Dr Maura Sellars

Dr Maura Sellars

Lecturer

School of Education (Education)

Career Summary

Biography

Maura Sellars was a student at Froebel Institute in London before completing B. Ed (Hons) at the London Institute of Education. The focus of the student centred early childhood pedagogies have permeated her work as a classroom teacher, researcher and writer. An experienced teacher, she has taught across all primary grades in schools in the UK and Australia for almost 30 years, during which she gained a Dip.Ed. in Religious Education from ACU's Queensland campus before graduating from ACU (Strathfield) with M.Ed. (Research) in addition to working in several executive roles including Senior Teacher, Primary Coordinator, Deputy Principal, Cluster Mathematics Consultant and Acting Principal. On becoming part of the permanent, ongoing staff of the School of Education at the University of Newcastle in 2003, her initial responsibilities were all on Mathematics. She redesigned both on- campus face to face courses and distance packages in Mathematics for postgraduate students.  She also completed a PhD, which focused on examining the capabilities of 10-12 year old students to develop the cognitive capacities of executive function. With a background in creativity, she aims to produce practical, engaging and fulfilling programs that are inclusive and socially just in nature. She has worked extensively in Professional Preparation, mathematics and concepts of numeracy as social practice. She is working currently on developing resources to support all teachers become effective teachers of numeracy, on strategies that support the development of 21st century thinking and learning and on making mathematics and numeracy meaningful for students.

Research Expertise

Maura Sellars has completed a master's degree by thesis and PhD research, both of which focused on designing classroom interventions to investigate using student strengths to improve academic success and investigating Gardner's perspective on executive function respectively. She is currently working with a number of research higher degree students in areas of pedagogy, leadership, cognition and developing mathematics capacities through working in the medium of visual arts. Her writing reflects her major interests. She had just completed a substantial contribution to a book on numeracy across the curriculum, which she also edited and is preparing the second edition of her book "Reflective Practice for Teachers". She is currently developing a book submission for publication with two colleagues which focuses on educating students with refugee experience, is compiling a review of the literature around South Sudanese students with refugee experiences and their education in Australia  and is developing a manuscript which details twenty vignettes from her own teaching experience and the use student centered pedagogies, complete with reflections on the pedagogical practices and the implications for teaching and learning in the 21st century. 

Teaching Expertise
Maura Sellars taught all primary classes and combinations of grades. Her experience spans over 28 years in school settings. At this University she has taught in the Primary mathematics courses for both undergraduate and postgraduate programs, K-6 teaching and learning in HSIE, English,  Literacies across the curriculum, professional preparation for beginning teachers, student research project courses. She has also taught in the postgraduate program  focusing on K-6 English, K-6 HSIE , mathematics, Professional preparation and numeracy as social practice. She has taught professional preparation for the second and third year undergraduate courses and has prepared all the K-6 interns and Early Childhood interns who wished to undertake internship in a school setting.

Administrative Expertise
Deputy Principal (Primary School) Acting Principal (Primary School) University Admin Expertise Course coordinator (EDUC2048, EDUC2049, EDUC2031, EDUC3142, EDUC3055, EDUC4045, EDUC 4056, EDUC4749,EDUC6738, EDUC6739,EDUC6749, EDUC6706, EDUC6707) Program convenor Diploma of Education (Primary) Program Convenyor B.Teach/ B. Arts (Primary Deputy Director Professional Experience School representative on Faculty Board

Collaborations
Inclusive practices in classrooms Curriculum differentiation Intrapersonal intelligence and its impact on academic performance Theories of Executive function Strength based pedagogies Transformative pedagogies Acknowledging commonalities, celebrating difference Primary aged students and cognition, self regulation , motivation and affect Students setting their own performance goals and related achievement Teacher's work and professional preparation (K-6) Gardner's Multiple Intelligences Theory Teacher preparation Creativity and 21st Century Learning Numeracy as social practice

Qualifications

  • PhD, Australian Catholic University
  • Bachelor of Education, University of London
  • Graduate Diploma of Education (Religious Educ), McAuley College - Queensland
  • Master of Education, Australian National University

Keywords

  • 21Century Learning
  • Differentiation K-6
  • Multi-level Pedagogy
  • Numeracy
  • Numeracy and teachers' perceptions
  • Professional preparation
  • Transformative pedagogies
  • accommodating learner differences
  • differentiation
  • executive function
  • inclusive practices
  • intrapersonal intelligence
  • mathematics K-6
  • teacher education and professional development

