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Professor Jennifer Gore

Professor

School of Education

Revolutionising teacher professional development

Professor Jenny Gore and Ms Julie Bowe, from the University of Newcastle's (UON) Teachers and Teaching research program, are set to transform the quality of teaching in NSW with an innovative approach to professional development for teachers.

Quality Teaching Rounds, the brainchild of Gore and Bowe, enables teachers to draw on their own strengths and the advice of their peers to find creative ways of improving their practice.

Using an evidence-based model whereby small groups of colleagues watch a lesson in progress and assess performance, each teacher takes a turn to host a round – similar to medical rounds used to teach junior doctors in hospitals.

Professor Jenny Gore

It's enabling teachers to feel really positive about themselves and their work. And it's having demonstrable impact on student learning overall and on equity outcomes.


The lesson is coded and discussed by the teacher and the observers against the dimensions of quality teaching identified in the Quality Teaching model, which was developed by Gore and Associate Professor James Ladwig. Breaking down teaching into its key elements enables teachers to notice and analyse exactly what's happening in the lesson.

"Although the coding process is central to achieving depth and specificity in the analysis, teachers quickly realise it's not about the numbers, it's about the professional conversations they have in the experience," Gore said.

Unlike most professional development for teachers – where they might attend a workshop but then never have the opportunity to apply what they've learned - this model enables teachers to use a combination of their own professional judgement and evidence generated through a research-informed framework to work out how to improve their practice.

"We're finding teachers are really excited about this way of working and the opportunity it creates for them to analyse in detail what they are doing and collectively work on ways to improve teaching practice," Gore said.

"Because the focus is very much on teaching rather than the individual teacher, it really ensures people don't feel personally judged but instead feel supported, and often affirmed.

It's enabling teachers to feel really positive about themselves and their work. And it's having demonstrable impact on student learning overall and on equity outcomes."


The Quality Teaching model is already used in more than 2,300 government, 300 Catholic and 30 independent schools throughout Australia. It has been shown to make lessons more intellectually engaging and challenging, improve the learning environment, and increase the significance of what is learned.

"It puts a focus on the things that should and will matter to students in terms of enhancing their life at school and building a commitment to lifelong learning," Professor Max Smith said – a researcher who is helping to test this model.

The research team, which includes Gore, Bowe, Smith, Professor David Lubans and Dr Nicole Mockler, is now mid-way through a scientific trial in a randomly selected group of public schools in NSW – which will provide the academic rigour necessary for Quality Teaching Rounds to be rolled out more broadly.

Modelled on clinical trials used to test medical treatments, the trial involves 24 schools which are divided into two intervention groups and one control group. Observers are 'blinded' as to which group has received which intervention (the control group will receive their intervention next year). The research team has been swamped by interest from schools, with nearly 250 applying to take part in the trial.

Earlier analysis of Quality Teaching Rounds has suggested it produces significantly higher quality teaching and thus benefits students, for example by raising NAPLAN scores in the classes of teachers who have participated.

On the basis of earlier research conducted by Gore and Bowe, the NSW Government has written the Quality Teaching model and Quality Teaching Rounds (Great Teaching Inspired Learning) into its current policy for all NSW Schools. The team is currently planning with the NSW Department of Education and hopes to eventually introduce it across all public schools in the State."This is impactful research embedded in policy with the potential to change the preferred model of teaching and teacher development in schools across the state," Smith said.

Global leaders driving world class innovation

Professor Jenny Gore is revolutionising teacher professional development

Revolutionising teacher professional development

Professor Jenny Gore and Ms Julie Bowe, from the University of Newcastle’s (UON) Teachers and Teaching research program, are set to transform the quality of...

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Career Summary

Biography

Jenny began her career in education as a secondary physical education teacher in South Australia and subsequently completed a Master’s degree at the University of British Columbia, Canada (1983), and PhD at the University of Wisconsin-Madison, USA (1990). Having worked previously at the University of Queensland, she has been at the University of Newcastle since 1991, where she was Dean of Education and Head of the School of Education from 2008 to 2013, and is currently a Professor of Education and leader of the Teachers and Teaching Research Program.

Jenny’s educational and research interests have consistently centred on quality and equity, and have ranged across topics such as teacher socialisation, alternative pedagogy, power relations in teaching, reform in teacher education, pedagogical reform, and teacher development.

Since 1992 Jenny has won more than $4 million in external research funding, and has been involved in and/or managed several large research grants, including: ARC Large Grants on power relations in pedagogy (1992-1994) and educational governance and social inclusion and exclusion 1998-2000) (with Ladwig and Lingard); an Education Queensland grant (1998-2000) (with Ladwig, Luke, and Lingard); a DEST grant (2001-2002) on the preparation of teachers in literacy and numeracy education (with Louden et al); an ARC Linkage Grant (2004-2007) on the relationships between professional development, pedagogy, and achievement with the NSW DET (with Ladwig, Griffiths and Amosa); a Carrick Institute Grant (2007-2008) on improving assessment in higher education (with Amosa, Ladwig, Griffiths, and Parkes); an ARC Linkage Grant (2009-2012) on effective implementation of pedagogical reform (with Amosa and Bowe); an ARC Discovery Grant (2013-2015), a RCT of a school-based physical activity intervention in at-risk communities (with Lonsdale, Lubans, Peralta, Kolt and Maeder); and, an ARC Linkage Grant (2012-2015) on the educational and career aspirations of children in the middle years of schooling (with Southgate, Albright, Holmes, and Smith).

Jenny has sat on the Advisory Board for other government-funded studies, has assessed ARC grants, as well as research grant applications for key schemes in Portugal and the United States, and has reviewed more than 200 articles for a range of international journals.

Jenny’s role as a leading academic in teacher education led to her appointment in 2003 as Associate Editor for Teaching and Teacher Education: An International Journal of Research and Studies (2003-2010), and she is currently on the Editorial Boards of the Australian Journal of Education, Teaching and Teacher Education, and Sport, Education and Society. Jenny has also held executive roles for the Australian Association for Research in Education (2001) and the Australian Council of Deans of Education (2000-2002). She was President of the NSW Teacher Education Council (2000-2002), the sole teacher educator on the NSW Teacher Education Review Taskforce (2001) and a member of the National Initial Teacher Education Advisory Committee (2012-2013).

Widely published and cited (more than 6000 citations), Jenny’s major books are published with Routledge (New York and London), and most of her book chapters are in volumes that bring together leaders in the field with publishers such as Teachers College Press, Falmer, Macmillan, and Sense. Her journal publications are located in a range of journals, including the Journal of Teacher Education, Cambridge Journal of Education, International Studies in the Sociology of Education, Teaching and Teacher Education, Teachers and Teaching and Asia Pacific Journal of Teacher Education.

Jenny’s research on Quality Teaching and professional learning has had significant impact, resulting in substantial consultancy across government, catholic and independent school systems, especially in NSW and the ACT. Her work in this area also led to a Carrick Institute Citation for Outstanding Contribution to Student Learning, awarded in 2007 to Jenny and James Ladwig for sustained excellence and leadership in transforming teaching and learning in teacher education through the development of innovative conceptual frameworks and resources. 

Research Expertise
Specialist studies in education, Curriculum and pedagogy.

Collaborations
Professor Jenny Gore is currently leading the Teachers and Teaching Research Program, which represents a culmination of more than a decade of research, mostly undertaken in collaboration with key colleagues at the University of Newcastle, including Jim Albright, Julie Bowe, Kath Holmes, David Lubans, James Ladwig, Wendy Miller, Drew Miller, Nicole Mockler, Max Smith and Erica Southgate. She also works closely with research higher degree students on projects related to this research agenda. Collaborative research partnerships with external organisations have been central in building the program of work, especially with the NSW Department of Education and Communities, the ACT Education and Training Directorate, and various Catholic Education Offices.

Qualifications

  • PhD, University of Wisconsin - USA
  • Diploma of Teaching, Adelaide College of the Arts and Education
  • Bachelor of Education, Adelaide College of the Arts and Education
  • Master of Physical Education, University of British Columbia - Canada

Keywords

  • equity
  • pedagogical reform
  • pedagogy
  • power and pedagogy
  • social theory and education
  • sociology of education
  • teacher development
  • teacher education reform
  • teacher socialisation
  • teacher supervision and mentoring

Fields of Research

Code Description Percentage
139999 Education not elsewhere classified 20
130299 Curriculum and Pedagogy not elsewhere classified 40
130399 Specialist Studies in Education not elsewhere classified 40

Professional Experience

UON Appointment

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

Academic appointment

Dates Title Organisation / Department
Editorial Board Sport, Education and Society
Australia
Editorial Board Australian Journal of Education
Australia
1/01/2014 -  Editorial Board - International Editorial and Advisory Board, Sense Publishers (The Netherlands) International Editorial and Advisory Board, Sense Publishers (The Netherlands)
Netherlands
1/01/2013 -  Director of the Teachers and Teaching Research Program University of Newcastle
School of Education
Australia
1/01/2013 -  Editorial Board - Teaching and Teacher Education Teaching and Teacher Education
Australia
1/02/2008 - 1/12/2013 Dean of Education and Head of School University of Newcastle
School of Education
Australia
1/01/2003 - 1/12/2008 Director of the Centre for Professional Learning in Education University of Newcastle
Australia
1/03/2001 - 1/12/2001 Sole Teacher Educator Teacher Education Review Taskforce
Australia
1/01/2001 - 1/12/2001 Research Training Coordinator Australian Association for Research in Education
Australia
1/09/2000 -  Professor University of Newcastle
School of Education
Australia
1/07/2000 - 1/07/2002 President NSW Teacher Education Council [NSW TEC]
Australia
1/01/2000 - 1/12/2002 NSW Representative Australian Council of Deans of Education
1/01/1997 -  Associate Professor University of Newcastle
Education
Australia
1/01/1995 -  Senior Lecturer University of Newcastle
Education
Australia
1/01/1994 - 1/12/2006 Assistant Dean University of Newcastle
Faculty of Education and Arts
Australia

