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Dr Mitchell O'Toole

Senior Lecturer

School of Education

Career Summary

Biography

Mitch O'Toole has worked in science education at all levels since 1978. This has included fifteen years in universities in Australia and the People's Republic of China and thirteen years as science co-ordinator in various schools. These schools ranged across the age (K-12, 7-10 and 7-12) and system spectra (catholic systemic, catholic independent and independent systems). He has also worked as language across the curriculum co-ordinator in a state high school.Mitch's major research interest, communication in science contexts, has arisen directly from this diverse background and continues to inform his practice as he prepares science teachers at this university.

Research Expertise

Language across the curriculum & Science education

Teaching Expertise
Science Education Assessment and Evaluation 



Qualifications

  • PhD, University of New South Wales
  • Master of Education, University of New South Wales
  • Bachelor of Science (Education), University of New South Wales

Keywords

  • science education

Fields of Research

Code Description Percentage
080699 Information Systems not elsewhere classified 30
130212 Science, Technology and Engineering Curriculum and Pedagogy 40
130399 Specialist Studies in Education not elsewhere classified 30

Professional Experience

UON Appointment

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

Academic appointment

Dates Title Organisation / Department
1/01/2006 -  Consultant Australian School Innovation in Science, Technology and Mathematics (ASISTM)
Australia
1/01/2006 -  Consultant NIH National Institutes of Health
1/01/2006 -  Consultant Australian Quality Teaching Program (AQTP)
Australia
1/01/2000 -  Consultant Catholic Education Office
Australia
1/01/2000 -  Consultant Department of Education and Training
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Publications

For publications that are currently unpublished or in-press, details are shown in italics.


Book (14 outputs)

Year Citation Altmetrics Link
2012 O'Toole JM, Burke RJ, Absalom DJ, Language, Literacies and Learning: A First Introduction, Boraga Academic, Seven Hills, NSW, 172 (2012) [A2]
Co-authors Rachel Burke
2011 O'Toole JM, Laugesen R, Developing specialist language styles: Research and application, Boraga Academic, Seven Hills, NSW, 163 (2011) [A1]
2008 O'Toole JM, McLoughlin L, Middleton L, Success in science 1, Five Senses Education, Seven Hills, NSW, 345 (2008)
2008 O'Toole JM, McLoughlin E, Middleton L, Success in science 3, Five Senses Education, Seven Hills, NSW, 402 (2008)
2007 O'Toole JM, McLoughlin L, Middleton L, Success in science 4, Five Snses Education, Seven Hills, NSW, 318 (2007)
2007 O'Toole JM, Success in science 2, Five Senses Education, Seven Hills, NSW, 339 (2007)
2006 O'Toole JM, Success in Science: Years 7 & 8 Science Assessment, Five Senses Education, Seven Hills, NSW, 102 (2006)
2006 O'Toole JM, O'Toole E, O'Toole G, Highlights! Teaching Guide, Set 1, Blake Education, Clayton South VIC, 48 (2006)
2006 O'Toole JM, O'Toole G, O'Toole E, Highlights! Teaching Guide, Set 2, Blake Education, Clayton South VIC, 48 (2006)
2006 O'Toole JM, Rothapfel J, Success in Science: Years 9 & 10 Science Summary, Five Senses Education, Seven Hills, NSW, 98 (2006)
2006 O'Toole JM, Success in Science: Years 7 & 8 Science Assessment, Five Senses Education, Seven Hills, NSW, 102 (2006)
2006 O'Toole JM, O'Toole E, O'Toole G, Highlights! Teaching Guide, Set 1, Blake Education, Clayton South VIC, 48 (2006)
2006 O'Toole JM, O'Toole G, O'Toole E, Highlights! Teaching Guide, Set 2, Blake Education, Clayton South VIC, 48 (2006)
2005 O'Toole JM, Teaching Secondary School Science, Five Senses Education, Seven Hills, NSW, 548 (2005) [A2]
Show 11 more books