Fields of Research

Code Description Percentage
080699 Information Systems not elsewhere classified 55
130299 Curriculum and Pedagogy not elsewhere classified 15
139999 Education not elsewhere classified 30

Professional Experience

UON Appointment

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

Academic appointment

Dates Title Organisation / Department
1/01/2010 - 31/12/2011 Membership - AERA American Educational Research Association (AERA)
United States
1/05/2003 -  Lecturer, Program Conveynor B.Teach/B.Arts, DDPE University of Newcastle
Education and Arts
Australia

Awards

Research Award

Year Award
2004 Award for Outstanding Educational Research
Unknown

Invitations

Speaker

Year Title / Rationale
2003 need to check
Organisation: CARE organisation Description: The Chair of the organising committee attended a presentation that I gave as part of the LEARN conference in Grenada, Spain in 2003. As a result of her interest in the work I was engaging with, she invited me to present at the inaugural CARE conference in Kuala Lumper.
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Publications

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


Book (3 outputs)

Year Citation Altmetrics Link
2016 Sellars M, Burke R, Austin J, Sharp H, Grushka K, Curtis N, et al., Authentic Contexts of Numeracy: Making Meaning across the Curriculum, Springer, Singapore (2016)
Co-authors Rachel Burke, Kath Grushka, Heather Sharp, Debra Donnelly
2014 Sellars M, Reflective Practice for Teachers, Sage, London, 280 (2014) [A2]
2008 Sellars M, Using Students' Strengths to Support Learning Outcomes: A Study of the Development of Gardner's Intrapersonal Intelligence to Support Increased Academic Achievement for Primary School Students, VDM Verlag, Saarbrucken, 97 (2008) [A1]

Chapter (28 outputs)

Year Citation Altmetrics Link
2016 Sellars M, 'The Mathematical Brain', Authentic Contexts of Numeracy: Making Meaning across the Curriculum, Springer, Singapore (2016)
2016 Sellars M, Davidoff D, 'The Numeracy of Good Health', Authentic Contexts of Numeracy: Making Meaning across the Curriculum, Springer, Singapore (2016)
2016 Sellars M, 'Mathematics and Numeracy in a Global Society', Authentic contexts of numeracy: Making meaning across the curriculum, Springer, Singapore (2016)
2016 Trevallion D, Sellars M, 'Technology Education and the Australian Curriculum', Authentic Contexts of Numeracy: Making Meaning across the Curriculum, Springer, Singapore (2016)
Co-authors Deborah Trevallion
2016 O'Toole M, Sellars M, 'Science and Numeracy', Authentic Contexts of Numeracy: Making meaning across the curriculum, Springer, Singapore (2016)
2016 Sellars M, 'Improving the Learning Experience', Authentic Contexts of Numeracy: Making Meaning across the Curriculum, Springer, Singapore (2016)
2016 Grushka K, Sellars M, 'Media Arts: Visual Culture and Numeracy', Authentic Contexts of Numeracy: Making Meaning across the Curriculum, Springer, Singapore (2016)
Co-authors Kath Grushka
2016 Beck G, Sellars M, 'Dancing Across the Curriculum', Authentic Contexts of Numeracy: Making Meaning across the Curriculum, Springer, Singapore (2016)
2016 Sellars M, 'Teaching and Learning for Numeracy Competence', Authentic Contexts of Numeracy: Making meaning across the Curriculum, Springer, Singapore (2016)
2016 Lloyd A, Eather N, Riley N, 'Physical Education and Numeracy', Numeracy In Authentic Contexts: Making Meaning Across the Curriculum, Springer, Singapore (2016)
Co-authors Narelle Eather
2016 Sharp H, Burke R, 'Pedagogical Approaches to Teaching and Learning English: Connections with Critical Numeracy', Authentic Contexts of Numeracy: Making Meaning across the Curriculum, Springer, Singapore (2016)
Co-authors Rachel Burke, Heather Sharp
2016 Grushka K, Curtis N, 'Visual Design and Numeracy', Authentic Contexts of Numercacy: Making meaning across the curriculum, Springer, Singapore (2016)
Co-authors Kath Grushka
2016 Austin J, 'Aboriginal and Torres Strait Islander students as effective numeracy learners', Authentic Context of Numeracy: Making Meaning across the Curriculum, Springer, Singapore (2016)
2016 Law J, 'Music and numeracy ¿ The pedagogy of interdisciplinary learning.', Authentic Contexts of Numeracy:making Meaning across the curriculum, Springer, Singapore (2016)
2016 Donnelly D, Martin M, 'Geography and Numeracy', Authentic Contexts of Numeracy: Making Meaning across the curriculum, Springer, Singapore (2016)
Co-authors Debra Donnelly
2016 Sharp H, 'History and the importance of Numeracy', Numeracy In Authentic Contexts, Springer, Singapore (2016)
Co-authors Heather Sharp
2016 Burke R, Sharp H, 'Drama in the Primary Classroom: Contextualizing Critical Numeracy Instruction', Authentic contexts of Numeracy: Making Meaning across the Curriculum, Springer, Singapore (2016)
Co-authors Heather Sharp, Rachel Burke
2016 Burke R, 'Language and Culture in the Mathematics Classroom: Scaffolding Learner Engagement', Numeracy in Authentic Contexts: making Meaning across the curriculum, Springer, Singapore (2016)
Co-authors Rachel Burke
2016 Sellars M, 'The Mathematical Brain', Authentic Contexts of Numeracy: Making Meaning across the Curriculum, Springer, Singapore (2016)
2016 Sellars M, Davidoff D, 'The Numeracy of Good Health', Authentic Contexts of Numeracy: Making Meaning across the Curriculum, Springer, Singapore (2016)
2016 Sellars M, 'Mathematics and Numeracy in a Global Society', Authentic contexts of numeracy: Making meaning across the curriculum, Springer, Singapore (2016)
2016 Trevallion D, Sellars M, 'Technology Education and the Australian Curriculum', Authentic Contexts of Numeracy: Making Meaning across the Curriculum, Springer, Singapore (2016)
Co-authors Deborah Trevallion
2016 O'Toole M, Sellars M, 'Science and Numeracy', Authentic Contexts of Numeracy: Making meaning across the curriculum, Springer, Singapore (2016)
2016 Sellars M, 'Improving the Learning Experience', Authentic Contexts of Numeracy: Making Meaning across the Curriculum, Springer, Singapore (2016)
2016 Grushka K, Sellars M, 'Media Arts: Visual Culture and Numeracy', Authentic Contexts of Numeracy: Making Meaning across the Curriculum, Springer, Singapore (2016)
Co-authors Kath Grushka
2016 Beck G, Sellars M, 'Dancing Across the Curriculum', Authentic Contexts of Numeracy: Making Meaning across the Curriculum, Springer, Singapore (2016)
2016 Sellars M, 'Teaching and Learning for Numeracy Competence', Authentic Contexts of Numeracy: Making meaning across the Curriculum, Springer, Singapore (2016)
2009 Sellars M, 'Teaching Gardner's Multiple intelligence theory as a tool for differentiation: Intelligence for opening doors', Teaching Psychology Around the World: Volume 2, Cambridge Scholars Publishing, Newcastle Upon Tyne 266-281 (2009) [B1]
Show 25 more chapters