Membership

Dates Title Organisation / Department
1/04/1998 - 1/03/1999 Member of the University Council University of Newcastle
Australia
1/01/1997 - 1/12/1998 Member of the Academic Promotions Committee University of Newcastle
Australia
1/01/1996 - 1/12/1999 Member of the Academic Senate University of Newcastle
Australia
1/01/1996 - 1/12/1998 Member of the Outside Study Program Appeals Committee University of Newcastle
Australia
1/01/1994 - 1/12/1997 Executive Member NSW Teacher Education Council [NSW TEC]
Australia

Awards

Recognition

Year Award
2007 Citation for Outstanding Contribution to Student Learning
Commonwealth Office for Learning and Teaching

Invitations

Keynote Speaker

Year Title / Rationale
2014 Leading teacher professional learning
Organisation: 13th Conference on Educational Leadership
2012 How do you get both quality learning and good NAPLAN scores?
Organisation: The Australian Curriculum Studies Association (ACSA) 2012 Curriculum Symposium
2005 Challenges for the profession: Perspectives and directions for teachers, teaching and teacher education
Organisation: International Study Association on Teachers and Teaching
2004 The Quality Teaching framework: Raising the bar
Organisation: ACHPER International conference Description: This invitation to provide a keynote address at the Biennial ACHPER conference was an indication of the ongoing relevance of my current work to the field of health and physical education. I have just turned down an invitation to follow up with a keynote address at the National ACHPER conference in Fremantle in 2007 due to prior commitments,
2003 Improving pedagogy: Challenges of moving teachers toward higher levels of quality teaching
Organisation: International Study Association on Teachers and Teaching Description: My invited keynote address at the first ever Australian hosting of the ISATT conference was an enormous honour. Four keynote addresses were given during the four days of the conference, with the other speakers from Belguim, USA, and New Zealand.
2002 Interrupting discourses, reshaping practices: Thinking 'big' in teacher education
Organisation: Challenging Futures: Changing Agendas in Teacher Education Conference, UNE Description: This keynote address invitation acknowledged me, alongside Marilyn Cochran-Smith from the USA (the other main keynote speaker), as a leading figure in the reform of teacher education.
1998 Implications of power and pedagogy for the development of literacy
Organisation: Austrian Academy of Sciences Conference

Speaker

Year Title / Rationale
2014 Towards quality and equity: The case for Quality Teaching Rounds
Organisation: Australian Council for Educational Research
2009 Effective implementation of quality teaching
Organisation: 4th Biennial Equity Conference
2009 Pedagogy, outcomes and teacher dispositions
Organisation: 1st National Primary Years Conference
2008 Quality teaching makes a difference
Organisation: 4th International Middle Years of Schooling Conference
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Publications

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


Book (5 outputs)

Year Citation Altmetrics Link
2005 Louden W, Rohl M, Gore JM, McIntosh A, Greaves D, Wright R, et al., Prepared to Teach. An Investigation into the Preparation of Teachers to Teach Literacy and Numeracy, Edith Cowan University, Mount Lawley, WA, 144 (2005) [A2]
1996 Gore JM, Controversias entre la pedagogi´as : discursos cri´ticos y feministas como regimenes de verdad, Ediciones Morata, Madrid (1996)
1995 Gore JM, Emerging Issues in Teacher Education, Murdoch University, Murdoch (1995)
1993 Gore JM, The Struggle for Pedagogies : Critical and Feminist Discourses as Regimes of Truth, Routledge, New York (1993)
1992 Gore JM, Feminisms and Critical Pedagogy, Routledge, New York (1992)
Show 2 more books

Chapter (24 outputs)

Year Citation Altmetrics Link
2015 Gore JM, 'Effective and reflective teaching practice', Learning to teach in the secondary school, Cambridge University Press, Cambridge, UK 68-85 (2015)
2015 Gore JM, 'The impossible dream: Doing deanship with pessimistic optimism', Inside the role of dean: International perspectives on leading in higher education, Routledge, London 160-187 (2015)
2010 Parkes RJ, Gore JM, Miller WA, 'After poststructuralism: Rethinking the discourse of social justice pedagogy', Social Justice Pedagogy Across the Curriculum : The Practice of Freedom, Routledge, London 164-183 (2010) [B1]
DOI 10.4324/9780203854488
Co-authors Robert Parkes
2009 Ladwig JG, Gore JM, 'Re-reading the standards agenda: An Australian case study', Re-Reading Education Policies: A Handbook Studying the Policy Agenda of the 21st Century, Sense Publishers, Rotterdam 722-734 (2009) [B1]
Co-authors James Ladwig
2008 Gore JM, Parkes RJ, 'On the mistreatment of management', Critical Readings in Teacher Education: Provoking Absences, Sense Publishers, Rotterdam 45-60 (2008) [B1]
Co-authors Robert Parkes
2007 Gore JM, 'Improving pedagogy', Making a Difference: Challenges for Teachers, Teaching and Teacher Education, Sense Publishers, Rotterdam 15-33 (2007) [B1]
2003 Gore JM, 'What We Can Do For You! What Can 'We' Do for 'You'? Struggling over Empowerment in Critical and Feminist Pedagogy', The Critical Pedagogy Reader, RoutledgeFalmer Taylor & Francis Group, New York and London 331-348 (2003) [B2]
2002 Gore JM, 'Pedagogy, Power, and Bodies: On the Un(der)- Acknowledged Effects of Schooling', Body Movements Pedagogy, Politics and Social Change, Hampton Press Inc, Cresskill, New Jersey 21 (2002) [B1]
2001 Ladwig JG, Gore JM, 'Australia: The imposition of a schooled habitus', Upsala Reports on Education 39 - November, Department of Education, Upsala University, Sweden 43-58 (2001) [B2]
Co-authors James Ladwig
1999 Gore JM, 'Unsettling Academic/Feminist Identity', Everyday Knowledge and Uncommon Truths - Women of the Academy, Westview Press, USA 17-24 (1999) [B1]
1999 Gore JM, Luke C, 'Mujeres en el medio académico: Estrategia, lucha, supervivencia', Ge´neros pro´fugos : feminismo y educacio´n, Universidad Nacional Auto´noma de Me´xico, Mexico City 369-389 (1999)
1998 Gore JM, 'Disciplining Bodies: On the Continuity of Power Relations in Pedagogy', Foucault's Challenge: Discourse, Knowledge, and Power in Education, Teachers College, Columbia University, Danvers MA 231-251 (1998) [B1]
1998 Gore JM, 'On the limits to empowerment through critical and feminist pedagogies', Power/ Knowledge/ Pedagogy, Westview Press, USA 356 (1998) [B1]
1998 Ladwig JG, Gore JM, 'Nurturing democracy in schools', Schooling for a fair go, The Federation Press, NSW, Sydney 128 (1998) [B1]
Co-authors James Ladwig
1995 Gore JM, Zeichner K, 'Connecting Action Research to Genuine Teacher Development', Critical Discourses on Teacher Development, Cassell, New York 203-214 (1995)
1995 Gore JM, 'Foucault's Poststructuralism and Observational Education Research: A Study of Power Relations', After Postmodernism: Education, Politics and Identity, Routledge, London 77-89 (1995)
1995 Gore JM, 'Enticing Challenges :an Introduction to Foucault and Educational Discourses', Inside/Out: Contemporary Critical Perspectives in Education, Routeledge, New York 109-120 (1995)
1995 Gore JM, Zeichner KM, 'Using Action Research as a Vehicle for Student Teacher Reflection: a Social Reconstructionist Approach', Educational Action Research : Becoming Practically Critical, Teachers College Press, New York 13-30 (1995)
1994 Gore JM, Ladwig JG, 'Extending Power and Specifying Method Within the Discourse of Activist Research', Power and Method : Political Activism and Educational Research, Routledge, New York 227-238 (1994)
1992 Gore JM, '"What We Can Do For You! What Can 'We' Do for 'You'?": Struggling over Empowerment in Critical and Feminist Pedagogy', Feminisms and Critical Pedagogy, Routledge, New York 54-73 (1992)
1992 Luke C, Gore JM, 'Women in the Academy: Strategy, Struggle, Survival', Feminisms and Critical Pedagogy, Routledge, New York 192-210 (1992)
1991 Gore JM, 'Practicing what we Preach: Action Research and the Supervision of Student Teachers', Issues and Practices in Inquiry-oriented Teacher Education, Falmer, London 253-272 (1991)
1990 Zeichner KM, Gore JM, 'Teacher Socialization', Handbook of Research on Teacher Education, Macmillan, London - (1990)
1990 Gore JM, 'Pedagogy as Text in Physical Education Teacher Education: Beyond the Preferred Reading', Physical Education, Curriculum, and Culture : Critical Issues in the Contemporary Crisis, Falmer Press, London 79-108 (1990)
Show 21 more chapters

Journal article (35 outputs)

Year Citation Altmetrics Link
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, 155-177 (2015)
DOI 10.1007/s13384-015-0172-5
Citations Web of Science - 1
Co-authors Erica Southgate, Kathryn Holmes, Maxwell Smith, James Albright
2015 Gore JM, Bowe JM, 'Interrupting attrition? Re-shaping the transition from preservice to inservice teaching through Quality Teaching Rounds', International Journal of Educational Research, (2015)

The potential of rounds for impacting on teacher development is significant. However, rounds are conceptualised in multiple ways and there is little evidence of how they work, par... [more]

The potential of rounds for impacting on teacher development is significant. However, rounds are conceptualised in multiple ways and there is little evidence of how they work, particularly for beginning teachers. This article examines how our approach, "Quality Teaching Rounds", shapes the transition from preservice to inservice teaching. We analyse the discursive, subjectification, and lived effects of this form of rounds, drawing on interviews with 39 teachers in studies conducted between 2009 and 2014. Our analysis shows positive effects for these beginning teachers, including greater confidence, stronger professional relationships, and a clearer vision of their goals. We argue that the pedagogical framework and specific processes of our approach are critical to ensuring its positive effects and potentially interrupting attrition.