Chapter (3 outputs)

Year Citation Altmetrics Link
2012 O'Toole JM, 'What is science?', Connecting with Science Education, Oxford University Press, South Melbourne, VIC 87-110 (2012) [B2]
2006 O'Toole JM, 'The place of science in Christian schools', Engaging the culture : Christians at work in education, National Institute for Christian Education, Penrith, New South Wales 207-224 (2006) [B1]
2004 O'Toole JM, 'What is Difficult to Read, Why Might This be So, and What Could, or Should, be Done About It?: An Overview of Section Two', Missing the Meaning The Development and Use of Print and Nonprint Text Materials in Diverse School Settings, Palgrave Macmillan, New York 162-178 (2004) [B1]

Journal article (33 outputs)

Year Citation Altmetrics Link
2015 Aminian G, O'Toole JM, Mehraban AH, 'Undergraduate prosthetics and orthotics teaching methods: A baseline for international comparison.', Prosthet Orthot Int, 39 278-285 (2015)
DOI 10.1177/0309364614531009
2015 Matthews J, O Toole JM, 'Investigating an innovative computer application to improve L2 word recognition from speech', Computer Assisted Language Learning, 28 364-382 (2015)

The ability to recognise words from the aural modality is a critical aspect of successful second language (L2) listening comprehension. However, little research has been reported ... [more]

The ability to recognise words from the aural modality is a critical aspect of successful second language (L2) listening comprehension. However, little research has been reported on computer-mediated development of L2 word recognition from speech in L2 learning contexts. This report describes the development of an innovative computer application to improve L2 word recognition from speech, and goes on to describe an exploratory study of its use by 33 English as a second language (ESL) students. The study detected significant differences between word recognition scores measured before and after participants used the application. The manner with which students engaged with the computer application in terms of word recognition, self-determined exposure to speech input (repetitions) and modified output productivity (revisions) are also described and analysed. Differences in engagement by learners with different word recognition capabilities are noted. The paper concludes with a discussion of some recommendations for the use of computer-assisted development of L2 word recognition from speech and also provides concrete suggestions for much needed further empirical research in this area.

DOI 10.1080/09588221.2013.864315
Citations Scopus - 1
2015 O¿Toole JM, Cheng J, O¿Toole G, 'An enduring lens for a continuing problem: Close analysis of conceptually scored cloze items', Language Testing in Asia, 5 1-14 (2015)
DOI 10.1186/s40468-015-0015-3
2014 Matthews J, Cheng J, O Toole JM, 'Computer-mediated input, output and feedback in the development of L2 word recognition from speech', ReCALL, (2014)

This paper reports on the impact of computer-mediated input, output and feedback on the development of second language (L2) word recognition from speech (WRS). A quasi-experimenta... [more]

This paper reports on the impact of computer-mediated input, output and feedback on the development of second language (L2) word recognition from speech (WRS). A quasi-experimental pre-test/treatment/post-test research design was used involving three intact tertiary level English as a Second Language (ESL) classes. Classes were either assigned to a control group (n=31) or to one of two alternative treatment levels which used a web-based computer application enabling self-determined opportunities to repeatedly listen to and reconstruct spoken target text into its written form. Treatment group one (n=30) received text feedback after each of their efforts at target text reconstruction, whereas treatment group two (n=35) did not. Results indicated that word recognition gain scores of those who used the application, regardless of treatment level, were significantly higher than those of the control group. The relationship between the quantity of self-determined exposure to input and word recognition improvements was moderate but not linear, with those choosing moderate levels of speech input deriving the greatest measurable improvement. Neither increased levels of modified output nor the provision of text feedback were associated with significant improvements in word recognition gain scores. Implications for computer-mediated approaches for the development of L2 WRS are described and areas for future empirical research are suggested.