Journal article (12 outputs)

Year Citation Altmetrics Link
2016 Sellars M, 'Investigating Students' Capacities to Develop the Cognitive Skills of Executive Function: An Action Research Study', Sage Research Methods, (2016)
DOI 10.4135/978144627305015595389
2015 KHOSHALANI A, Sellars M, 'Social Learning Strategies in EFL context', Research Journal of English Language and Literature (RJELAL), 3 63-75 (2015) [C1]
2015 Sellars M, 'Differentiated learning through engagement with artworks', International Journal of Humanities Education, 13 9-15 (2015) [C1]

© Common Ground, Authors, All Rights Reserved.This paper discusses one aspect of a course provided in an Australian university to prepare preservice primary school teachers to te... [more]

© Common Ground, Authors, All Rights Reserved.This paper discusses one aspect of a course provided in an Australian university to prepare preservice primary school teachers to teach the performing and visual arts to school children aged 5-12 years in increasingly multicultural classrooms. This component of the course illustrates one means by which teachers can not only integrate visual and performing arts in their classrooms, but also use common understandings and experiences to bridge cultural differences, to promote student learning and understanding in the arts and to integrate the performing and visual arts. The example that is examined in detail and that provides a model for further curriculum planning is an integrated, differentiated program planned on the matrix that results by combining the two typologies of Gardner's Multiple Intelligences Theory1 and The Revised Bloom's Taxonomy. The example provided focuses on the Monet painting In the Norwegian and is designed for implementation with 5- and 6-year-old students. Whilst the preservice teachers in this course have, on occasion, initially suggested that this particular art work may not be an obvious choice for an arts study with young students, on closer examination they were unanimous in their agreement that the subject matter crosses the boundaries of time, language and culture. It therefore could be considered to be a perfect vehicle through which to support the development of age appropriate skills, techniques and concepts as described in the prescribed syllabus documents. Importantly, this perspective of planning for teaching and learning in the performing and visual arts is nonprescriptive. It can be implemented in various ways in different classrooms by different teachers and with diverse groups of students without compromising any of its potential.