DOI 10.1016/j.ijer.2015.05.006
Co-authors Julie Bowe
2014 Gore JM, 'Define and conquer', Education Review, 15-16 (2014) [C3]
2014 Drew DL, Gore JM, 'Measuring up? The discursive construction of student subjectivities in the Global Children's Challenge¿', Sport, Education and Society, (2014)

International concern about 'alarming' levels of childhood obesity has seen a proliferation of interventions filtering into school physical education programmes that are designed ... [more]

International concern about 'alarming' levels of childhood obesity has seen a proliferation of interventions filtering into school physical education programmes that are designed to influence children's health practices and attitudes. This article addresses one such obesity-prevention intervention, the Global Children's Challenge¿, a 50-day pedometer-monitored event, aimed at children and involving their parents and teachers. Our research problematises the effects of the GCC pedometer exercise regime. We demonstrate how the pedometer measurement imperative made available in the GCC not only enables exercise to be measured for potential health benefits but also makes available tools inextricably linked with antagonistic body relations that could propel some students into a self-monitoring world dominated by numbers. We illustrate how the emphasis on measurement allows for comparisons (dividing practices), self-surveillance and surveillance of others in the formation of particular kinds of subjectivities. This study of the discursive construction of student subjectivities in the GCC took place in one strategically chosen Australian primary school. In-depth interviews were conducted with one teacher, four Year-6 students and a parent of each child in order to produce rich contextual data. Foucauldian concepts of power, knowledge and 'technologies of self' underpinned the study and Gore's methodologies for analysing 'techniques of power' and 'regimes of truth' were used to explore the functioning of power and the formation of subjectivities in the GCC. Our analysis suggests a need to move away from the constraining construct of measurement in the primary physical education (PE) classroom and promote self-reflective mindful physical activity rather than telling students when, where and how to move their bodies. © 2014 © 2014 Taylor & Francis.

DOI 10.1080/13573322.2014.923833
Citations Scopus - 1
2013 Lester J, Heitmeyer D, Gore JM, Ford M, 'Creating and sustaining meaningful partnerships for supporting indigenous teacher education', Journal of Australian Indigenous Issues, 16 3-18 (2013) [C1]
Co-authors Margot Ford
2010 Gore JM, 'Editorial Board', Australian Journal of Education, (2010) [C2]
2010 Gore JM, 'Editorial Board', Teaching and Teacher Education: An International Journal of Research and Studies, (2010) [C2]
2010 Gore JM, 'Editorial Board', Sport, Education and Society, (2010) [C2]
2009 Gore JM, 'Editorial Board', Australian Journal of Education, (2009) [C2]
2009 Gore JM, 'Editorial Board', Teaching and Teacher Education: An International Journal of Research and Studies, (2009) [C2]
2008 Gore JM, 'Editorial Board', Sport, Education and Society, - (2008) [C2]
2008 Gore JM, 'Editorial Board', Australian Journal of Education, - (2008) [C2]
2008 Gore JM, 'Editor', Teaching and Teacher Education: An International Journal of Research and Studies, - (2008) [C2]
2007 Gore JM, 'Editor', Teaching and Teacher Education: An International Journal of Research and Studies, (2007) [C2]
2007 Gore JM, 'Editor', Sport, Education and Society, (2007) [C2]
2007 Gore JM, 'Editorial Board', Australian Journal of Education, (2007) [C2]
2006 Gore JM, 'Associate Editor', Teaching and Teacher Education: An International Journal of Research Studies, 22 (2006) [C2]
2006 Gore JM, 'Editorial Board', Sport, Education and Society, 11 (2006) [C3]
2006 McCormack AC, Gore JM, Thomas MK, 'Early career teacher professional learning', Asia-Pacific Journal of Teacher Education, 34 95-113 (2006) [C1]
DOI 10.1080/13598660500480282
Citations Scopus - 43
2006 Gore JM, 'Editorial Board', Australian Journal of Education, 50 (2006) [C2]
2005 Gore JM, 'Editor - Editorial Advisory Board', Australian Journal of Education, 49 (2005) [C2]
2005 Gore JM, 'Editor - Editorial Advisory Board', Teaching and Teacher Education: An International Journal of Research and Studies, 21 (2005) [C2]
2005 Gore JM, 'Editor - Editorial Advisory Board', Sport, Education and Society, 10 (2005) [C2]
2005 Ladwig JG, Gore JM, 'Teaching and Learning - Measuring teacher quality and student achievement', Professional Educator, 4 26-29 (2005) [C3]
Co-authors James Ladwig
2004 Gore JM, Griffiths TG, Ladwig JG, 'Towards better teaching: productive pedagogy as a framework for teacher education', Teaching and Teacher Education, 20 375-387 (2004) [C1]
DOI 10.1016/j.tate.2004.02.010
Citations Scopus - 23Web of Science - 18
Co-authors Tom Griffiths, James Ladwig
2004 Gore JM, Gitlin AD, 'Visioning the academic-teacher divide: Power and knowledge in the educational community', Teachers and Teaching: Theory and Practice, 10 35-58 (2004) [C1]

In this paper, we explore the divide between academics and teachers over the production and use of knowledge. Teachers' views (pre-service and inservice teachers from both Austral... [more]

In this paper, we explore the divide between academics and teachers over the production and use of knowledge. Teachers' views (pre-service and inservice teachers from both Australia and the United States) on educational research are utilized to better understand and [re]vision this divide. These teachers overwhelmingly dismissed academic research on the grounds that it is not practical, contextual, credible, or accessible. Using these challenges as a starting point, we examine the way relations of power, particularly in terms of discursive and material conditions, bind the views and practices of both teachers and academics. This analysis suggests that the education of teachers is a crucial site for restructuring the relationship between teachers and academics.

DOI 10.1080/13540600320000170918
Citations Scopus - 33
2001 Gore JM, 'Beyond our differences - A reassembling of what matters in teacher education', Journal of Teacher Education, 52 (2) 124-135 (2001) [C1]
Citations Scopus - 31Web of Science - 19
2001 Gore JM, Morrison KA, 'The perpetuation of a (semi)profession: challenges in the governance of teacher education', Teaching and Teacher Education, 17 567-582 (2001) [C1]
Citations Scopus - 18Web of Science - 14
1997 Gore JM, 'On the Use of Empirical Research for the Development of a Theory of Pedagogy', Cambridge Journal of Education, 27 211-221 (1997)
DOI 10.1080/0305764970270205
1995 Gore JM, 'On the Continuity of Power Relations in Pedagogy', International Studies in Sociology of Education, 5 165-188 (1995)
DOI 10.1080/0962021950050203
1994 GORE JM, 'BORDER CROSSINGS - CULTURAL WORKERS AND THE POLITICS OF EDUCATION - GIROUX,HA', CONTEMPORARY SOCIOLOGY-A JOURNAL OF REVIEWS, 23 909-910 (1994)
DOI 10.2307/2076126
1991 Gore JM, 'On silent regulation: Emancipatory action research in preservice teacher education', Curriculum Perspectives, 11 47-51 (1991)
Citations Scopus - 4
1991 Gore JM, Zeichner KM, 'Action research and reflective teaching in preservice teacher education: A case study from the United States', Teaching and Teacher Education, 7 119-136 (1991)
Citations Scopus - 133Web of Science - 106
1990 MCKAY J, GORE JM, KIRK D, 'Beyond the limits of technocratic physical education', Quest, 42 52-76 (1990)
Citations Web of Science - 62
1987 GORE JM, 'Reflecting on reflective teaching', Journal of Teacher Education, 38 33-39 (1987)
DOI 10.1177/002248718703800208
Citations Web of Science - 36
Show 32 more journal articles

Review (1 outputs)

Year Citation Altmetrics Link
1999 Ladwig JG, Griffiths TG, Gore JM, Lingard B, 'Education in a post-penal, post-industrial, post-modern, soon-to-be post-colonial nation', Uppsala Reports on Education (1999) [D1]
Co-authors Tom Griffiths, James Ladwig

Conference (62 outputs)

