Associate Professor Linda Newman
Honorary Associate Professor
School of Education (Education)
- Email:linda.newman@newcastle.edu.au
- Phone:Please email
A Better Start in Life
Associate Professor Linda Newman's far-reaching research in early childhood education is expanding the Faculty of Education and Arts' international footprint.
Associate Professor Linda Newman forged an interest in social justice while working as a childcare centre director in the 1970s, when she realised that children with special needs were not well catered for
in mainstream early childhood education.
Her development of outreach programs to bridge that gap eventually led to a new career as a teaching and research academic and, several decades on, those principles remain a driving force in her work.
Newman juggles administrative and teaching tasks in the Early Childhood program in the Faculty of Education and Arts with a substantial research agenda that takes her to places as diverse as Chile and South Africa - and often to the poorest parts.
"My research interests have always been closely aligned to my work with children, families and teachers, and more recently curriculum and pedagogy," says Newman, whose doctoral studies into professional ethics led to the development of the widely used Ethical Response Cycle [available in Newman & Pollnitz (2005). Working with Children and Families: Professional, Legal and Ethical Issues].
Newman and Professor James Albright are part of a team working with three South African universities - Fort Hare, Western Cape and North-West - to build capacity among academics for developing teacher education programs for the kindergarten-equivalent Grade R (or reception year). Enrolments in Grade R, a non-compulsory pre-primary year for five-year-olds, have increased considerably in that country as part of a national education improvement plan.
"To date their teacher education has been geared towards children starting school later so there is a shortage of teachers trained in early childhood and a great need to build that teaching capacity," Newman says. "The Early Childhood team at Newcastle is working with partner universities and will also do some research around the introduction of early childhood education in South African schools."
Three South African students are undertaking postgraduate study in Newcastle as part of the collaboration and the next phase will be to investigate research partnerships.
Newman is also an investigator on an overseas project called Futuro Infantil Hoy (loosely translated as Children's Futures Today), which is focused on building engagement between communities and early childhood centres in very poor neighbourhoods in the port city of Antofagasta, in northern Chile.
"Despite the extreme poverty, they do have early childhood centres and university-qualified staff, but there had been no tradition there of encouraging families to be involved in their children's education and support their learning at home," Newman says.
Newman and colleagues from the University of Western Sydney, her former employer, have worked alongside the centres introducing teaching methods and initiatives that promote family involvement, such as inviting parents to workshops and documenting children's work with digital photography. These measures have led to increased confidence in the work of the centres and better learning outcomes.
"It has helped raise expectations: parents are now saying to us, 'I can see a future for my child,' " Newman says.
The project has fostered international collaboration, with a study team from Chile having visited Newcastle last year, and Newman says the research has wide application beyond the community in which they are working.
"Everything we are developing and doing there we bring back into our own teaching," she says. "It is a two-way knowledge flow, and there is always scope here for improving interaction between families and early childhood centres."
A Better Start in Life
Linda Newman's far-reaching research in early childhood education is expanding FEDUA's international footprint.
Career Summary
Biography
After 30 years of full-time work in the university sector I have moved to a role as a Conjoint Associate Professor. This allows me to pursue other paid and voluntary work in my areas of expertise and interest. In recent years this has included work with Northcott, a large disability provider; The "Research Connections" practitioner research project in Newcastle with four early childhood centres, Mt Druitt and the Blue Mountains; Independent Directorship of the Western Sydney University Early Learning Ltd. Board; Chair of Western Sydney Early Learning Ltd. Research committee; co-leadership of "collaboration for Learning practitioner research project in Mt Druitt, Sydney; and Chair of the Advisory Board of Early Childhood Inclusion Group.
Previous career highlights have included working with a research team from the University of Western Sydney in "Programa Futuro Infantil Hoy" (Children's Futures Today Project), a community capacity building and teacher change project. This project was situated in conditions of extreme poverty in Northern Chile. I also worked in developing a research and teaching project in partnership with the University of Fort Hare in South Africa.
My methodological interests include Practitioner Action Research, sociocultural methodology, ethical methodology, and visual methods. Each of these has been drawn on in recent research. The postgraduate students I helped to supervise were working in areas of early childhood literacies; creativity; ICT; Principal's leadership; visual impairment; and professional knowledge.