2014 Sellars M, 'A study of students' capacities to develop the skills, knowledge and cognitive capacities of executive function: Students and executive function', International Journal of Pedagogy and Curriculum, 20 77-88 (2014) [C1]
2012 Sellars M, 'Exploring executive function: Multiple Intelligences' personalised mapping for success', The International Journal of Learning, 18 293-304 (2012) [C1]
2012 Sellars M, 'Teachers and change: The role of reflective practice', Procedia: Social and Behavioral Sciences, 55 461-469 (2012) [C1]
DOI 10.1016/j.sbspro.2012.09.525
Citations Web of Science - 3
2011 Sellars M, 'Developing skills for a lifetime of learning: Strategies to develop flexible thinking', Problems of Education in the 21st Century, 29 102-109 (2011) [C1]
2008 Sellars M, 'Intelligence for the 21st century: A discussion of intrapersonal and emotional intelligences', The International Journal of Learning, 15 79-87 (2008) [C1]
2008 Sellars M, 'Education for the 21st century: Three components of a new pedagogy', International Journal of the Humanities, 6 27-33 (2008) [C1]
2008 Sellars M, 'Students and their learning: Initiatives and partnerships', Problems of Education in the 21st Century, 7 139-146 (2008) [C1]
2006 Sellars M, 'The role of intrapersonal intelligence in self directed learning', Issues in Educational Research, 16 95-119 (2006) [C1]
Citations Scopus - 2
2005 Sellars M, Sanber S, 'Intrapersonal Intelligence', The International Journal of Learning, 12 - (2005) [C1]
Show 9 more journal articles

Conference (10 outputs)

Year Citation Altmetrics Link
2012 Sellars M, 'A celebration of Monet's In The Norwegian', Proceedings from 11th InSEA European Congress CySEA (2012) [E2]
2012 Sellars M, 'Teachers as mentors, students as constructors of knowledge', International Conference. The Future of Education 2nd edition (2012) [E2]
2011 Sellars M, 'The executive function of intrapersonal intelligence: Educating for personal competence', American Educational Research Association 2011 Annual Meeting (2011) [E3]
2011 Sellars M, 'Teachers as researchers: The challenges faced by three teachers participating in one action research study', Proceedings of the British Educational Research Association (BERA) Annual Conference (2011) [E3]
2008 Sellars M, 'Teaching Gardner's multiple intelligences theory as a tool for differentiation', Third International Conference on the Teaching of Psychology: ICTP-2008 (2008) [E3]
2006 Sellars M, 'Students' perceptions of success in English as indicated by their learning goals', AARE 05. Education Research. Creative Dissent: Constructive Solutions (2006) [E1]
2005 Sellars M, 'Intrapersonal Intelligence: Supporting Students in the English Classroom', The Learning Conference 2005 Designs for Learning (2005) [E2]
2005 Sellars M, Sanber S, 'The role of intrapersonal intelligence in self-directed learning', 3rd Annual Hawaii International Conference on Education: 2005 Conference Proceedings (2005) [E2]
2005 Sellars M, 'Developing Intrapersonal intelligence to support students at risk in the classroom', C.A.R.E Intenational Conference 2005 (2005) [E2]
2004 Sellars M, Noble T, Sanber S, 'Strategies that work: a discussion of strategies developed and implemented by students to achieve learning goals', Conference Paper (2004) [E2]
Show 7 more conferences

Thesis / Dissertation (2 outputs)

Year Citation Altmetrics Link
2010 Sellars M, Intrapersonal Intelligence, Executive function and stage three students, Australian Catholic University (2010)
2004 Sellars M, The Affective Component of Effective Education, Australian Catholic University (2004)
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Grants and Funding

Summary

Number of grants 7
Total funding $16,420

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


20161 grants / $7,000

Research Consultancy$7,000

Funding body: Yibidy Pty Ltd

Funding body Yibidy Pty Ltd
Project Team Doctor Maura Sellars
Scheme Small Research Consultancy
Role Lead
Funding Start 2016
Funding Finish 2016
GNo G1600913
Type Of Funding Grant - Aust Non Government
Category 3AFG
UON Y