DOI 10.1017/S0958344014000421
Citations Scopus - 1
2014 Freestone M, O Toole JM, 'The impact of childhood reading on the development of environmental values', Environmental Education Research, (2014)

Direct experiences of nature are becoming less common in our urbanised world and little research exists regarding the impact of less direct experiences, particularly how childhood... [more]

Direct experiences of nature are becoming less common in our urbanised world and little research exists regarding the impact of less direct experiences, particularly how childhood reading relates to the development of pro-environmental values. This study differs from previous reports into the influence of books, as it concentrates on the potential influence of fiction rather than factual or scientific texts. This qualitative study involved semi-structured interviews with 31 educators at Eastern Australian Environmental Education Centres to understand the relationship of childhood reading and value development. Findings reveal that participants: (a) recall predominantly fictional reading material; (b) recall stories by Tolkien, Blyton and Rowling as pro-environmental influences; and (c) commonly exhibit the counter-intuitive influence of fantasy/SF stories in their formative years. Stories will never replace authentic childhood experiences in the natural environment; however, judicious use of appropriate stories could be a valuable teaching strategy as readers often unquestioningly accept information from stories.

DOI 10.1080/13504622.2014.989962
2014 Edge K, Reynolds RM, O'Toole M, 'Quality teaching; ¿Classroom Pedagogical Alignment¿ and why teachers teach as they do.', International Journal of Pedagogies & Learning, 9 211-227 (2014) [C1]
Co-authors Ruth Reynolds
2013 Ma AKF, O'Toole JM, 'The perspectives of major stakeholders on video enriched problem-based learning for Chinese teacher education', Australasian Journal of Educational Technology, 29 901-915 (2013) [C1]

The study described in this paper investigated how the major stakeholders of a teacher education institution responded to a particular suite of educational products that involved ... [more]

The study described in this paper investigated how the major stakeholders of a teacher education institution responded to a particular suite of educational products that involved video-based educational learning objects. It aims to look into stakeholder attitudes to potential technological development in fostering student-centred learning in general and problem-based learning (PBL) in particular, with the ultimate goal of enhancing and improving the quality of teacher training. The research objectives are specifically focused upon (a) the experience of the major stakeholders when using multimedia technology and PBL pedagogy; (b) perceived benefits and challenges when applying the courseware in actual teaching situations; and (c) the possibility of these video-rich PBL cases being adjusted to better suit stakeholder needs and encourage their wider use in the particular context of this Chinese teacher education institution. The results show that previous training can exert a significant influence on the adoption of PBL by teachers and students. The data analysis is expected to form a useful baseline for a longitudinal study to determine the extent to which such multimedia educational courseware can affect the processes of learning, and to identify the learning outcomes that may be achievable through video-rich learning objects. © 2013.

2013 O¿Toole JM, 'A Review of ¿The High Quality Teacher: What Is Teacher Quality and How Do We Measure It?¿', The Journal of Educational Research, 106 332-333 (2013) [C3]
DOI 10.1080/00220671.2013.764666
2013 Matthews J, O'Toole JM, 'Investigating an innovative computer application to improve L2 word recognition from speech', Computer Assisted Language Learning, (2013)

The ability to recognise words from the aural modality is a critical aspect of successful second language (L2) listening comprehension. However, little research has been reported ... [more]

The ability to recognise words from the aural modality is a critical aspect of successful second language (L2) listening comprehension. However, little research has been reported on computer-mediated development of L2 word recognition from speech in L2 learning contexts. This report describes the development of an innovative computer application to improve L2 word recognition from speech, and goes on to describe an exploratory study of its use by 33 English as a second language (ESL) students. The study detected significant differences between word recognition scores measured before and after participants used the application. The manner with which students engaged with the computer application in terms of word recognition, self-determined exposure to speech input (repetitions) and modified output productivity (revisions) are also described and analysed. Differences in engagement by learners with different word recognition capabilities are noted. The paper concludes with a discussion of some recommendations for the use of computer-assisted development of L2 word recognition from speech and also provides concrete suggestions for much needed further empirical research in this area. © 2013 © 2013 Taylor & Francis.