I have worked in the early childhood education profession for 40+ years. I have taught in and managed a range of early childhood settings including preschool, long day care, school, early childhood intervention, and playgym. I entered vocational and further education as a TAFE teacher and later commenced lecturing in an early childhood degree at the University of Western Sydney. I joined The University of Newcastle in 2009. My research interests have always closely aligned to my work with children, families and teachers. My Masters research was related to transition to school and curriculum continuity for children with disabilities and additional needs, and their families. My doctoral research led on from this work and was related to professional ethics, and particularly the resolution of ethical dilemmas. This work resulted in co-authorship of the "Ethical Response Cycle", a now widely used ethical thinking facilitation model. In recent years, and ongoing from previous research, I have become interested in teacher change and practitioner action research.
Research Expertise
Linda Newman is well recognised in national and international early childhood communities for her work in professional ethics and the development of professional learning communities, tied to her co-authored volumes (with Lois Pollnitz), "Working with Children and Families: Professional, Legal and Ethical Issues" and (with Christine Woodrow) "Practitioner Research in Early Childhood: International Issues and Perspectives". Current research is focusing on community capacity building through teacher research and pedagogical leadership, early literacy and numeracy, and intentional teaching. Linda works in partnership with Western Sydney University on practitioner research projects.
Teaching Expertise
Linda's teaching focus was in curriculum and programming, early intervention; professional ethics and Early Childhood Internship at undergraduate level; At postgraduate level Linda taught two courses in the Master of Early Childhood Education - "Conducting Teacher Research in Early Childhood Education" and "Early Childhood Literacies". She also co-supervises several doctoral candidates and currently focuses in in-service learning.
Administrative Expertise
Linda Newman has held many administrative roles over her career including being an accounts clerk prior to becoming a teacher; an early childhood centre Director; Chair - Early Childhood Program Management Committee and the Convenor of the Master of Early Childhood Education at the University of Newcastle; and foundation Chair of the Early Childhood Teacher Education Council.
Collaborations
Current Collaborations: Western Sydney University- "Collaboration for Learning".
Qualifications
- Doctor of Education, University of Western Sydney
- Diploma of Teaching (Early Childhood Education), Sydney Kindergarten Teachers College
- Bachelor of Education (Early Childhood), Hunter Institute of Higher Education
- Master of Education (Honours), University of Western Sydney
Keywords
- early childhood
- pedagogical change
- pedagogical inquiry
- pedagogical leadership
- professional ethics
- teacher inquiry
Languages
- English (Fluent)
Professional Experience
Academic appointment
| Dates | Title | Organisation / Department |
|---|---|---|
| 1/7/2010 - | Chair | Early Childhood Teacher Education Council Australia |
| 1/1/2010 - | Editorial Board - Early Childhood Teacher Education Council | Early Childhood Teacher Education Council Australia |
Awards
Nomination
| Year | Award |
|---|---|
| 2019 |
UniJobs Lecturer of the Year Lecturer of the Year |
Research Award
| Year | Award |
|---|---|
| 2017 |
Practitioner Research Award, European Early Childhood Education Research Association European Early Childhood Education Research Award |
Scholarship
| Year | Award |
|---|---|
| 2007 |
Jean Dention Memorial Scholarship Jean Denton Foundation |
Publications
For publications that are currently unpublished or in-press, details are shown in italics.