20141 grants / $2,000

Create, Williamsburg, Virginia, USA, 2 - 4 October 2014.$2,000

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

Funding body University of Newcastle - Faculty of Education and Arts
Project Team Doctor Maura Sellars
Scheme Travel Grant
Role Lead
Funding Start 2014
Funding Finish 2014
GNo G1400975
Type Of Funding Internal
Category INTE
UON Y

20121 grants / $1,500

The Future of Education, Florence, 7-8 June 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 Doctor Maura Sellars
Scheme Travel Grant
Role Lead
Funding Start 2012
Funding Finish 2012
GNo G1200505
Type Of Funding Internal
Category INTE
UON Y

20111 grants / $1,500

British educational Research Conference, London, 6 - 8 September 2011$1,500

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

Funding body University of Newcastle - Faculty of Education and Arts
Project Team Doctor Maura Sellars
Scheme Travel Grant
Role Lead
Funding Start 2011
Funding Finish 2011
GNo G1100807
Type Of Funding Internal
Category INTE
UON Y

20081 grants / $1,700

The third International Conference onthe Teaching of Psychology, St Perersburg, Russia, 12/7/2008 - 16/7/2008$1,700

Funding body: University of Newcastle

Funding body University of Newcastle
Project Team Doctor Maura Sellars
Scheme Travel Grant
Role Lead
Funding Start 2008
Funding Finish 2008
GNo G0188671
Type Of Funding Internal
Category INTE
UON Y

20051 grants / $1,970

The Twelfth International Conference on Learning, 11-14 July 2005$1,970

Funding body: University of Newcastle

Funding body University of Newcastle
Project Team Doctor Maura Sellars
Scheme Travel Grant
Role Lead
Funding Start 2005
Funding Finish 2005
GNo G0185389
Type Of Funding Internal
Category INTE
UON Y

20041 grants / $750

Innovation and Enterprise: Education for the new economy$750

Funding body: University of Newcastle

Funding body University of Newcastle
Project Team Doctor Maura Sellars
Scheme Travel Grant
Role Lead
Funding Start 2004
Funding Finish 2004
GNo G0184839
Type Of Funding Internal
Category INTE
UON Y
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Research Supervision

Number of supervisions

Completed0
Current11

Total current UON EFTSL

Masters0.9
PhD2.75

Current Supervision

Commenced Level of Study Research Title / Program / Supervisor Type
2016 PhD Concept Based Integration: Teaching Mathematics Through Music in the Primary Classroom
PhD (Education), Faculty of Education and Arts, The University of Newcastle
Co-Supervisor
2016 PhD Creating, Designing, Developing, Understanding and Linking New Learning Areas for Students
PhD (Education), Faculty of Education and Arts, The University of Newcastle
Co-Supervisor
2016 Masters Jordanian Teens Using Facebook to Learn Creativity and Critical Thinking
M Philosophy (Education), Faculty of Education and Arts, The University of Newcastle
Principal Supervisor
2016 PhD Music and Mathematics
Education, University of Newcastle - Faculty of Education and Arts
Co-Supervisor
2015 PhD Vietnamese Primary English Teachers' Knowledge, Perceptions and Practices
PhD (Education), Faculty of Education and Arts, The University of Newcastle
Co-Supervisor
2015 Masters Building Capacity for Leadership and Teaching in Australian Schools
M Philosophy (Education), Faculty of Education and Arts, The University of Newcastle
Co-Supervisor
2015 Masters Creating 21st Century Learners by Teaching Through the Creative and Practical Arts, Focusing on Art and Drama
M Philosophy (Education), Faculty of Education and Arts, The University of Newcastle
Co-Supervisor
2015 PhD Perceptions of Vietnamese teachers towards incorporating Dialectical thinking: A transformational model of curriculum and pedagogy
PhD (Education), Faculty of Education and Arts, The University of Newcastle
Co-Supervisor
2015 PhD Art Studio Learning: Connecting Self; Other; World
PhD (Education), Faculty of Education and Arts, The University of Newcastle
Co-Supervisor
2015 PhD Investigating Vietnamese vocation students' perceptions of school climate
, Faculty of Education and Arts, The University of Newcastle
Co-Supervisor
2015 PhD Investigating Vietnamese vocation students' perceptions of school climate
PhD (Education), Faculty of Education and Arts, The University of Newcastle
Co-Supervisor
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Dr Maura Sellars

Position

Lecturer
School of Education
Faculty of Education and Arts

Focus area

Education

Contact Details

Email maura.sellars@newcastle.edu.au
Phone 17919
Fax 16895

Office

Room HA71
Building Hunter Building
Location Callaghan
University Drive
Callaghan, NSW 2308
Australia
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