DOI 10.1080/09588221.2013.864315
Citations Scopus - 1
2013 Khoboli B, Kibirige I, O'Toole JM, 'Teacher Responses to Policy Implementation Seen through a Creative Lens: Learner-centred teaching in Lesotho science classes', African Journal of Research in Mathematics, Science and Technology Education, 17 152-161 (2013) [C1]
2013 Zangmo D, O'Toole M, Burke RJ, 'Alignment and Implementation: Process Writing Approach in Bhutan', The Journal for ESL Teachers and Learners, II 75-81 (2013) [C1]
Co-authors Rachel Burke
2012 Khoboli B, O'Toole JM, 'The concerns-based adoption model: Teachers' participation in action research', Systemic Practice and Action Research, 25 137-148 (2012) [C1]
Citations Scopus - 1
2011 Khoboli B, O'Toole JM, 'Learner-centred science in Lesotho : Adapting the ideal to adjust classroom practice', African Journal of Research in Mathematics, Science and Technology Education, 15 80-91 (2011) [C1]
2011 O'Toole JM, 'Religion, politics, science and bureaucracy: An Australian science curriculum', Journal of Christian Education, 54 19-33 (2011) [C1]

This paper was written as the Australian Science Curriculum settled into use in smaller Australian states, was being interpreted in different ways by statutory curriculum authorit... [more]

This paper was written as the Australian Science Curriculum settled into use in smaller Australian states, was being interpreted in different ways by statutory curriculum authorities in the larger ones and was forming the basis of adaptations of existing state-based resources by educational publishers. The paper takes the role of science educators of Christian commitment as its starting point. Such people operate at both secondary and tertiary levels and all face the challenges implicit in teaching a subject that is popularly supposed to conflirt with their faith. What do the churning flows of influence, authority and power that characterise the contemporary Australian educational scene mean for such people? The article considers the constitutional framework within which this churn occurs and the impact that nominally Christian institutions have had on its interpretation. How did we come to this? It considers the tensions that characterise the present situation. What constraints are being applied and how much room will we have to move? The paper considers the possibilities those tensions open up. How may we best be true to the gospel we profess and the families we serve? © 2011 The Australian Christian Education Forum.

2011 O'Toole JM, 'An Introduction to Qualitative Research Synthesis: Managing the Information Explosion in Social Science Research', JOURNAL OF EDUCATIONAL RESEARCH, 104 72-72 (2011) [C3]
DOI 10.1080/00220671.2011.520263
2011 O'Toole JM, 'A Review of 'An Introduction to Qualitative Research Synthesis: Managing the Information Explosion in Social Science Research'', The Journal of Educational Research, 104 72 (2011) [C3]
2011 O'Toole JM, King RA, 'The deceptive mean: Conceptual scoring of cloze entries differentially advantages more able readers', Language Testing, 28 127-144 (2011) [C1]
DOI 10.1177/0265532210375687
Co-authors Robert King
2011 Aminian G, O'Toole JM, 'Undergraduate prosthetics and orthotics programme objectives: A baseline for international comparison and curricular development', Prosthetics and Orthotics International, 35 445-450 (2011) [C1]
2010 O'Toole JM, King RA, 'A matter of significance: Can sampling error invalidate cloze estimates of text readability?', Language Assessment Quarterly, 7 303-316 (2010) [C1]
DOI 10.1080/15434303.2010.515699
Co-authors Robert King
2010 O'Toole JM, King RA, 'Reading by the numbers: Reconsidering numerical estimates of reading difficulty', The International Journal of Learning, 17 181-194 (2010) [C1]
Co-authors Robert King
2009 O'Toole JM, 'Secrets to Success for Science Teachers', JOURNAL OF EDUCATIONAL RESEARCH, 103 66-67 (2009) [C3]
2009 Kusmawan U, O'Toole JM, Reynolds RM, Bourke SF, 'Beliefs, attitudes, intentions and locality: The impact of different teaching approaches on the ecological affinity of Indonesian secondary school students', International Research in Geographical and Environmental Education, 18 157-169 (2009) [C1]
DOI 10.1080/10382040903053927
Citations Scopus - 4
Co-authors Sid Bourke, Ruth Reynolds
2008 O'Toole JM, Schefter M, 'Patterns of student difficulty with science text in undergraduate biology courses', The International Journal of Learning, 15 133-148 (2008) [C1]
2007 Kusmawan U, Reynolds RM, O'Toole JM, 'Developing action competence in environmental education: An Indonesian case study', The Social Educator, 25 1-7 (2007) [C1]
Co-authors Ruth Reynolds
2007 Kit Fong AM, O'Toole JM, Keppell M, 'The attitudes of teacher educators to the use of problem based learning: The video triggers approach', ASCILITE 2007 - The Australasian Society for Computers in Learning in Tertiary Education, 603-610 (2007)