Book (5 outputs)
| Year | Citation | Altmetrics | Link | ||
|---|---|---|---|---|---|
| 2018 |
Newman L, Leggett N, Duffy-Fagan M, Higginbottom K, Strengthening Quality Through Critical Reflection and Action Research, Early Childhood Australia Inc., Deakin West, ACT, 32 (2018)
|
Nova | |||
| 2015 | Newman LR, Practitioner research in early childhood: International issues and perspectives, Sage, London (2015) [A3] | ||||
| 2015 | Newman LR, Practitioner research in early childhood: International issues and perspectives, Sage, London (2015) [A3] | ||||
| 2002 | Pollnitz LJ, Newman L, Professional, Ethical and Legal Issues in Early Childhood, Pearson SprintPrint a division of Pearson Education Australia, Frenchs Forest NSW, 31 (2002) [A2] | ||||
| Show 2 more books | |||||
Chapter (7 outputs)
| Year | Citation | Altmetrics | Link | ||
|---|---|---|---|---|---|
| 2023 |
Woodrow C, Newman L, 'Practitioner Research as Sustainable Professional Practice', Unlocking Practitioner Inquiry, Routledge 189-203 (2023)
|
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| 2015 | Newman LR, Keegan J, Heeley T, Heeley T, 'Sustaining curriculum renewal in Western Sydney: Three participant views', Practitioner research in early childhood: International issues and perspectives, Sage, London 105-121 (2015) [B1] | Nova | |||
| 2015 | Newman LR, Woodrow C, Newman L, 'Recognising, valuing and celebrating practitioner research', Practitioner research in early childhood: International issues and perspectives, Sage, London 1-16 (2015) [B1] | Nova | |||
| 2015 | Newman LR, Galvez M, Rojo S, Woodrow C, Newman L, 'Collaborative capacity building in early childhood communities in Chile', Practitioner research in early childhood: International issues and perspectives, Sage, London 17-36 (2015) [B1] | Nova | |||
| 2014 | Woodrow C, Arthur L, Newman L, 'Futuro Infantil Hoy and community capacity building: An international early childhood literacy project', Diverse Literacies in Early Childhood: A social justice approach, Australian Council for Educational Research, Melbourne 86-105 (2014) [B1] | Nova | |||
| Show 4 more chapters | |||||
Journal article (28 outputs)
| Year | Citation | Altmetrics | Link | ||||||||
|---|---|---|---|---|---|---|---|---|---|---|---|
| 2023 |
Higginbottom K, Newman L, West-Sooby K, Wood A, 'Intentional Teaching for Risky Play: Practitioner Researchers Move Beyond Their Comfort Zones', AUSTRALASIAN JOURNAL OF EARLY CHILDHOOD, 48 18-33 (2023) [C1]
|
Nova | |||||||||
| 2023 |
Watson K, Newman L, 'Children's voices: Inclusive early childhood placemaking with children', JOURNAL OF EARLY CHILDHOOD RESEARCH, [C1]
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| 2021 |
Duffy-Fagan M, Newman L, Leggett N, 'Critically reflective mentoring within team-based leadership: having conversations that matter ', International Journal of Leadership in Education, (2021) [C1] Team-based leadership is increasingly recognized as valid for raising workplace quality. Developing effective teams of leaders, though, is barely understood, scantly researched an... [more] Team-based leadership is increasingly recognized as valid for raising workplace quality. Developing effective teams of leaders, though, is barely understood, scantly researched and not simple or straightforward. Mentoring has been recognized as valuable within teams and with the support of critical reflection can assist in augmenting team-based leadership. This paper presents findings from an action research project in an early childhood center that was nested within a larger practitioner research project. Using action research, practitioner researchers investigated the conceptual interrelationships between team-based leadership, team-based mentoring, and critical reflection. Sociocultural theory underpinned the interactive and collaborative project. A framework for mentoring and critical reflection was developed and implemented to support critical mentoring for team-based leadership. Findings indicated that complex and abstract concepts can be combined to strengthen team-based leadership through mentoring and critical reflection. We argue this was made possible through action research. Our purpose in disseminating this research is to give glimpses into complex and iterative action research processes; to show that clarifying and integrating key concepts enabled the full potential and impact of the work to be realized; and to contribute to the knowledge by showing that action research is a powerful approach for addressing quality issues.
|
Nova | |||||||||
| 2019 |
Boyd W, Newman L, 'Primary + Early Childhood = chalk and cheese? Tensions in undertaking an early childhood/primary education degree', Australasian Journal of Early Childhood, 44 19-31 (2019) [C1] There is well-established evidence that the quality of early childhood education workforce impacts upon children¿s learning. Attracting qualified teacher graduates to work in earl... [more] There is well-established evidence that the quality of early childhood education workforce impacts upon children¿s learning. Attracting qualified teacher graduates to work in early childhood centres is an essential component towards the provision of quality care. Significant investment by the Australian Government has been made to prepare early childhood teachers, yet teaching at this level is characterised by poorer working conditions compared with primary school teachers. Various programme models qualify applicants as early childhood teachers, yet there is no evidence of the most appropriate model. Our study¿s focus was to identify reasons for entering a teacher education programme, career intentions and satisfaction of pre-service teachers enrolled in early childhood/primary degree programmes at two Australian universities. Findings demonstrate that the degrees were not fulfilling the government investment goals for increasing early childhood teacher numbers, nor were the degrees meeting student expectation for an early childhood teaching career. We argue that renewed policy strategies are required to support new early childhood graduates and professionals, and attract teachers to work in early childhood education.
