of Science - 1
2013 Gerrard 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]
DOI 10.1177/0004944112471480
Citations Scopus - 4Web of Science - 4
2013 Albright 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]
Citations Scopus - 2
2013 Holmes K, Clement J, Albright J, 'The complex task of leading educational change in schools', School Leadership & Management, 33 270-283 (2013) [C1]
DOI 10.1080/13632434.2013.800477
Citations Scopus - 7
2012 Sullivan 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]
2012 Albright JJ, Clement JJ, Holmes KA, 'School change and the challenge of presentism', Leading & Managing, 18 78-90 (2012) [C1]
2011 Albright JJ, 'Editorial: Education: A journal for its time', Education, 1 1-3 (2011) [C3]
DOI 10.3390/educ1010001
2011 Albright JJ, 'Re-membering the body in English Education', English Teaching, 10 1-8 (2011) [C1]
2011 Albright JJ, 'Focus: Literacy(ies) and the Body', English Teaching: Practice and Critique, 10 1 (2011) [C6]
2010 Towndrow PA, Silver RE, Albright JJ, 'Setting expectations for educational innovations', Journal of Educational Change, 11 425-455 (2010) [C1]
DOI 10.1007/s10833-009-9119-9
Citations Scopus - 12
2009 Albright 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]
DOI 10.1080/02671520902867200
Citations Web of Science - 5
2008 Albright 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]
DOI 10.1007/s11422-007-9083-8
Citations Scopus - 1
2007 Kwek 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 presents a pedagogical intervention project conducted in secondary English classrooms in Singapore, entitled "Building Communities of Readers among Teachers". The proje... [more]

This paper presents a pedagogical intervention project conducted in secondary English classrooms in Singapore, entitled "Building Communities of Readers among Teachers". The project is positioned against the dominant instrumentalism of Singaporean approaches to creativity and promotes a socio-cultural stance to creativity and criticality in English language education. Currently in progress, the project seeks to foster teachers' rich textual engagements and to connect them with those they provide for their students. Situating the professional development in communities of reading circles, teachers' own, often narrow repertoires of reading are foregrounded, allowing them to experience the struggle of an active engagement with texts, and thus facilitating a re-imagining of their reading pedagogies, which at present are highly scripted and authoritative. The ultimate aim is to enable them to re-imagine their reading pedagogies in ways that encourage the creative and critical possibilities that textual openness can bring to classroom practice and learning. © UKLA 2007.

DOI 10.1111/j.1467-9345.2007.00460.x
Citations Scopus - 14
2006 Albright J, 'Literacy Education after Bourdieu', The American Journal of Semiotics, 22 107-128 (2006) [C1]
2006 Albright 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]
DOI 10.1080/15544800701341491
2006 Albright J, Walsh CS, Purohit K, 'Response to Bettina Fabos', Pedagogies: an international journal, 1 247-252 (2006) [C1]
DOI 10.1080/15544800701341525
2005 Albright J, 'Review of Dislocations/Relocations: Narratives of Displacement [Baynham, M. and De Fina, A. (Eds.)]', Multilingual Matters, 261-261 (2005) [C3]
2003 Albright 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 19 more journal articles

Conference (15 outputs)

Year Citation Altmetrics Link
2014 Gore J, Southgate E, Holmes K, Smith M, Albright J, Ellis H, 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 (2014) [E3]
Co-authors Maxwell Smith, Erica Southgate, Jenny Gore
2013 Gore 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 (2013) [E3]
Co-authors Erica Southgate, Maxwell Smith, Jenny Gore
2012 Albright JJ, 'English teachers' responses to the Australian Curriculum', Conference Programme. Five Bells. English Teachers' National Conference 2012 (2012) [E3]
2012 Albright 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 (2012) [E3]
Co-authors Erica Southgate, Jenny Gore, Maxwell Smith
2012 Albright 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 (2012) [E3]
Co-authors Jenny Gore, Erica Southgate, Maxwell Smith
2012 Albright JJ, Knezevic LA, 'Australian Curriculum: English - Leadership negotiating curriculum change', AARE 2012 Conference Proceedings & Program (2012) [E3]
2012 Albright JJ, Knezevic LA, 'Australian Curriculum: English - what the teachers are saying', AARE 2012 Conference Proceedings & Program (2012) [E3]
2012 Smith 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 (2012) [E3]
Co-authors Maxwell Smith, Erica Southgate, Jenny Gore
2012 Carlson D, Albright JJ, 'Composing a care of the self: A critical history of writing assessment in secondary english education', AARE 2012 Conference Proceedings & Program (2012) [E3]
2011 Albright J, Hartman DK, Knesevic L, 'Bourdieusian Field Analysis and Discourse Analysis Methods in Educational Research' (2011)
Co-authors Deborah Hartman
2011 Albright 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 (2011) [E2]
Co-authors Seamus Fagan
2010 Albright 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 (2010) [E3]
2010 Albright JJ, Walsh C, 'Multiliteracies as transdisciplinary curriculum practice', British Educational Research Association BERA Annual Conference 2010 (2010) [E3]
2010 Albright JJ, 'Contenting with educational disadvantage in the global city: Singapore's normal technical stream', British Educational Research Associations BERA Annual Conference 2010 (2010) [E3]
2010 Albright JJ, Walsh C, 'Multiliteracies as a transdisciplinary curriculum practice', AARE 2009 Conference Proceedings (2010) [E2]
Show 12 more conferences