Year Citation Altmetrics Link
2014 Gore JM, 'Effective implementation of pedagogical reform through Quality Teaching Rounds', Proceedings of the Australian College of Educators 2014 National Conference: "What counts as quality in education?", Adelaide, Australia (2014) [E2]
2014 Gore JM, 'Towards quality and equity: The case for Quality Teaching Rounds', Proceedings of the Australian Council for Educational Research (ACER) Research Conference, Adelaide, Australia (2014) [E2]
2014 Berger NJ, Holmes K, Archer J, Gore J, 'A social-cognitive perspective on the interaction of student social class with work and education aspirations', AARE-NZARE 2014, Queensland University of Technology, Brisbane, QLD, Australia (2014) [E3]
DOI 10.13140/2.1.2927.2645
Co-authors Jennifer Archer, Nathan Berger, Kathryn Holmes
2014 Berger NJ, Holmes K, Archer J, Gore J, 'A social-cognitive perspective on the interaction of student social class with work and education aspirations', AARE-NZARE 2014, Queensland University of Technology, Brisbane, QLD, Australia (2014) [E3]
DOI 10.13140/2.1.2927.2645
Co-authors Jennifer Archer, Nathan Berger, Kathryn Holmes
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, Philadelphia, Pennsylvania, USA (2014) [E3]
Co-authors Kathryn Holmes, Erica Southgate, Nathan Berger, Maxwell Smith, James Albright
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, Adelaide, SA, Australia (2013) [E3]
Co-authors Kathryn Holmes, Maxwell Smith, Erica Southgate, James Albright, Nathan Berger
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, Sydney, NSW (2012) [E3]
Co-authors Erica Southgate, Kathryn Holmes, James Albright, 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, Sydney, NSW (2012) [E3]
Co-authors Erica Southgate, Kathryn Holmes, Maxwell Smith, James Albright
2012 Bowe JM, Gore JM, Miller WA, 'Factors that support productive facilitation in teacher professional learning', AARE 2012 Conference Proceedings & Program, Sydney, NSW (2012) [E3]
Co-authors Julie Bowe
2012 Drew DL, Gore JM, 'Shaping up? The discursive construction of student and parent subjectivities in the global children's challenge', AARE 2012 Conference Proceedings & Program, Sydney, NSW (2012) [E3]
2012 Eacott S, Gore JM, Miller WA, Morrison JA, 'Privatising curriculum and pedagogy?', AARE 2012 Conference Proceedings & Program, Sydney, NSW (2012) [E3]
Co-authors Scott Eacott
2012 Gore JM, Miller WA, Bowe JM, Clement JJ, 'Judging teaching quality: Implications for teacher professional learning', AARE 2012 Conference Proceedings & Program, Sydney, NSW (2012) [E3]
Co-authors Julie Bowe
2012 Gore JM, Miller WA, Bowe JM, Eacott S, O'Heir P, 'Leadership and the circulation of power in building capacity to improve pedagogy', AARE 2012 Conference Proceedings & Program, Sydney, NSW (2012) [E3]
Co-authors Scott Eacott, Julie Bowe
2012 Gore JM, Miller WA, Ellis H, Bowe JM, 'The power of quality teaching rounds: Making connections between professional learning and student achievement', AARE 2012 Conference Proceedings & Program, Sydney, NSW (2012) [E3]
Co-authors Julie Bowe
2012 Morrison JA, Eacott S, Gore JM, Miller WA, 'Equity programs in Australian schools: Social democracy, managerialism and social capitalism', AARE 2012 Conference Proceedings & Program, Sydney, NSW (2012) [E3]
Co-authors Scott Eacott
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, Sydney, NSW (2012) [E3]
Co-authors Maxwell Smith, Kathryn Holmes, Erica Southgate, James Albright
2011 Williams CA, Gore JM, 'On the exercise of power during induction - Disciplining graduate teachers?', BERA Annual Conference. Final Programme, London (2011) [E3]
Co-authors Cheryl Williams
2010 Gore JM, Elsworth WA, Bowe JM, 'Effective Implementation of Pedagogical Reform: Introducing the Quality Teaching Rounds', Proceedings of the 2010 AARE International Education Research Conference, Melbourne (2010) [O1]
2010 Bowe JM, Gore JM, Miller WA, 'Rounding out professional development: Professional learning community, instructional rounds and quality teaching', AARE 2010 Conference Proceedings, Melbourne, Vic (2010) [E2]
Co-authors Julie Bowe
2010 Gore JM, Miller WA, Bowe JM, 'Examining the impact of quality teaching rounds on teacher professional learning', AARE 2010 Conference Proceedings, Melbourne, Vic (2010) [E2]
Co-authors Julie Bowe
2010 Gore JM, Miller WA, Bowe JM, 'Changing teachers, changing teaching: Exploring the relationships among teachers' perceptions and Quality Teaching Rounds, their teaching, and their identity as teachers', AARE 2010 Conference Proceedings, Melbourne, Vic (2010) [E2]
Co-authors Julie Bowe
2010 Williams CA, Gore JM, 'Discipling graduate teachers - on the exercise of power during induction', AARE International Education Research Conference - 2010, Melbourne, Vic (2010) [E3]
Co-authors Cheryl Williams
2009 Gore JM, Miller WA, Griffiths TG, Parkes RJ, Ellis H, 'Refining assessment practice in the social sciences', ATN Assessment Conference 2009, Melbourne, Vic (2009) [E1]
Co-authors Robert Parkes, Tom Griffiths
2009 Gore JM, Ladwig JG, Miller WA, Griffiths TG, 'On the status and quality of physical education as school subject: An empirical study of classroom and assessment practice', AARE 2008 Conference Papers Collection: Proceedings, Brisbane, QLD (2009) [E1]
Co-authors James Ladwig, Tom Griffiths
2009 McCormack AC, Gore JM, '?If only I could just teach?: Early career teachers, their colleagues and the operation of power', AARE 2008 Conference Papers Collection: Proceedings, Brisbane, QLD (2009) [E1]
2009 Gore JM, Ladwig JG, Miller WA, Griffiths TG, Parkes RJ, Ellis H, 'Quality assessment in university social science courses', AARE 2008 Conference Papers Collection: Proceedings, Brisbane, QLD (2009) [E2]
Co-authors Robert Parkes, James Ladwig, Tom Griffiths
2009 Miller WA, Williams CA, Ladwig JG, Gore JM, Griffiths TG, 'An examination of the quality and conceptualisation of English teaching', AARE 2008 International Education Research Conference: Changing Climates: Education for Sustainable Futures, Brisbane, QLD (2009) [E1]
Co-authors Tom Griffiths, James Ladwig, Cheryl Williams
2009 Griffiths TG, Parkes RJ, Downey J, Gore JM, Ladwig JG, Miller WA, 'Conceptions of social science knowledge: Assessing the impact on pedagogical reform', AARE 2008 International Education Research Conference: Changing Climates: Education for Sustainable Futures, Brisbane, QLD (2009) [E1]
Co-authors Robert Parkes, James Ladwig, Tom Griffiths
2008 Miller WA, Williams CA, Griffiths TG, Gore JM, Ladwig JG, 'An examination of the quality and conceptualization of English teaching', AERA 2008 Annual Meeting. Abstracts, New York (2008) [E3]
Co-authors Cheryl Williams, Tom Griffiths, James Ladwig
2008 Gore JM, Miller WA, Ladwig JG, Griffiths TG, 'Physical education: Teacher capacity, curriculum structure, and pedagogical relationships', AERA 2008 Annual Meeting. Abstracts, New York (2008) [E3]
Co-authors James Ladwig, Tom Griffiths
2008 Griffiths TG, Parkes RJ, Gore JM, Miller WA, Ladwig JG, 'Conceptions of historical and geographical knowledge: Assessing the impact of pedagogical reform', AERA 2008 Annual Meeting. Abstracts, New York (2008) [E3]
Co-authors Robert Parkes, James Ladwig, Tom Griffiths
2008 Ladwig JG, Gore JM, Griffiths TG, Miller WA, 'Pedagogical inertia and reform in NSW school mathematics', AERA 2008 Annual Meeting. Abstracts, New York (2008) [E3]
Co-authors Tom Griffiths, James Ladwig
2008 Ladwig JG, Ellis H, Miller WA, Griffiths TG, Gore JM, 'Scientific method, content coverage, and pedagogy', AERA 2008 Annual Meeting. Abstracts, New York (2008) [E3]
Co-authors Tom Griffiths, James Ladwig
2007 Gore JM, Ladwig JG, Griffiths TG, Miller WA, 'Data-driven guidelines for high quality teacher education', AARE 2007 Conference: Index to Conference Papers, Abstracts and Symposia, Fremantle WA (2007) [E1]
Co-authors Tom Griffiths, James Ladwig
2007 Ladwig JG, Gore JM, Miller WA, Griffiths TG, Smith M, 'Quality of pedagogy and student achievement: Multi-level replication of authentic pedagogy', AARE 2007 Conference: Index to Conference Papers, Abstracts and Symposia, Fremantle WA (2007) [E1]
Co-authors James Ladwig, Tom Griffiths
2007 Griffiths TG, Miller WA, Ladwig JG, Gore JM, 'Equity and pedagogy: Familiar patterns and QT based possibilities', AARE 2007 Conference: Research Impacts: Proving or improving?, Fremantle WA (2007) [E1]
Co-authors Tom Griffiths, James Ladwig
2007 Miller WA, Ladwig JG, Griffiths TG, Gore JM, 'Equity effects of quality teaching: Closing the gap', Index to Conference Papers, Abstracts and Symposia, Fremantle WA (2007) [E1]
Co-authors James Ladwig, Tom Griffiths
2007 Gore JM, Ladwig JG, 'Professional development for pedagogical impact', Proceedings of the Australian Association for Research in Education 2006 Annual Conference, Adelaide (2007) [E1]
Co-authors James Ladwig
2007 Gore JM, Williams CA, Ladwig JG, 'On the place of pedagogy in the induction of early career teachers', Proceedings of the Australian Association for Research in Education 2006 Annual Conference, Adelaide (2007) [E1]
Co-authors Cheryl Williams, James Ladwig
2007 Griffiths TG, Gore JM, Ladwig JG, 'Teachers' fundamental beliefs, commitment to reform, and the quality of pedagogy', Proceedings of the Australian Association for Research in Education 2006 Annual Conference, Adelaide (2007) [E1]
Co-authors James Ladwig, Tom Griffiths
2007 Gore JM, Ladwig JG, Griffiths TG, Miller WA, 'Variations in pedagogical quality and their social effects: Implications for teacher education', 2007 AERA Annual Meeting and Exhibition: The World of Educational Quality. Papers, Chicago (2007) [E2]
Co-authors Tom Griffiths, James Ladwig
2007 Ladwig JG, Miller WA, Gore JM, Griffiths TG, 'Curricular implications of a multi-dimensional analysis of pedagogy and equity', 2007 Biennial ACSA conference: Curriculum Centre Stage. Proceedings, Melbourne (2007) [E2]
Co-authors James Ladwig, Tom Griffiths
2006 Griffiths TG, Gore JM, Ladwig JG, 'Conceptions of pedagogy teacher understanding as a critical factor in professional learning and pedagogical practice', 2006 AERA Annual Meeting Abstracts, San Francisco (2006) [E3]
Co-authors James Ladwig, Tom Griffiths
2005 Gore JM, Ladwig JG, King MB, 'Professional Learning, Pedagogical Improvement, and the Circulation of Power', AARE 2004 Conference Papers Collection, Melbourne, Australia (2005) [E2]
Co-authors James Ladwig
2005 McCormack AC, Gore JM, Thomas MK, 'Learning to Teach: Narratives from early career teachers', AARE 2004 Conference Papers Collection, Melbourne, Australia (2005) [E2]
2004 Williams CA, Gore JM, Cooper SA, 'The Brave and the Bold: Researching the professional lives of early career teachers. Imagine if ...The impact of quality teaching on the socialisation of early career teachers', AARE Conference Paper Abstracts - 2004, Melbourne (2004) [E3]
Co-authors Cheryl Williams
2004 Gore JM, Ladwig JG, King B, 'Professional learning, pedagogical improvement, and the circulation of power', Abstract of Papers, Melbourne (2004) [E3]
Co-authors James Ladwig
2004 McCormack AC, Gore JM, Thomas MK, 'Learning to teach: Narrative from early career teachers', Abstracts of Papers, Melbourne (2004) [E3]
2002 Gore JM, 'Some certainties in the uncertain world of classroom practice: An outline of a theory of power relations in pedagogy', AARE 2002 Conference Papers, Brisbane (2002) [E2]
2002 Gore JM, Griffiths TG, Ladwig JG, 'Exploring 'productive pedagogy' as a framework for teacher learning', AARE 2002 Conference Papers, Brisbane (2002) [E2]
Co-authors James Ladwig, Tom Griffiths
2001 Gore JM, 'Implications of Power and Pedagogy for the Development of Literacy', Loss of communication in the information age = Kommunikationsverlust im Informationszeitalter, Vienna (2001)
2001 Ladwig JG, Gore JM, Lingard B, Griffiths TG, Morrison KA, Cooper SA, 'Educational governance, social inclusion and social exclusion in Australia', AARE - Conference Papers, Sydney (2001) [E2]
Co-authors Tom Griffiths, James Ladwig
2001 Gore JM, Griffiths TG, Ladwig JG, 'Productive pedagogy as a framework for teacher education: Towards better teaching', AARE - Conference Papers, Fremantle (2001) [E2]
Co-authors James Ladwig, Tom Griffiths
2001 Ladwig JG, Gore JM, 'The imposition of a schooled habitus', AARE 2000 - Conference papers, Sydney (2001) [E2]
Co-authors James Ladwig
2000 Gore JM, Morrison KA, 'The perpetuation of a (semi-)profession: Challenges in the governance of teacher education', AARE-NZARE 1999, Melbourne (2000) [E2]
2000 Gore JM, Ladwig JG, 'The imposition of a schooled habitus', AARE-NZARE Sydney 2000 - Education Research: Towards an Optimistic Future- Abstracts, Sydney 4-7 December (2000) [E3]
Co-authors James Ladwig
1999 Gore JM, 'Micro-level techniques of power in the classroom production of class, race, gender and other relations', AARE - Online publications, Annual Conference of the Australian Association for Research in Education, Adelaide, 1998 (1999) [E2]
1999 Gore JM, Morrison KA, 'The perpetuation of a semi-profession: Challenges in the governance of teacher education', Global Issues & Local Effects: The Challenge for Educational Research, Melbourne Australia (1999) [E3]
1999 Lovat TJ, Gore JM, Sirasch S, 'Site-based teacher education at the University of Newcastle: Schools internships and the BHP retraining program', Global Issues & Local Effects: The Challenge for Educational Research, Melbourne Australia (1999) [E3]
Co-authors Terry Lovat
1998 Gore JM, 'Who has the authority to speak about practice and how does it ifluence educational enquiry?', AARE - Conference Papers Online, Brisbane (1998) [E2]
1991 Gore JM, 'Neglected Practices : a Foucauldian Critique of Traditional and Radical Approaches to Pedagogy', Conference Paper / Australian Curriculum Studies Association ; no. 21, Adelaide (1991)
1989 Gore JM, 'Agency, Structure and the Rhetoric of Teacher Empowerment', The Interdependence of Research and Practice, San Francisco (1989)
Show 59 more conferences