|
Nova | |||||||||
| 2019 |
Leggett N, Newman L, 'Owning it: educators engagement in researching their own practice', European Early Childhood Education Research Journal, 27 138-150 (2019) [C1]
|
Nova | |||||||||
| 2019 |
Newman L, Leggett N, 'Practitioner research: with intent', European Early Childhood Education Research Journal, 27 120-137 (2019) [C1]
|
Nova | |||||||||
| 2017 |
Leggett N, Newman L, 'Play: Challenging educators' beliefs about play in the indoor and outdoor environment', AUSTRALASIAN JOURNAL OF EARLY CHILDHOOD, 42 24-32 (2017) [C1]
|
Nova | |||||||||
| 2016 |
Dong C, Newman L, 'Ready, steady pause: integrating ICT into Shanghai preschools', International Journal of Early Years Education, 24 1-14 (2016) [C1]
|
Nova | |||||||||
| 2016 |
Newman LR, 'Children s literacy play environments: Snapshots of practitioner research for change', Australasian Journal of Early Childhood, 41 95-103 (2016) [C1]
|
Nova | |||||||||
| 2016 | Newman LR, Woodrow C, Arthur L, 'Visible Difference: Photostory as capacity building, research and evaluation method.', NZ Research in ECE Journal, Special Issue: Equality and Diversity, 19 73-86 (2016) [C1] | Nova | |||||||||
| 2016 |
Newman L, Arthur L, Staples K, Woodrow C, 'Recognition of family engagement in young children's literacy learning', Australasian Journal of Early Childhood, 41 73-81 (2016) [C1]
|
Nova | |||||||||
| 2015 | Obed L, Newman L, 'The Nigerian Integrated Early Childhood Development Policy: Perspectives on Literacy Learning.', South African Journal of Childhood Education., 5 126-141 (2015) [C1] | Nova | |||||||||
| 2012 | Newman LR, Arthur L, Staples K, Woodrow C, 'Sustained shared thinking in early childhood pedagogical practice', Futuro Infantil Hoy: Connecting Research and Practice Series, Theme 5 1-6 (2012) [C3] | ||||||||||
| 2012 | Woodrow C, Newman LR, 'El enfoque de los Fondos de Conocimiento para fortalecer el aprendizaje de los ninos y ninas', Serie Conectando la Investigacion y la Practica. Futuro Infantil Hoy, 01-8 (2012) [C3] | ||||||||||
| 2012 |
Newman LR, Mowbray SLA, ''We were expected to be equal': Teachers and academics sharing professional learning through practitioner inquiry', Teachers and Teaching: Theory and Practice, 18 455-468 (2012) [C1]
|
Nova | |||||||||
| 2011 | Millei Z, Newman LR, 'Professional learning: A strengthening and reinvigorating element of the early childhood profession', Foundations, 14-16 (2011) [C3] | Nova | |||||||||
| 2011 | Newman LR, 'A glimpse of early childhood policy and practice in one province in South Africa', Every Child, 17 24-25 (2011) [C3] | Nova | |||||||||
| 2006 |
Ashton J, Newman L, 'An unfinished symphony: 21 Globalisation has changed the way most people live, work and study in the 21st century. Teachers and teacher educators, like other professionals, must embrace these changes to be ... [more] Globalisation has changed the way most people live, work and study in the 21st century. Teachers and teacher educators, like other professionals, must embrace these changes to be effective in their jobs and one ongoing change is the use of Information Communication Technologies (ICTs) for lifelong learning. In this paper we describe how one group of academics in a university programme preparing new teachers has embraced change to introduce innovative programmes using ICTs and heutagogy rather than pedagogy. Heutagogy prepares students for the self-determined lifelong learning which is essential for survival in a 21st century world. © 2006 British Educational Communications and Technology Agency.