Report (5 outputs)

Year Citation Altmetrics Link
2009 Albright 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)
2009 Kramer-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)
2008 Kramer-Dahl A, Albright J, '"Evaluation of MOE's Niches of Excellence Programme."' (2008)
2008 Albright J, '"Building Teacher Capacity in Curriculum and Pedagogical Design in Normal Technical Classrooms Intervention Project Technical Report."' (2008)
2008 Albright J, '"Teachers' Espoused Beliefs: links to practice"' (2008)
Show 2 more reports

Thesis / Dissertation (1 outputs)

Year Citation Altmetrics Link
2014 Hartman DK, Educating Boys:what's your problem? A field and discourse analysis of Australian boys' education from 1996-2006, University of Newcastle (2014)
Co-authors Deborah Hartman
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Grants and Funding

Summary

Number of grants 8
Total funding $1,219,703

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


20141 grants / $10,000

Are Australian Schools Socially Stratified?$10,000

Funding body: University of Newcastle

Funding body University of Newcastle
Project Team Associate Professor James Ladwig, Professor Jim Albright
Scheme Near Miss Grant
Role Investigator
Funding Start 2014
Funding Finish 2014
GNo G1301385
Type Of Funding Internal
Category INTE
UON Y

20131 grants / $750

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

Funding body University of Newcastle - Faculty of Education and Arts
Project Team Professor Jim Albright
Scheme Travel Grant
Role Lead
Funding Start 2013
Funding Finish 2013
GNo G1301228
Type Of Funding Internal
Category INTE
UON Y

20122 grants / $1,073,144

Educational and career aspirations in the middle years of schooling: Understanding complexity for increased equity’ $693,153

Funding body: ARC (Australian Research Council)

Funding body ARC (Australian Research Council)
Project Team Professor Jennifer Gore, Professor Jim Albright, Associate Professor Erica Southgate, Associate Professor Kathryn Holmes, Professor Max Smith, Mrs Michelle Heaney, Frank Potter
Scheme Linkage Projects
Role Investigator
Funding Start 2012
Funding Finish 2015
GNo G1100473
Type Of Funding Aust Competitive - Commonwealth
Category 1CS
UON Y

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

Funding body NSW Department of Education and Training
Project Team Professor Jennifer Gore, Professor Jim Albright, Associate Professor Erica Southgate, Associate Professor Kathryn Holmes, Professor Max Smith
Scheme Linkage Projects Partner Funding
Role Investigator
Funding Start 2012
Funding Finish 2015
GNo G1100711
Type Of Funding Other Public Sector - State
Category 2OPS
UON Y

20112 grants / $94,309

Peopling Educational Policy: Realising the new Australian English and Mathematics Curricula$93,429

Funding body: ARC (Australian Research Council)

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 Linkage Projects
Role Lead
Funding Start 2011
Funding Finish 2013
GNo G1001056
Type Of Funding Aust Competitive - Commonwealth
Category 1CS
UON Y

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

Funding body University of Newcastle - Faculty of Education and Arts
Project Team Professor Jim Albright
Scheme Travel Grant
Role Lead
Funding Start 2011
Funding Finish 2011
GNo G1100643
Type Of Funding Internal
Category INTE
UON Y

20102 grants / $41,500

DVCR Special Grant 2010$40,000

Funding body: University of Newcastle

Funding body University of Newcastle
Project Team Professor Hugh Craig, Professor Jim Albright, Professor Stephen Webb, Doctor Elyssa Joy
Scheme Special Project Grant
Role Investigator
Funding Start 2010
Funding Finish 2010
GNo G1000721
Type Of Funding Internal
Category INTE
UON Y

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

Funding body University of Newcastle - Faculty of Education and Arts
Project Team Professor Jim Albright
Scheme Travel Grant
Role Lead
Funding Start 2010
Funding Finish 2010
GNo G1000650
Type Of Funding Internal
Category INTE
UON Y
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Research Supervision