Report (3 outputs)

Year Citation Altmetrics Link
2009 Gore JM, Ladwig JG, Miller WA, Ellis H, Parkes RJ, Griffiths TG, 'Final Report: Quality Assessment: Linking Assessment Tasks and Teaching Outcomes in the Social Sciences', Australian Learning and Teaching Council, 51 (2009) [R1]
Co-authors Robert Parkes, Tom Griffiths, James Ladwig
2009 Gore JM, Ladwig JG, Miller WA, Ellis H, 'Quality Assessment Framework: A Guide for Assessment Practice in High Education', Australian Learning and Teaching Council, 57 (2009) [R1]
Co-authors James Ladwig
2001 Gore JM, Lingard RL, Ladwig J, Mills MD, Hayes D, Luke A, Christie PH, 'The Queensland School Reform Longitudinal Study: A Strategy for Shared Curriculum Leadership. Teachers' Manual', State of Queensland (Department of Education) (2001)
Edit

Grants and Funding

Summary

Number of grants 67
Total funding $4,614,276

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


20152 grants / $27,300

Stimulus paper: Evidence of impact$25,300

Funding body: Australian Institute for Teaching and School Leadership (AITSL)

Funding body Australian Institute for Teaching and School Leadership (AITSL)
Project Team Professor Jennifer Gore
Scheme Research Grant
Role Lead
Funding Start 2015
Funding Finish 2015
GNo G1500850
Type Of Funding Other Public Sector - Commonwealth
Category 2OPC
UON Y

British Educational Research Association 2015 Annual Conference, Belfast Ireland, 15-17 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 Professor Jennifer Gore
Scheme Travel Grant
Role Lead
Funding Start 2015
Funding Finish 2015
GNo G1500761
Type Of Funding Internal
Category INTE
UON Y

20146 grants / $1,309,150

Improving teaching quality through peer observation and feedback: an investigation of the impact of Quality Teaching Rounds $730,433

Funding body: NSW Department of Education and Communities

Funding body NSW Department of Education and Communities
Project Team Professor Jennifer Gore, Ms Julie Bowe, Professor Max Smith, Doctor Nicole Mockler, Professor David Lubans
Scheme Research Grant
Role Lead
Funding Start 2014
Funding Finish 2014
GNo G1400499
Type Of Funding Other Public Sector - State
Category 2OPS
UON Y

National Exceptional teachers for Disadvantaged School Projects$140,000

Funding body: Origin Foundation

Funding body Origin Foundation
Project Team Professor Jennifer Gore, Doctor Margot Ford, Doctor Joanne Ailwood, Doctor Drew Miller
Scheme Project Grant
Role Lead
Funding Start 2014
Funding Finish 2014
GNo G1301438
Type Of Funding External
Category EXTE
UON Y

National Exceptional teachers for Disadvantaged School Projects$140,000

Funding body: Origin Foundation

Funding body Origin Foundation
Project Team Professor Jennifer Gore, Doctor Margot Ford, Doctor Joanne Ailwood, Doctor Drew Miller
Scheme Project Grant
Role Lead
Funding Start 2014
Funding Finish 2014
GNo G1301438
Type Of Funding Donation - Aust Non Government
Category 3AFD
UON Y

National Exceptional teachers for Disadvantaged School Projects$140,000

Funding body: Origin Foundation

Funding body Origin Foundation
Project Team Professor Jennifer Gore, Doctor Margot Ford, Doctor Joanne Ailwood, Doctor Drew Miller
Scheme Project Grant
Role Lead
Funding Start 2014
Funding Finish 2014
GNo G1301438
Type Of Funding Not Known
Category UNKN
UON Y

Teachers and Teaching$90,000

Funding body: University of Newcastle - Faculty of Education and Arts

Funding body University of Newcastle - Faculty of Education and Arts
Project Team Professor Jennifer Gore, Professor Max Smith, Associate Professor Kathryn Holmes, Doctor Nicole Mockler
Scheme Research Programme 2014
Role Lead
Funding Start 2014
Funding Finish 2014
GNo G1400926
Type Of Funding Internal
Category INTE
UON Y

Choosing university: The impact of schools and schooling$68,717

Funding body: National Centre for Student Equity in Higher Education (NCSEHE)

Funding body National Centre for Student Equity in Higher Education (NCSEHE)
Project Team Professor Jennifer Gore, Associate Professor Kathryn Holmes, Professor Max Smith, Mr Andrew Lyell, Mr Hywel Ellis
Scheme Research Grants Program
Role Lead
Funding Start 2014
Funding Finish 2014
GNo G1400566
Type Of Funding Other Public Sector - Commonwealth
Category 2OPC
UON Y

20134 grants / $116,119

Enhancing ICT Classroom Practice through Quality Teaching Rounds$58,582

Funding body: St Joseph's Catholic College

Funding body St Joseph's Catholic College
Project Team Professor Jennifer Gore, Associate Professor Kathryn Holmes, Ms Julie Bowe
Scheme Research Project
Role Lead
Funding Start 2013
Funding Finish 2013
GNo G1300192
Type Of Funding Grant - Aust Non Government
Category 3AFG
UON Y

A Cluster Randomised Controlled Trial of a School-based Physical Activity Intervention in At-risk Communities$32,965

Funding body: ARC (Australian Research Council)

Funding body ARC (Australian Research Council)
Project Team Dr Chris Lonsdale, Professor David Lubans, Dr Gregory Kolt, Dr Lousia Peralta, Professor Anthony Maeder, Professor Jennifer Gore, Professor Ester Cerin, Professor Nikos Ntoumanis
Scheme Discovery Projects
Role Investigator
Funding Start 2013
Funding Finish 2013
GNo G1201273
Type Of Funding Aust Competitive - Commonwealth
Category 1CS
UON Y