|
Nova | |||||||||
| 2002 |
Newman L, 'Making the hard decisions: Student teachers moving towards ethical judgment', Journal of Early Childhood Teacher Education, 23 19-26 (2002) [C1] In Australia in recent years, as in other countries, there has been media attention to, and public interest in, the ethical and proper behavior of people considered to be leaders ... [more] In Australia in recent years, as in other countries, there has been media attention to, and public interest in, the ethical and proper behavior of people considered to be leaders in society. Some have been ¿caught out¿ for acting unethically¿harming children, engaging in corruption, disregarding human rights and dignity. The time is right for educators, researchers and authors to demonstrate leadership in ethics by focusing on morals and ethics more strongly and overtly. The teaching profession has not escaped scrutiny and criticism of their ethical practice. Members of the early childhood sector of the profession however, have demonstrated proactive leadership in ethics. In Australia, for example, a code of ethics and supporting materials were developed and leaders continue to develop supporting resources. This paper focuses on the professional preparation of the next generation of early childhood teachers. It has two primary purposes. Firstly, I raise questions about current notions of student teacher preparation for ethical practice in complex, changing contexts. Secondly, I propose some ideas aimed at better preparing student teachers for ethical judgment. © 2002 Published by Elsevier Science Inc.
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| 2001 | Newman L, Pollnitz LJ, 'Helping students make tough decisions wisely: The challenge of ethical inquiry', Australian Journal of Early Childhood, 26 (4) 39-46 (2001) [C1] | ||||||||||
| 2000 | Newman L, Pollnitz LJ, 'Researcher reflections on the ethical dilemmas of ethics research: The making of a video about early childhood fieldwork dilemmas', Australian Research in Early Childhood Education, 7 (1) 31-39 (2000) [C1] | ||||||||||
| Show 25 more journal articles | |||||||||||
Conference (2 outputs)
| Year | Citation | Altmetrics | Link | ||
|---|---|---|---|---|---|
| 2012 | Newman LR, 'Removing the invisibility cloak: Early Childhood Development and the Millennium Development Goals', Trans-Disciplinary Conference on Early Childhood Development and Education. Programme, Cape Town, South Africa (2012) [E3] | ||||
| 2006 |
Arthur L, Beecher B, Elliott R, Newman L, 'E-learning: Do our students want it and do we care?', ASCILITE 2006 - The Australasian Society for Computers in Learning in Tertiary Education (2006) Early childhood courses at the University of Western Sydney are at a watershed. Program restructuring has embraced the challenges of the changing contexts of Australian early chil... [more] Early childhood courses at the University of Western Sydney are at a watershed. Program restructuring has embraced the challenges of the changing contexts of Australian early childhood education and the dynamic multicultural, multilingual, multi-aged communities of Western Sydney. These conditions have resulted in the reconceptualisation of the content and delivery of initial and continuing education for early childhood professionals at UWS. This paper will present research conducted by the early childhood staff team as they document and analyse the introduction of new courses using a blended learning approach. Copyright © 2006 Arthur, L., Beecher, B., Elliot, R., Newman, L.
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Grants and Funding
Summary
| Number of grants | 15 |
|---|---|
| Total funding | $253,933 |
Click on a grant title below to expand the full details for that specific grant.