The approach of problem-based learning (PBL) possesses numerous differences when compared with the conventional ways of learning. However, few of the studies seem to tackle the un... [more]

The approach of problem-based learning (PBL) possesses numerous differences when compared with the conventional ways of learning. However, few of the studies seem to tackle the underlying assumptions of PBL and relate it to the local context when it applies to different groups of learners in a particular discipline, such as education professionals in Hong Kong. This paper will, therefore, analyse the teacher educators' attitudes to the five newly developed video triggers on PBL, which were developed by education professionals at the Hong Kong Institute of Education to serve as exemplars for the teaching staff who are not familiar with the problem-based approach. The study intends to find out the teacher educators' perceptions of the use of media-based educational triggers in this teacher education institute, and what their attitudes are to this particular educational product's potential technological development in fostering student-centred learning in general and problem-based learning in particular, with the ultimate goal of enhancing and improving the quality of teacher training. The results show that pre-requisite training can exert a significant influence on the adoption of PBL by the Chinese teachers and students. © 2007 Angela Ma Kit Fong, John Mitchell O'Toole and Mike Keppell.

2005 Pearson SG, Honeywood SJ, O'Toole JM, 'Not yet learning for sustainability: the challenge of environmental education in a university', International Research in Geographical and Environmental Education, 14 173-186 (2005) [C1]
DOI 10.1080/10382040508668349
Citations Scopus - 9
2005 O'Toole JM, 'Weak in the head or soft on the scriptures: Science (in general), evolution (in particular) & Christian schools', The Christian Teacher's Journal, 13 20-24 (2005) [C2]
2004 O'Toole JM, Absalom DJ, 'Language variation in established contexts', International Journal of Learning, 9 639-651 (2004) [C1]
2004 O'Toole JM, O'Toole G, 'Specialist language style and supposedly adept monolingual science students', International Journal of Learning, 9 1201-1214 (2004) [C1]
2003 O'Toole JM, Absalom DJ, 'The Impact of Blended Learning on Student Outcomes: is there room on the horse for two?', Learning, Media & Technology, Vol 28 178-189 (2003) [C1]
DOI 10.1080/1358165032000165680
2002 O'Toole JM, 'Forum: An ecological approach to environmental ethics', International Research in Geographical and Environmental Education, 11 48-53 (2002)

This paper serves as an introduction to the Forum on Environmental Ethics. The Forum is built around contributions to the Environmental Ethics Symposium within the 10th Pacific Sc... [more]

This paper serves as an introduction to the Forum on Environmental Ethics. The Forum is built around contributions to the Environmental Ethics Symposium within the 10th Pacific Science Inter-Congress, held in Guam, USA 1-6 June 2001. The contributions to the Symposium differed in commitment and intent and this diversity has been enhanced by the addition of several additional papers to this Forum. The paper suggests a view of action as resulting from the interaction between often unexamined values, goes on to comment on the role of values in science classrooms, and applies both to a general treatment of Environmental Ethics. The paper then positions the remaining contributions to the Forum and concludes with a substantial bibliography which should prove useful to any readers wishing to dip deeper into Environmental Ethics.