ERF Teaching Relief - Miller$23,822

Funding body: University of Newcastle

Funding body University of Newcastle
Project Team Doctor Wendy Miller, Professor Jennifer Gore
Scheme Equity Research Fellowship
Role Lead
Funding Start 2013
Funding Finish 2013
GNo G1201025
Type Of Funding Internal
Category INTE
UON Y

AARE 2013 (Australian Association for Research in Education), Hilton Adelaide, 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 Jennifer Gore
Scheme Travel Grant
Role Lead
Funding Start 2013
Funding Finish 2013
GNo G1301057
Type Of Funding Internal
Category INTE
UON Y

20126 grants / $1,043,075

Targeting educational and career aspirations in the middle years of schooling: Understanding complexity for increased equity$634,880

Funding body: ARC (Australian Research Council)

Funding body ARC (Australian Research Council)
Project Team Professor Jennifer Gore, Professor Jim Albright, Doctor Erica Southgate, Associate Professor Kathryn Holmes, Professor Max Smith, Mrs Michelle Heaney, Frank Potter
Scheme Linkage Projects
Role Lead
Funding Start 2012
Funding Finish 2012
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, Doctor Erica Southgate, Associate Professor Kathryn Holmes, Professor Max Smith
Scheme Linkage Projects Partner funding
Role Lead
Funding Start 2012
Funding Finish 2012
GNo G1100711
Type Of Funding Aust Competitive - Commonwealth
Category 1CS
UON Y

Investigating Quality Teaching Rounds to support teacher professional learning$11,000

Funding body: ACT Department of Education and Training

Funding body ACT Department of Education and Training
Project Team Professor Jennifer Gore, Ms Julie Bowe, Doctor Nicole Mockler, Professor Max Smith
Scheme Research Project
Role Lead
Funding Start 2012
Funding Finish 2012
GNo G1200010
Type Of Funding Other Public Sector - State
Category 2OPS
UON Y

Supporting Smarter Schools Project – Site 6, Holy Family Primary School Emerton$10,704

Funding body: Holy Family Primary Emerton

Funding body Holy Family Primary Emerton
Project Team Professor Jennifer Gore, Doctor Nicole Mockler, Mr Hywel Ellis
Scheme Research Grant
Role Lead
Funding Start 2012
Funding Finish 2012
GNo G1200800
Type Of Funding Grant - Aust Non Government
Category 3AFG
UON Y

Investigating 'rounds' to support teacher professional learning$5,000

Funding body: University of Newcastle

Funding body University of Newcastle
Project Team Professor Jennifer Gore, Ms Julie Bowe, Professor Max Smith, Doctor Nicole Mockler
Scheme Linkage Pilot Research Grant
Role Lead
Funding Start 2012
Funding Finish 2012
GNo G1101164
Type Of Funding Internal
Category INTE
UON Y

American Educational Research Associate Annual Meeting, Vancouver Convention Center East and West Building, 12 - 17 April 2012$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 Jennifer Gore
Scheme Travel Grant
Role Lead
Funding Start 2012
Funding Finish 2012
GNo G1200547
Type Of Funding Internal
Category INTE
UON Y

20112 grants / $8,022

Supporting Smarter Schools Project Study 1$7,272

Funding body: Holy Spirit Primary School (Kurri Kurri)

Funding body Holy Spirit Primary School (Kurri Kurri)
Project Team Professor Jennifer Gore
Scheme Research Project
Role Lead
Funding Start 2011
Funding Finish 2011
GNo G1100735
Type Of Funding Grant - Aust Non Government
Category 3AFG
UON Y

Australian Association for Research in Education International Research in Education Conference, Hotel Grand Chancellor, Hobart Tasmania, 27/11/2011 - 1/12/2011$750

Funding body: University of Newcastle - Faculty of Education and Arts

Funding body University of Newcastle - Faculty of Education and Arts
Project Team Professor Jennifer Gore
Scheme Travel Grant
Role Lead
Funding Start 2011
Funding Finish 2011
GNo G1100788
Type Of Funding Internal
Category INTE
UON Y

20102 grants / $10,750

Making Educational Goals Sustainable (MEGS): A study of an intervention aimed at developing educational pathways for students from low SES communities$10,000

Funding body: University of Newcastle

Funding body University of Newcastle
Project Team Doctor Erica Southgate, Professor Jennifer Gore
Scheme Linkage Pilot Research Grant
Role Investigator
Funding Start 2010
Funding Finish 2010
GNo G1000898
Type Of Funding Internal
Category INTE
UON Y

Australian Association for Research in Education International Research in Education Conference, The University of Melbourne, 28/11/2010 - 02/12/2010$750

Funding body: University of Newcastle - Faculty of Education and Arts

Funding body University of Newcastle - Faculty of Education and Arts
Project Team Professor Jennifer Gore
Scheme Travel Grant
Role Lead
Funding Start 2010
Funding Finish 2010
GNo G1000889
Type Of Funding Internal
Category INTE
UON Y

20092 grants / $305,945

Effective Implementation of Pedagogical Reform$227,000

Funding body: ARC (Australian Research Council)

Funding body ARC (Australian Research Council)
Project Team Professor Jennifer Gore, Doctor Wendy Miller, Dr Anthony Bracken
Scheme Linkage Projects
Role Lead
Funding Start 2009
Funding Finish 2009
GNo G0189159
Type Of Funding Aust Competitive - Commonwealth
Category 1CS
UON Y

Effective Implementation of Pedagogical Reform$78,945

Funding body: Catholic Education Office, Diocese of Parramatta

Funding body Catholic Education Office, Diocese of Parramatta
Project Team Professor Jennifer Gore, Doctor Wendy Miller, Dr Anthony Bracken
Scheme Linkage Projects Partner funding
Role Lead
Funding Start 2009
Funding Finish 2009
GNo G0189444
Type Of Funding Aust Competitive - Commonwealth
Category 1CS
UON Y

20081 grants / $2,500

AERA 2008 Annual Meeting and Exhibition, Hilton Hotel, New York, 24/3/2008 - 28/3/2008$2,500

Funding body: University of Newcastle

Funding body University of Newcastle
Project Team Professor Jennifer Gore
Scheme Travel Grant
Role Lead
Funding Start 2008
Funding Finish 2008
GNo G0188619
Type Of Funding Internal
Category INTE
UON Y

20074 grants / $333,148

Quality Assessment: Linking assessment tasks and teaching outcomes in the social sciences$219,939

Funding body: Australian Learning and Teaching Council

Funding body Australian Learning and Teaching Council
Project Team Professor Jennifer Gore, Associate Professor James Ladwig, Doctor Wendy Miller, Doctor Tom Griffiths, Doctor Robert Parkes
Scheme Research Grant
Role Lead
Funding Start 2007
Funding Finish 2007
GNo G0188132
Type Of Funding Other Public Sector - Commonwealth
Category 2OPC
UON Y

(46) Education$59,907

Funding body: University of Newcastle

Funding body University of Newcastle
Project Team Professor Jennifer Gore
Scheme Publication Performance Grant
Role Lead
Funding Start 2007
Funding Finish 2007
GNo G0187965
Type Of Funding Internal
Category INTE
UON Y

Enhancing pedagogy and outcomes at an independent college$50,802

Funding body: Anonymous

Funding body Anonymous
Project Team Professor Jennifer Gore, Associate Professor James Ladwig, Doctor Wendy Miller
Scheme Anonymous Project
Role Lead
Funding Start 2007
Funding Finish 2007
GNo G0187203
Type Of Funding Contract - Aust Non Government
Category 3AFC
UON Y

2007 AERA Annual Meeting and Exhibition, Chicago, 9/4/2007 - 13/4/2007$2,500

Funding body: University of Newcastle

Funding body University of Newcastle
Project Team Professor Jennifer Gore
Scheme Travel Grant
Role Lead
Funding Start 2007
Funding Finish 2007
GNo G0187567
Type Of Funding Internal
Category INTE
UON Y

20061 grants / $1,500

American Educational Research Association Annual Meeting, 7-11 April 2006$1,500

Funding body: University of Newcastle

Funding body University of Newcastle
Project Team Professor Jennifer Gore
Scheme Travel Grant
Role Lead
Funding Start 2006
Funding Finish 2006
GNo G0186228
Type Of Funding Internal
Category INTE
UON Y

20054 grants / $91,326

2005 RIBG allocation$42,500

Funding body: University of Newcastle

Funding body University of Newcastle
Project Team Professor Jennifer Gore, Associate Professor James Ladwig
Scheme Research Infrastructure Block Grant (RIBG)
Role Lead
Funding Start 2005
Funding Finish 2005
GNo G0185821
Type Of Funding Internal
Category INTE
UON Y

Scholarship - Matching - Semester 2, 2005$29,326

Funding body: University of Newcastle

Funding body University of Newcastle
Project Team Professor Jennifer Gore
Scheme Multi-Year Project Grant Scholarship
Role Lead
Funding Start 2005
Funding Finish 2005
GNo G0185748
Type Of Funding Internal
Category INTE
UON Y

How do effective learning and teaching practices in special education align with the broader pedagogical framework of quality teaching$10,000

Funding body: University of Newcastle

Funding body University of Newcastle
Project Team Associate Professor Robert Conway, Associate Professor Michael Arthur-Kelly, Associate Professor James Ladwig, Professor Jennifer Gore
Scheme Project Grant
Role Investigator
Funding Start 2005
Funding Finish 2005
GNo G0184747
Type Of Funding Internal
Category INTE
UON Y

Early career teacher socialisation and professional growth$9,500

Funding body: University of Newcastle

Funding body University of Newcastle
Project Team Doctor Ann McCormack, Professor Jennifer Gore
Scheme Project Grant
Role Investigator
Funding Start 2005
Funding Finish 2005
GNo G0184616
Type Of Funding Internal
Category INTE
UON Y