20201 grants / $16,500
Children's Voices: Creating inclusive early childhood spaces for children$16,500
Funding body: Little School
| Funding body | Little School |
|---|---|
| Project Team | Associate Professor Linda Newman, Doctor Karen Watson, Doctor Karen Watson |
| Scheme | Research Grant |
| Role | Lead |
| Funding Start | 2020 |
| Funding Finish | 2022 |
| GNo | G2000044 |
| Type Of Funding | C3100 – Aust For Profit |
| Category | 3100 |
| UON | Y |
20164 grants / $21,658
Research Connections: Practitioner Research Engagement Network for Early Childhood Educators$6,352
Funding body: Elder Street Early Childhood Centre
| Funding body | Elder Street Early Childhood Centre |
|---|---|
| Project Team | Associate Professor Linda Newman, Doctor Nicole Leggett, Kylie Kirrage, Mel Duffy-Fagan, Kate Higginbottom, Catherine Highton |
| Scheme | Research Grant |
| Role | Lead |
| Funding Start | 2016 |
| Funding Finish | 2017 |
| GNo | G1601038 |
| Type Of Funding | C3100 – Aust For Profit |
| Category | 3100 |
| UON | Y |
Research Connections: Practitioner Research Engagement Network for Early Childhood Educators$5,102
Funding body: Hamilton Child Care Centre
| Funding body | Hamilton Child Care Centre |
|---|---|
| Project Team | Associate Professor Linda Newman, Doctor Nicole Leggett, Kylie Kirrage, Mel Duffy-Fagan, Kate Higginbottom, Catherine Highton |
| Scheme | Research Grant |
| Role | Lead |
| Funding Start | 2016 |
| Funding Finish | 2017 |
| GNo | G1601035 |
| Type Of Funding | C3200 – Aust Not-for Profit |
| Category | 3200 |
| UON | Y |
Research Connections: Practitioner Research Engagement Network for Early Childhood Educators$5,102
Funding body: Adamstown Community Early Learning and Preschool
| Funding body | Adamstown Community Early Learning and Preschool |
|---|---|
| Project Team | Associate Professor Linda Newman, Doctor Nicole Leggett, Kylie Kirrage, Mel Duffy-Fagan, Kate Higginbottom, Catherine Highton |
| Scheme | Research Grant |
| Role | Lead |
| Funding Start | 2016 |
| Funding Finish | 2017 |
| GNo | G1601036 |
| Type Of Funding | C3200 – Aust Not-for Profit |
| Category | 3200 |
| UON | Y |
Research Connections: Practitioner Research Engagement Network for Early Childhood Educators$5,102
Funding body: Cameron Park Early Learning Centre
| Funding body | Cameron Park Early Learning Centre |
|---|---|
| Project Team | Associate Professor Linda Newman, Doctor Nicole Leggett, Kylie Kirrage, Mel Duffy-Fagan, Kate Higginbottom, Catherine Highton |
| Scheme | Research Grant |
| Role | Lead |
| Funding Start | 2016 |
| Funding Finish | 2017 |
| GNo | G1601037 |
| Type Of Funding | C3100 – Aust For Profit |
| Category | 3100 |
| UON | Y |
20152 grants / $27,000
Evaluation of the Hunter Prelude Baby Program$25,000
Funding body: Hunter Prelude
| Funding body | Hunter Prelude |
|---|---|
| Project Team | Doctor Kerry Dally, Associate Professor Linda Newman |
| Scheme | Research Grant |
| Role | Investigator |
| Funding Start | 2015 |
| Funding Finish | 2016 |
| GNo | G1500694 |
| Type Of Funding | C3200 – Aust Not-for Profit |
| Category | 3200 |
| UON | Y |
European Early Childhood Education Research Association Conference, Barcelona 7-10 September$2,000
Funding body: University of Newcastle - Faculty of Education and Arts
| Funding body | University of Newcastle - Faculty of Education and Arts |
|---|---|
| Project Team | Associate Professor Linda Newman |
| Scheme | Travel Grant |
| Role | Lead |
| Funding Start | 2015 |
| Funding Finish | 2015 |
| GNo | G1500888 |
| Type Of Funding | Internal |
| Category | INTE |
| UON | Y |
20091 grants / $1,000
Australian Association for Research in Education (AARE) Inspiring Innovative Research in Education, 29 November - 3 December 2009, Canberra$1,000
Funding body: University of Newcastle - Faculty of Education and Arts
| Funding body | University of Newcastle - Faculty of Education and Arts |
|---|---|
| Project Team | Associate Professor Linda Newman |
| Scheme | Travel Grant |
| Role | Lead |
| Funding Start | 2009 |
| Funding Finish | 2010 |
| GNo | G0900237 |
| Type Of Funding | Internal |
| Category | INTE |
| UON | Y |
20081 grants / $32,767
Standing Tall on Shifting Grounds: Investigating Quality with Local Early Childhood Professionals, Children, Families and Managers in Times of Global Paradigm Shift$32,767
Funding body: University of Western Sydney
| Funding body | University of Western Sydney |
|---|---|
| Project Team | Linda Newman |
| Scheme | Shared |
| Role | Lead |