2002 O'Toole MJ, 'Monday Morning: Ethical Issues in Secondary School Classrooms', International Research in Geographical and Environmental Education, 11 85-89 (2002) [C1]
2001 O'Toole JM, Irwin W, Jolliffe G, 'Writing short essays for New HSC science papers', Science Education News, 50 101-109 (2001)
Show 30 more journal articles

Conference (13 outputs)

Year Citation Altmetrics Link
2012 O'Toole JM, McKoy K, Apawan E, 'From acquaintance through access to criticism: Literacy in Science', http://www.stansw.asn.au/wcb-content/uploads/stansw/files/September%20Conference%20program%20with%20abstracts.pdf, UNSW Sydney (2012)
2012 Edge KR, Reynolds RM, O'Toole JM, ''Typical HSIE pedagogy' - Quality Teaching in NSW HSIE Classrooms', AARE 2012 Conference Proceedings & Program, Sydney, NSW (2012) [E1]
Co-authors Ruth Reynolds
2010 O'Toole JM, McKoy K, 'What¿s hot (or not)?: A five year survey of research in science education', ASERA Conference Porgramme and Abstracts, Shoal Bay, NSW (2010)
2009 O'Toole JM, Xioxiang L, 'Approaching specialist styles of English in Chinese universities', IAACS 2009, Stellenbosch University, South Africa (2009) [E3]
2008 O'Toole JM, 'Making connections: Helping young people to gain access to specialist writing', 1st Pan African TVET and FET Conference: Value of Work in Social Change and Education: Papers and Presentations, Cape Town, SA (2008) [E2]
2007 Kusmawan U, Reynolds RM, O'Toole JM, 'Environmental beliefs and attitudes: An analysis on ecological affinity among the secondary science students in Indonesia', Proceedings of the Australian Association for Research in Education 2006 Annual Conference, Adelaide (2007) [E2]
Co-authors Ruth Reynolds
2007 O'Toole JM, 'Undergraduate student difficulties with science text: a view from the North Pacific', Learning Conference 2007: 14th International Conference on Learning. Abstracts, Johannesburg, South Africa (2007) [E3]
2005 O'Toole JM, 'Grading Scheme Format Effects in Standards - Referenced Assessment Contexts', The First International Conference on Enhancing Teaching and Learning through Assessment, Hong Kong (2005) [E3]
2004 Pearson S, Honeywood S, O'Toole JM, 'Not learning for sustainability - the challenge of environmental education in a university', Concurrent Paper Session, Sydney (2004) [E2]
2003 O'Toole JM, O'Toole G, Cheng JY, 'Baseline data for exploring student access to undergraduate science text', Book of Abstracts, Flinders University, Adelaide (2003)
2001 O'Toole JM, 'History and nature of science in the Board of Studies, NSW, 2001 science Specimen Papers', History, Philosophy & New South Wales Science Teaching, Fourth Annual Conference, UNSW, Sydney (2001)
2001 O'Toole JM, 'Valuing land: Environmental Ethics on the Sydney basin', The integration of natural and social sciences in the New Pacific Millenium, Guam, USA (2001)
2001 O'Toole JM, 'Judging science knowledge through complex communication tasks: Changing assessment patterns in NSW, Australia', Global processes, local impacts : the effects of globalization in the Pacific-Asia region : session proceedings, Guam, USA (2001) [E2]
Show 10 more conferences
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Grants and Funding

Summary

Number of grants 7
Total funding $32,437

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


20071 grants / $1,700

14th International Conference on Learning, Johnnesburg, South Africa, 26/6/2007 - 29/6/2007$1,700