20046 grants / $847,408

Systemic implications of pedagogy and achievement in NSW Public Schools$550,000

Funding body: ARC (Australian Research Council)

Funding body ARC (Australian Research Council)
Project Team Professor Jennifer Gore, Associate Professor James Ladwig, Dr P Brock, Ms Gillian Shadwick, Mr R Randall, Dr Maxwell Smith, Ms Ann McIntyre, Doctor Tom Griffiths, Doctor Wendy Miller
Scheme Linkage Projects
Role Lead
Funding Start 2004
Funding Finish 2004
GNo G0183622
Type Of Funding Aust Competitive - Commonwealth
Category 1CS
UON Y

Systemic implications of pedagogy and achievement in NSW public schools.$267,263

Funding body: NSW Department of Education and Training

Funding body NSW Department of Education and Training
Project Team Professor Jennifer Gore, Associate Professor James Ladwig, Dr P Brock, Dr M Bruniges, Mr R Randall, Dr Maxwell Smith, Ms J Davy, Doctor Tom Griffiths, Doctor Wendy Miller, Ms Gillian Shadwick, Ms Ann McIntyre
Scheme Linkage Projects Partner funding
Role Lead
Funding Start 2004
Funding Finish 2004
GNo G0183823
Type Of Funding Other Public Sector - State
Category 2OPS
UON Y

The impact of 'productive pedagogy' in the socialisation of beginning teachers.$15,000

Funding body: University of Newcastle

Funding body University of Newcastle
Project Team Professor Jennifer Gore
Scheme Project Grant
Role Lead
Funding Start 2004
Funding Finish 2004
GNo G0183541
Type Of Funding Internal
Category INTE
UON Y

An exploration of students' social motives engage in academic work: Extending achievement goal theory.$10,000

Funding body: University of Newcastle

Funding body University of Newcastle
Project Team Doctor Jennifer Archer, Professor Jennifer Gore
Scheme Project Grant
Role Investigator
Funding Start 2004
Funding Finish 2004
GNo G0183542
Type Of Funding Internal
Category INTE
UON Y

Pedagogy in Practice 20 to 21 January 2004$3,000

Funding body: University of Newcastle

Funding body University of Newcastle
Project Team Professor Jennifer Gore
Scheme Conference Establishment Grant
Role Lead
Funding Start 2004
Funding Finish 2004
GNo G0183736
Type Of Funding Internal
Category INTE
UON Y

American Educational Research Association annual meeting, 12-16 April 2004, USA$2,145

Funding body: University of Newcastle

Funding body University of Newcastle
Project Team Professor Jennifer Gore
Scheme Travel Grant
Role Lead
Funding Start 2004
Funding Finish 2004
GNo G0183985
Type Of Funding Internal
Category INTE
UON Y

20035 grants / $68,305

Write a classroom practice coding manual for the NSW model of pedagogy$17,940

Funding body: NSW Department of Education and Training

Funding body NSW Department of Education and Training
Project Team Associate Professor James Ladwig, Professor Jennifer Gore
Scheme Consultancy/Tender
Role Investigator
Funding Start 2003
Funding Finish 2003
GNo G0183136
Type Of Funding Other Public Sector - State
Category 2OPS
UON Y

Write a learning task coding manual for the NSW model of pedagogy$17,940

Funding body: NSW Department of Education and Training

Funding body NSW Department of Education and Training
Project Team Associate Professor James Ladwig, Professor Jennifer Gore
Scheme Consultancy/Tender
Role Investigator
Funding Start 2003
Funding Finish 2003
GNo G0183137
Type Of Funding Other Public Sector - State
Category 2OPS
UON Y

Enhancing student learning: An investigation of the impact of improving the quality of learning and assessment tasks set by teachers$17,500

Funding body: University of Newcastle

Funding body University of Newcastle
Project Team Associate Professor James Ladwig, Professor Jennifer Gore
Scheme Project Grant
Role Investigator
Funding Start 2003
Funding Finish 2003
GNo G0182366
Type Of Funding Internal
Category INTE
UON Y

Contract for development of research background paper on Pedagogy$13,800

Funding body: NSW Department of Education and Training

Funding body NSW Department of Education and Training
Project Team Associate Professor James Ladwig, Professor Jennifer Gore
Scheme Consultancy/Tender
Role Investigator
Funding Start 2003
Funding Finish 2003
GNo G0183133
Type Of Funding Other Public Sector - State
Category 2OPS
UON Y

Joint conference of Australian Association for Research in Education and New Zealand Association for Research in Education$1,125

Funding body: University of Newcastle

Funding body University of Newcastle
Project Team Professor Jennifer Gore
Scheme Travel Grant
Role Lead
Funding Start 2003
Funding Finish 2003
GNo G0183656
Type Of Funding Internal
Category INTE
UON Y

20023 grants / $27,410

Development of a statement and framework for quality pedagogy for NSW public schools.$17,710

Funding body: NSW Department of Education and Training

Funding body NSW Department of Education and Training
Project Team Associate Professor James Ladwig, Professor Jennifer Gore, Doctor Tom Griffiths
Scheme Consultancy/Tender
Role Investigator
Funding Start 2002
Funding Finish 2002
GNo G0182638
Type Of Funding Other Public Sector - State
Category 2OPS
UON Y

The Induction of Beginning Teachers$7,300

Funding body: University of Newcastle

Funding body University of Newcastle
Project Team Doctor Ann McCormack, Emeritus Professor Phil Foreman, Professor Jennifer Gore
Scheme Project Grant
Role Investigator
Funding Start 2002
Funding Finish 2002
GNo G0181304
Type Of Funding Internal
Category INTE
UON Y

Annual Meeting of the American Educational Resarch Association New Orleans, USA, 1 - 5 April, 2002$2,400

Funding body: University of Newcastle

Funding body University of Newcastle
Project Team Professor Jennifer Gore
Scheme Travel Grant
Role Lead
Funding Start 2002
Funding Finish 2002
GNo G0181703
Type Of Funding Internal
Category INTE
UON Y

20013 grants / $64,960

An investigation into the preparation of teachers to teach English literacy and numeracy in primary and secondary schools.$52,800

Funding body: Department of Education, Training & Youth Affairs

Funding body Department of Education, Training & Youth Affairs
Project Team Professor Jennifer Gore
Scheme Children`s Literacy National Projects (CLP)
Role Lead
Funding Start 2001
Funding Finish 2001
GNo G0180716
Type Of Funding Aust Competitive - Commonwealth
Category 1CS
UON Y

'Productive Pedagogy' and the professional development of practising teachers.$11,000

Funding body: University of Newcastle

Funding body University of Newcastle
Project Team Professor Jennifer Gore, Associate Professor James Ladwig
Scheme Project Grant
Role Lead
Funding Start 2001
Funding Finish 2001
GNo G0180121
Type Of Funding Internal
Category INTE
UON Y

Annual Conference of the Australian Association for Research in Education (AARE) Fremantle, WA, Australia December 2-6, 2001$1,160

Funding body: University of Newcastle

Funding body University of Newcastle
Project Team Professor Jennifer Gore
Scheme Travel Grant
Role Lead
Funding Start 2001
Funding Finish 2001
GNo G0181505
Type Of Funding Internal
Category INTE
UON Y

20002 grants / $14,400

A pilot study of 'Productive Pedagogy' as a framework for teacher professional development.$12,000

Funding body: ARC (Australian Research Council)

Funding body ARC (Australian Research Council)
Project Team Professor Jennifer Gore, Associate Professor James Ladwig
Scheme Small Grant
Role Lead
Funding Start 2000
Funding Finish 2000
GNo G0178888
Type Of Funding Scheme excluded from IGS
Category EXCL
UON Y

Annual Meeting of the American Educatinal Research Associatin New Orleans, USA 24-28 April 2000.$2,400

Funding body: University of Newcastle

Funding body University of Newcastle
Project Team Professor Jennifer Gore
Scheme Travel Grant
Role Lead
Funding Start 2000
Funding Finish 2000
GNo G0179846
Type Of Funding Internal
Category INTE
UON Y

19991 grants / $4,674

Professor Andrew Gitlin, Educational Studies, The University of Utah, 14/12/98 - 5/2/99$4,674

Funding body: University of Newcastle

Funding body University of Newcastle
Project Team Professor Jennifer Gore
Scheme Visitor Grant
Role Lead
Funding Start 1999
Funding Finish 1999
GNo G0178317
Type Of Funding Internal
Category INTE
UON Y

19983 grants / $186,247

Educational governance, social inclusion and social exclusion in Australia$176,870

Funding body: ARC (Australian Research Council)

Funding body ARC (Australian Research Council)
Project Team Associate Professor James Ladwig, Professor Jennifer Gore, Assoc. Prof R Lingard
Scheme Large Grant
Role Investigator
Funding Start 1998
Funding Finish 1998
GNo G0177088
Type Of Funding Aust Competitive - Commonwealth
Category 1CS
UON Y

Knowledge, Power and Pedagogy$8,000

Funding body: University of Newcastle

Funding body University of Newcastle
Project Team Professor Jennifer Gore
Scheme Project Grant
Role Lead
Funding Start 1998
Funding Finish 1998
GNo G0177250
Type Of Funding Internal
Category INTE
UON Y

American Educational Research Association Annual Meeting, USA 13-17 April 1998$1,377

Funding body: University of Newcastle

Funding body University of Newcastle
Project Team Professor Jennifer Gore
Scheme Travel Grant
Role Lead
Funding Start 1998
Funding Finish 1998
GNo G0179801
Type Of Funding Internal
Category INTE
UON Y

19972 grants / $11,957

Knowledge, Power and Pedagogy.$10,000

Funding body: ARC (Australian Research Council)