| Funding Start | 2008 |
| Funding Finish | 2008 |
| GNo | |
| Type Of Funding | External |
| Category | EXTE |
| UON | N |
20071 grants / $16,000
Reversing the lens: examining e-learning in sociocultural communities of early childhood professionals using 21st century learning approaches for early childhood professional development$16,000
Funding body: University of South Australia
| Funding body | University of South Australia |
|---|---|
| Project Team | Linda Newman |
| Scheme | Jean Denton Memorial Scholarship |
| Role | Lead |
| Funding Start | 2007 |
| Funding Finish | 2007 |
| GNo | |
| Type Of Funding | External |
| Category | EXTE |
| UON | N |
20062 grants / $60,000
An Early Childhood Journey into Blended Learning$35,000
Funding body: University of Western Sydney
| Funding body | University of Western Sydney |
|---|---|
| Project Team | Woodrow, C. |
| Scheme | Unknown |
| Role | Investigator |
| Funding Start | 2006 |
| Funding Finish | 2006 |
| GNo | |
| Type Of Funding | External |
| Category | EXTE |
| UON | N |
Student e-Portfolio Project$25,000
Funding body: University of Western Sydney
| Funding body | University of Western Sydney |
|---|---|
| Project Team | Wilson, G. |
| Scheme | Learning Teaching Action Plan Grant |
| Role | Investigator |
| Funding Start | 2006 |
| Funding Finish | 2006 |
| GNo | |
| Type Of Funding | External |
| Category | EXTE |
| UON | N |
20051 grants / $25,000
Developing Ethically Based Reciprocal Interactions in Children's Services$25,000
Funding body: University of Western Sydney
| Funding body | University of Western Sydney |
|---|---|
| Project Team | Linda Newman |
| Scheme | Regional Development Grant |
| Role | Lead |
| Funding Start | 2005 |
| Funding Finish | 2005 |
| GNo | |
| Type Of Funding | External |
| Category | EXTE |
| UON | N |
19961 grants / $48,008
Ethical decision making for stakeholders in early childhood field experience$48,008
Funding body: University of Western Sydney
| Funding body | University of Western Sydney |
|---|---|
| Project Team | Linda Newman |
| Scheme | Unknown |
| Role | Lead |
| Funding Start | 1996 |
| Funding Finish | 1996 |
| GNo | |
| Type Of Funding | External |
| Category | EXTE |
| UON | N |
19951 grants / $6,000
Video about ethical dilemmas in field experience$6,000
Funding body: University of Western Sydney
| Funding body | University of Western Sydney |
|---|---|
| Project Team | Linda Newman |
| Scheme | UWS Initiatives in Teaching and Learning Grant |
| Role | Lead |
| Funding Start | 1995 |
| Funding Finish | 1995 |
| GNo | |
| Type Of Funding | External |
| Category | EXTE |
| UON | N |
Research Supervision
Number of supervisions
Current Supervision
| Commenced | Level of Study | Research Title | Program | Supervisor Type |
|---|---|---|---|---|
| 2004 | PhD | Principals' Leadership in ICT | Education, University of Western Sydney | Co-Supervisor |
Past Supervision
| Year | Level of Study | Research Title | Program | Supervisor Type |
|---|---|---|---|---|
| 2016 | PhD | Culture and Communication: Revealing Limits to Literacy-Learning Communication in Saudi Children's Home and Kindergarten Communities | PhD (Education), College of Human and Social Futures, The University of Newcastle | Principal Supervisor |
| 2015 | PhD | Intentional Teaching Practices of Educators and the Development of Creative Thought Processes of Young Children Within Australian Early Childhood Centres | PhD (Education), College of Human and Social Futures, The University of Newcastle | Principal Supervisor |
| 2014 | PhD | Young Children's Use of ICT: Preschool Teachers' Perceptions and Pedagogical Practices in Shanghai | PhD (Education), College of Human and Social Futures, The University of Newcastle | Principal Supervisor |
News
News • 19 Jul 2017
Open flames and real tools deter our toddlers from risky business
Exposing toddlers to ‘risky play’ such as access to open flames and genuine tools during their early learning actually increases their safety awareness and promotes risk aversion, new research from the University of Newcastle (UON) has found.
Associate Professor Linda Newman
Position
Honorary Associate Professor
School of Education
College of Human and Social Futures
Focus area
Education
Contact Details
| linda.newman@newcastle.edu.au | |
| Phone | Please email |
Connect with me
NEWS • Jul 19.2017
Open flames and real tools deter our toddlers from risky business
UON research finds exposing toddlers to ‘risky play’ can increase their safety awareness.