Number of supervisions

Completed4
Current15

Total current UON EFTSL

Masters0.15
PhD5.95

Current Supervision

Commenced Level of Study Research Title Program Supervisor Type
2017 PhD Designing ESP Curriculum and Developing Materials for EFL Ground Service Learners at Airports in Vietnam PhD (Education), Faculty of Education and Arts, The University of Newcastle Principal Supervisor
2016 PhD The Effectiveness of Motivational Strategies for Collaborative Learning in Vietnamese EFL Classrooms. PhD (Education), Faculty of Education and Arts, The University of Newcastle Principal Supervisor
2016 PhD And What About Jane? A Rationale For The Teaching of Jane Austen in Secondary English Classrooms. PhD (Education), Faculty of Education and Arts, The University of Newcastle Principal Supervisor
2015 PhD VIETNAMESE PRIMARY ENGLISH TEACHERS¿ KNOWLEDGE, PERCEPTIONS AND PRACTICES PhD (Education), Faculty of Education and Arts, The University of Newcastle Principal Supervisor
2015 Masters A Fine Mess: Visual Art and Primary Education - The Benefits and Potential of 'Mess' and 'Play' in Learning and the Implications for Pre-service Teaching M Philosophy (Education), Faculty of Education and Arts, The University of Newcastle Co-Supervisor
2015 PhD Professional Development: Vietnamese English-as-a-foreign-language Teacher Educators' experiences and perceptions PhD (Education), Faculty of Education and Arts, The University of Newcastle Principal Supervisor
2015 PhD ALIGNMENT OF CURRICULA, PEDAGOGIES, ASSESSMENTS, OUTCOMES, AND STANDARDS IN VIETNAMESE ENGLISH LANGUAGE TEACHING EDUCATION PhD (Education), Faculty of Education and Arts, The University of Newcastle Principal Supervisor
2015 PhD Investigating Vietnamese vocation students' perceptions of school climate PhD (Education), Faculty of Education and Arts, The University of Newcastle Principal Supervisor
2014 PhD The Influence of Socio-Economic Status on Student Educational and Career Aspirations in the Middle School Years PhD (Education), Faculty of Education and Arts, The University of Newcastle Principal Supervisor
2014 PhD The influence of a secondary education in enabling success and its perceptions among Singapore's achievers. PhD (Education), Faculty of Education and Arts, The University of Newcastle Co-Supervisor
2014 PhD The Representation of Life Outside Vietnam in 1st Year Technical University Textbooks in Hanoi and its Influence on Learners' Cultural Competence in English Learning PhD (Education), Faculty of Education and Arts, The University of Newcastle Principal Supervisor
2014 PhD Classroom-Based Oral Assessment of EFL in Tertiary Education: An Investigation into Construct Validity and Reliability PhD (Education), Faculty of Education and Arts, The University of Newcastle Principal Supervisor
2012 PhD How is the idea of an education revolution understood at different times in Australian History PhD (Education), Faculty of Education and Arts, The University of Newcastle Principal Supervisor
2011 PhD Multiliteracies in the Field of Curriculum Theory PhD (Education), Faculty of Education and Arts, The University of Newcastle Principal Supervisor
2010 PhD A History of Scientific Literacy as a Goal of Primary School Science in Australia PhD (Education), Faculty of Education and Arts, The University of Newcastle Principal Supervisor

Past Supervision

Year Level of Study Research Title Program Supervisor Type
2016 PhD Mathematics Achievement Levels and Learning Experiences of Migrant Children: Perspectives of Teachers and Teaching in Chinese Urban Schools PhD (Education), Faculty of Education and Arts, The University of Newcastle Co-Supervisor
2016 PhD Achieving Cultural Competence in Vietnamese EFL Classes: A Case Study from an Intercultural Communicative Competence Perspective PhD (Education), Faculty of Education and Arts, The University of Newcastle Principal Supervisor
2015 PhD The Study of the Use of ICT Blended Instruction in the Teaching of English in a Thai University PhD (Education), Faculty of Education and Arts, The University of Newcastle Principal Supervisor
2014 PhD Educating Boys: What's Your Problem? PhD (Education), Faculty of Education and Arts, The University of Newcastle Principal Supervisor
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News

ERA Research Evaluation Committees 2015

ERA Research Evaluation Committees 2015

February 20, 2015

Nine University of Newcastle researchers have been selected by the Australian Research Council for membership of the 2015 Excellence in Research for Australia (ERA) Research Evaluation Committees.

Professor Jim Albright

Position

Professor
School of Education
School of Education
Faculty of Education and Arts

Focus area

Education

Contact Details

Email james.albright@newcastle.edu.au
Phone 01 4921 5901
Fax (02) 4921 7887

Office

Room HC 65
Building Hunter Building
Location Callaghan
University Drive
Callaghan, NSW 2308
Australia
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