Funding body ARC (Australian Research Council)
Project Team Professor Jennifer Gore
Scheme Small Grant
Role Lead
Funding Start 1997
Funding Finish 1997
GNo G0176689
Type Of Funding Scheme excluded from IGS
Category EXCL
UON Y

American Educational Research Association Annual Meeting, Chicago, 24-28 March 1997$1,957

Funding body: University of Newcastle

Funding body University of Newcastle
Project Team Professor Jennifer Gore
Scheme Travel Grant
Role Lead
Funding Start 1997
Funding Finish 1997
GNo G0179479
Type Of Funding Internal
Category INTE
UON Y

19961 grants / $2,034

American Educational Research Association Annual Meeting - New York - 8-12/4/96$2,034

Funding body: University of Newcastle

Funding body University of Newcastle
Project Team Professor Jennifer Gore
Scheme Travel Grant
Role Lead
Funding Start 1996
Funding Finish 1996
GNo G0176118
Type Of Funding Internal
Category INTE
UON Y

19952 grants / $14,348

Towards a Theory of Power Relations in Pedagogy$12,000

Funding body: ARC (Australian Research Council)

Funding body ARC (Australian Research Council)
Project Team Professor Jennifer Gore
Scheme Small Grant
Role Lead
Funding Start 1995
Funding Finish 1995
GNo G0175001
Type Of Funding Scheme excluded from IGS
Category EXCL
UON Y

Intern. Sociology of Education Conference, UK, 2-5 Jan$2,348

Funding body: University of Newcastle

Funding body University of Newcastle
Project Team Professor Jennifer Gore
Scheme Travel Grant
Role Lead
Funding Start 1995
Funding Finish 1995
GNo G0176870
Type Of Funding Internal
Category INTE
UON Y

19942 grants / $4,012

'American Educational Research Association (AERA) Annual Meeting', New Orleans, Louisiana, USA, 4 - 8 April 1994$2,006

Funding body: University of Newcastle

Funding body University of Newcastle
Project Team Professor Jennifer Gore
Scheme Travel Grant
Role Lead
Funding Start 1994
Funding Finish 1994
GNo G0174541
Type Of Funding Internal
Category INTE
UON Y

American Education Research Association (AERA) Annual Meeting - New Orleans - 4-8 April 1994$2,006

Funding body: University of Newcastle

Funding body University of Newcastle
Project Team Professor Jennifer Gore
Scheme Travel Grant
Role Lead
Funding Start 1994
Funding Finish 1994
GNo G0175065
Type Of Funding Internal
Category INTE
UON Y

19931 grants / $2,386

'American Educational Research Association (AERA) Annual Meeting' - Atlanta, Georgia, USA - 12 - 16 April 1993$2,386

Funding body: University of Newcastle

Funding body University of Newcastle
Project Team Professor Jennifer Gore
Scheme Travel Grant
Role Lead
Funding Start 1993
Funding Finish 1993
GNo G0174319
Type Of Funding Internal
Category INTE
UON Y

19922 grants / $117,300

92,93,94 GRANT. Pedagogy and the Disciplining of Bodies: An Ethnographic Exploration of Disciplinary Power in Three Pedagogical Sites$112,300

Funding body: ARC (Australian Research Council)

Funding body ARC (Australian Research Council)
Project Team Professor Jennifer Gore
Scheme Large Grant
Role Lead
Funding Start 1992
Funding Finish 1992
GNo G0173057
Type Of Funding Aust Competitive - Commonwealth
Category 1CS
UON Y

Power Relations In Pedagogy$5,000

Funding body: University of Newcastle

Funding body University of Newcastle
Project Team Professor Jennifer Gore
Scheme Project Grant
Role Lead
Funding Start 1992
Funding Finish 1992
GNo G0174143
Type Of Funding Internal
Category INTE
UON Y
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Research Supervision

Number of supervisions

Completed16
Current12

Total current UON EFTSL

PhD3.35

Current Supervision

Commenced Level of Study Research Title / Program / Supervisor Type
2015 PhD Pursuing a Health Profession: An Exploration of the Educational and Career Aspirations of Students During Various Stages of Schooling
Curriculum & Education Studies, Faculty of Education and Arts, The University of Newcastle
Principal Supervisor
2015 PhD Intersection of Gender and Career and Educational Aspirations in the Middle Years of Schooling.
Curriculum & Education Studies, 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
Curriculum & Education Studies, Faculty of Education and Arts, The University of Newcastle
Co-Supervisor
2013 PhD The Impact of School-Based Management Reform on Principal Leadership in New South Wales Public Secondary Schools
Curriculum & Education Studies, Faculty of Education and Arts, The University of Newcastle
Principal Supervisor
2013 PhD Educational and Career Aspirations in the Middle Years of Schooling
Curriculum & Education Studies, Faculty of Education and Arts, The University of Newcastle
Co-Supervisor
2013 PhD Voices of the National Aboriginal Education Committee - Embedding Community Values into Government Policy in Education
Curriculum & Education Studies, Faculty of Education and Arts, The University of Newcastle
Co-Supervisor
2013 PhD A Social Psychological Examination of Factors Shaping Career and Education Aspirations through Childhood and Adolescence
Curriculum & Education Studies, Faculty of Education and Arts, The University of Newcastle
Co-Supervisor
2012 PhD Educational and Career Aspirations in the Middle Years of Schooling: An Exploration of Factors Influencing Students' Futures, in a Contemporary Australian Context
Curriculum & Education Studies, Faculty of Education and Arts, The University of Newcastle
Co-Supervisor
2011 PhD A Longitudinal Examination of Elements Associated with Educational Outcomes: Testing an Integrated Whole-Child Whole-School Model of Learning in Disadvantaged High School Communities
Curriculum & Education Studies, Faculty of Education and Arts, The University of Newcastle
Co-Supervisor
2011 PhD The Critical Work of Teaching: Changing Minds, Changing Practice
Curriculum & Education Studies, Faculty of Education and Arts, The University of Newcastle
Principal Supervisor
2006 PhD Does The Inclusion of Aboriginal Cultural Knowledge Support The Engagement and Educational Outcomes of Aboriginal Students?
Curriculum & Education Studies, Faculty of Education and Arts, The University of Newcastle
Co-Supervisor
2001 PhD Telling Tales: Reconceptualising Teacher Induction and Mentoring
Curriculum & Education Studies, Faculty of Education and Arts, The University of Newcastle
Principal Supervisor

Past Supervision

Year Level of Study Research Title / Program / Supervisor Type
2015 PhD Collaborative Professional Learning: Investigating Impact and Sustainability
Curriculum & Education Studies, Faculty of Education and Arts, The University of Newcastle
Principal Supervisor
2014 PhD Educating Boys: What's Your Problem?
Curriculum & Education Studies, Faculty of Education and Arts, The University of Newcastle
Co-Supervisor
2014 PhD Establishing a Democracy Classroom: Cooperative Learning and Good Teaching
Curriculum & Education Studies, Faculty of Education and Arts, The University of Newcastle
Co-Supervisor
2012 Masters Collaborative Teaching Partnerships: Toward Cycles for Success in Supporting New Teachers
Curriculum & Education Studies, Faculty of Education and Arts, The University of Newcastle
Sole Supervisor
2010 PhD An Investigation of Teachers' Collective Responsibility for Student Learning
Curriculum & Education Studies, Faculty of Education and Arts, The University of Newcastle
Principal Supervisor
2009 PhD Australian Schools: Social Purposes, Social Justice and Social Cohesion
Curriculum & Education Studies, Faculty of Education and Arts, The University of Newcastle
Principal Supervisor
2006 PhD Interrupting History: A Critical-reconceptualisation of History Curriculum after 'the end of history'
Curriculum & Education Studies, Faculty of Education and Arts, The University of Newcastle
Sole Supervisor
2001 Masters Measuring Up: Norms of Power and the Power of Norms in a Secondary School Site. A Theoretical and Empirical Study
Education, University of Newcastle
Sole Supervisor
2000 PhD Unreliable Allies: Mapping the Effects of Whiteness in Adult Education
Education, University of Newcastle
Sole Supervisor
2000 PhD Remembering School: Mapping Continuities in Power, Subjectivity and Emotion in Stories of Australian School Life
Education, University of Newcastle
Sole Supervisor
2000 PhD Discourses of Technology Curriculum: Possibilities for Home Economics Knowledge and Practice
Education, University of Newcastle
Sole Supervisor
1999 PhD Provisional Discourses: A Genealogical Reconceptualization of the Shift from Differential to Equitable Provision in Australian Educational Discourses since the 1970s
Education, University of Newcastle
Sole Supervisor
1997 PhD (Re)presenting Women in Management: A Study of Women in Management Literature - Submitted Jan 1997
Education, University of Newcastle
Sole Supervisor
1996 Honours Reports and Regulation: The Construction of Gender in School Reporting Practices
Education, University of Newcastle
Principal Supervisor
1993 PhD At the Interface of Talk and Text: The Social Construction of Gender in Classroom Interaction
Education, University of Newcastle
Co-Supervisor
1993 Masters Narrative in Religious Education
Education, University of Newcastle
Co-Supervisor
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News

Research Directions 2013/2014

Research Directions 2013/2014

May 16, 2014

The new edition of Research Directions from the Faculty of Education and Arts is now available.

Teachers and Teaching Research Program

Teachers and teaching

May 15, 2014

University of Newcastle research program, Teachers and Teaching, proves collaboration is the key to success in teaching and research.

Research Grant Winners

Equity in higher education grant success

April 23, 2014

University of Newcastle researchers win grants to study student equity in Higher Education.

Professor Jennifer Gore

Position

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

Contact Details

Email jenny.gore@newcastle.edu.au
Phone (02) 4921 6709
Fax (02) 4921 7887

Office

Room HA89
Building Hunter Building
Location Callaghan
University Drive
Callaghan, NSW 2308
Australia
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