Funding body: University of Newcastle

Funding body University of Newcastle
Project Team Doctor Mitchell O'Toole
Scheme Travel Grant
Role Lead
Funding Start 2007
Funding Finish 2007
GNo G0187747
Type Of Funding Internal
Category INTE
UON Y

20052 grants / $9,237

Dealing with jumps in numerical data to produce a new and powerful quantitative indicator for readability in science text$7,537

Funding body: University of Newcastle

Funding body University of Newcastle
Project Team Doctor Mitchell O'Toole, Doctor Robert King
Scheme Project Grant
Role Lead
Funding Start 2005
Funding Finish 2005
GNo G0184700
Type Of Funding Internal
Category INTE
UON Y

The First International Conference on Enhancing Teaching and Learning through Assessment, 13-15 June 2005$1,700

Funding body: University of Newcastle

Funding body University of Newcastle
Project Team Doctor Mitchell O'Toole
Scheme Travel Grant
Role Lead
Funding Start 2005
Funding Finish 2005
GNo G0185400
Type Of Funding Internal
Category INTE
UON Y

20041 grants / $10,000

Production of a computer-based tool for diagnosis of student language difficulties and the suggestion of appropriate stylistic development strategies$10,000

Funding body: University of Newcastle

Funding body University of Newcastle
Project Team Doctor Mitchell O'Toole
Scheme Project Grant
Role Lead
Funding Start 2004
Funding Finish 2004
GNo G0183537
Type Of Funding Internal
Category INTE
UON Y

20031 grants / $5,000

Development of a research-based illuminative test of the language of science$5,000

Funding body: University of Newcastle

Funding body University of Newcastle
Project Team Doctor Mitchell O'Toole
Scheme Project Grant
Role Lead
Funding Start 2003
Funding Finish 2003
GNo G0182364
Type Of Funding Internal
Category INTE
UON Y

20021 grants / $2,500

The Learning Conference Beijing, 16-20 July, 2002$2,500

Funding body: University of Newcastle

Funding body University of Newcastle
Project Team Doctor Mitchell O'Toole
Scheme Travel Grant
Role Lead
Funding Start 2002
Funding Finish 2002
GNo G0181982
Type Of Funding Internal
Category INTE
UON Y

20011 grants / $4,000

The Analysis of Student Errors within Scientific English$4,000

Funding body: University of Newcastle

Funding body University of Newcastle
Project Team Doctor Mitchell O'Toole
Scheme New Staff Grant
Role Lead
Funding Start 2001
Funding Finish 2001
GNo G0181667
Type Of Funding Internal
Category INTE
UON Y
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Research Supervision

Current Supervision

Commenced Research Title / Program / Supervisor Type
2015 Building Capacity for Leadership and Teaching in Australian Schools
Curriculum & Education Studies, Faculty of Education and Arts
Principal Supervisor
2015 Evaluation of a Web-Based Resource Designed to Link Secondary Physics Teachers with Contemporary Developments in Their Subject
Curriculum & Education Studies, Faculty of Education and Arts
Principal Supervisor
2015 The Implications of Neuro-Psychiatric and Behavioral Development on 'Curriculum and Pedagogy' in K-12 Schooling.
Curriculum & Education Studies, Faculty of Education and Arts
Co-Supervisor
2015 An Investigation into the Adaptation of CLIL (Content and Language Integrated Learning) at College Level at Hue University in Vietnam
Curriculum & Education Studies, Faculty of Education and Arts
Co-Supervisor
2014 Teacher's Intention to Use Technology in Mathematics Class in Saudi Arabia High Schools
Curriculum & Education Studies, Faculty of Education and Arts
Co-Supervisor
2012 Science Literacy and Language in High School Physics in Saudi Arabia
Curriculum & Education Studies, Faculty of Education and Arts
Principal Supervisor
2012 The Application of Communicative Language Teaching Approach within English as Foreign Language Context
Curriculum & Education Studies, Faculty of Education and Arts
Principal Supervisor
2012 How can a cooperative, culurally inclusive development process influence online content delivered to remote communities
Curriculum & Education Studies, Faculty of Education and Arts
Principal Supervisor
2011 An analysis of Scientific Language Constructs, Demands and Implication for Student Performance
Curriculum & Education Studies, Faculty of Education and Arts
Principal Supervisor
2011 The Technical and Vocational Education and Training System in Botswana - Stakeholder Perceptions Towards TVET Practices
Curriculum & Education Studies, Faculty of Education and Arts
Principal Supervisor
2011 The Effect of Using Online Discussion Forums in Blended Learning Courses at Saudi Universities
Curriculum & Education Studies, Faculty of Education and Arts
Principal Supervisor
2011 The Impact of Disaggregating Concept and Specialist Language on Content Learning and Academic Identity Formation: An Instructional Approach for English Language Learners in Content-Rich Subjects
Curriculum & Education Studies, Faculty of Education and Arts
Principal Supervisor
2010 The Literacy Load of Science
Curriculum & Education Studies, Faculty of Education and Arts
Principal Supervisor
2010 Investigating a Computer-Assisted Language Learning Approach for the Development of Second Language Word Recognition from Speech
Curriculum & Education Studies, Faculty of Education and Arts
Principal Supervisor
2009 Developing a Philosophy of Psychiatry Education for the Psychiatry of Old Age
Curriculum & Education Studies, Faculty of Education and Arts
Co-Supervisor
2006 Using ICT to Teach the Modern Concept of the Gene
Curriculum & Education Studies, Faculty of Education and Arts
Principal Supervisor

Past Supervision

Year Research Title / Program / Supervisor Type
2014 The Process Writing Approach in Bhutan: A Case of Cross-National Policy Borrowing
Curriculum & Education Studies, Faculty of Education and Arts
Principal Supervisor
2014 Adolescent Females' Assessment of and Learning Gains from Researcher Developed Mouse Genetics Multimedia Simulation (MouseGen): A Mixed Methods Analysis
Studies In Human Society, Faculty of Education and Arts
Co-Supervisor
2013 The Influence of Literature on the Pro-Environmental Attitudes of Environmental Educators
Curriculum & Education Studies, Faculty of Education and Arts
Principal Supervisor
2012 'Playing It Safe' Quality Teaching in Expert Teacher Classrooms
Curriculum & Education Studies, Faculty of Education and Arts
Co-Supervisor
2010 Comparative Study of Curricula for Prosthetics and Orthotics Education Programs
Curriculum & Education Studies, Faculty of Education and Arts
Principal Supervisor
2009 Exceptional Teachers: A Case Study That Emphasises Dispositions When Differentiating Between Teachers
Curriculum & Education Studies, Faculty of Education and Arts
Principal Supervisor
2007 An Analysis of Student Environmental Attitudes and Their Impact on Promoting Sustainable Environmental Citizenship: A Multi-Site Study in Indonesian Secondary Schools
Curriculum & Education Studies, Faculty of Education and Arts
Co-Supervisor
2005 The effectiveness of using aerospace themes to motivate students in the science classroom
Nat & Phys Sc Not Elsewhere Cl, Faculty of Education and Arts
Co-Supervisor
2005 The effectiveness of using aerospace themes to motivate students in the science classroom
Nat & Phys Sc Not Elsewhere Cl, Faculty of Science and Information Technology
Co-Supervisor
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Dr Mitchell O'Toole

Position

Senior Lecturer
School of Education
Faculty of Education and Arts

Contact Details

Email mitch.otoole@newcastle.edu.au
Phone (02) 4913 8161
Fax (02) 4921 7887

Office

Room HA81
Building Hunter Building
Location Callaghan
University Drive
Callaghan, NSW 2308
Australia
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