Associate Professor Rachel Buchanan
Associate Professor
School of Education
- Email:rachel.buchanan@newcastle.edu.au
- Phone:(02) 4921 6411
Emerging frontiers of education technology
In this world of rapidly changing technology, what lies ahead for teachers, students and the world of education? Dr Rachel Buchanan is researching the role of technology in the Australian education system.
With the latest Gonski report proclaiming principles to improve school performance and student achievement, the addition to the classroom of emerging technologies such as virtual reality and the ever-increasing prevalence of social media, the convergence of education and technology is an area that is becoming increasingly complicated.
Dr Rachel Buchanan is working to map out the frontlines of education technology through her research that has equity at its heart.
She was the first in her family to attend university and soon felt the impacts of inequity in education during her undergraduate studies when issues of access to technology became apparent. When she took on an academic role she soon began to question the assumption that students are digital natives, more at home in the terrain of cyberspace than any other generation.
“It didn’t ring true with my experience of the students I was teaching. I teach in teacher education and I was seeing quite an uneven understanding of how to use technology in my students. So I started looking at that idea of technology and equity and who was coming to university with technology knowledge and skills,” Dr Buchanan said.
Over the past 10 years Dr Buchanan has examined how equity issues affect the way students access, understand and use technology in educational settings.
Since being awarded a Women in Research Fellowship in 2018 she has commenced a new project called Emerging Frontiers of Education Technology which covers three strands: teaching students how to build a positive online presence, personalised learning and how that is understood in the educational policy context, and pedagogies of virtual reality.
“The fellowship has been really helpful as it has afforded me the time and space to focus on my research in this area. I’m also looking forward to the mentoring opportunities the fellowship offers to help build my leadership skills,” Dr Buchanan said.
Building a positive online presence
Following on from Dr Buchanan’s 2015 Equity and Digital Footprint project, is her work that examines how schools can help students to develop a positive online presence.
“Choosing to avoid all involvement in online activity is not an option for young people, especially moving into the future as more organisations use social media to vet their applicants,” she said.
“I don’t mean schools should be encouraging students to be public online, but they should build on the knowledge young people already have about online safety and teach them about profile curation.”
“This is about showing students you can make some things public but be still careful about what you choose to share. For example, you can use a pseudonym which is a good way of creating a stable online identity and then when appropriate transition to using your real name.”
Dr Buchanan has also been running workshops with students, parents and teachers with the aim of connecting what students are doing in their own time online with things they have to do at school.
“A lot of boys, for example, are playing Fortnight and there’s this moral panic about how terrible that game is, but actually we’re also seeing leadership, cooperative skills, and planning and strategy skills develop through the use of that game.”
“I’m questioning whether there are ways that schools can use technology to help showcase those positive skills.”
Pedagogies of virtual reality
Dr Buchanan has partnered with the University of Newcastle’s Dr Debra Donnelly on another project that maps how school teachers are currently using virtual reality.
“People might think that it’s teachers who are gamers who are the ones bringing virtual reality into schools, but we’re finding it’s the teachers that we’ve called ‘enthusiastic amateurs’. They think ‘this would be really good for my students’ and then teach themselves in their own time about different virtual reality products and work to get them into their classrooms,” Dr Buchanan observed.
From marine biology, to science, language learning and history, teachers are using virtual reality in a variety of different ways.
“Some schools are doing Google expeditions and are taking students on virtual tours around the Blue Mountains with an Indigenous commentary. They are learning about the dreaming and country through packages put together by Indigenous guides,” Dr Buchanan said.
Through this project Dr Buchanan will collect data and document the virtual reality products teachers are using and subject areas they use it for.
“We’re also looking at what problems teachers encounter. It’s very time consuming to set up a virtual reality space and interestingly, virtual reality seems to be working better in primary schools where the timetable is more flexible. We’re finding it’s often being led by teacher librarians.”
Following on from an online survey to gather data, Dr Buchanan will visit schools to look at the virtual reality setups created by teachers and document these in a series of case studies.
“Most schools were set up in the 19th century and now we have this 21st century technology which calls for a unique space. Teachers are doing creative things to develop virtual reality spaces and they’re not letting the fact they don’t have a dedicated space stop them from using it.”
Once the results have been collated Dr Buchanan and Dr Donnelly will run a show case event and create a practice guide to allow schools to learn from each other.
Understanding personalised learning
A third strand of Dr Buchanan’s education technology research is based around unpacking the term ‘personalised learning’ and what it means for different educators and its possibilities for education policy.
“This focus on personalised learning stems from the 2018 government report ‘Through Growth to Achievement’ which was heralded in the media as a sign the government wants to introduce personalised learning. But what I am finding is a big disparity in what people think personalised learning is,” she observed.
Dr Buchanan says that for some teachers it’s about differentiating their normal classroom practice and for others it’s using technological products that incorporate learning analytics that determine what students learn and when they learn it.
“There’s a whole range of meanings, personalised learning has become a buzzword. I’m trying to understand what might be the benefits and pitfalls of the particular model of technological personalised learning framed in the government report.”
Emerging frontiers of education technology
In this world of rapidly changing technology, what lies ahead for teachers, students and the world of education? Dr Rachel Buchanan is researching the role of technology in the Australian education system.
Putting their best footprint forward
Dr Rachel Buchanan works at uncovering and addressing the equity implications of the increased deployment of educational technologies in all levels of education.
QUESTIONING EQUITY IN EDUCATION
Dr Rachel Buchanan first felt the impacts of inequity on educational outcomes during her undergraduate studies.
Already feeling somewhat overwhelmed due to being the first in family to attend university, she noticed the uneven playing field during a routine group assignment.
"We were asked to give a presentation," she remembers. "Powerpoint was a relatively new tool and no-one in our group had the software for presentations, so we used overhead projection."
"We thought having quality content would make up for the lack of new technology."
This was not the case and Rachel's eyes were opened to the fact that access to resources can directly equate to educational success.
More than a decade later, Rachel's work examines how equity issues affect the way that students access, understand and use technology in educational settings.
Rachel questions the assumption that current students are digital natives, more at home in the terrain of cyberspace than any other generation. She also challenges the popular discourse that technology can solve any barrier related to student engagement.
"For example," Rachel explains, "the digital education revolution was about giving all students from year 9 onwards their own laptop. It was an equality measure to improve learning in schools for all students."
"However, if not all students have access to broadband internet at home, you have only addressed one part of the complex puzzle that is equity in education."
MORE STUDENTS NEEDING MORE SUPPORT
So how does this focus on equity translate into action at the University of Newcastle? With 27 per cent of our students from low socio-economic backgrounds we are well above the sector average.
"We have made ourselves accessible to a wide range of students, but what are we doing to ensure they are all enjoying university, and all able to succeed?"
Rachel pinpoints academic literacy as a major cornerstone of student success.
"It is assumed that students come to university with skills that allow them to understand an argument, or correctly structure a paragraph."
"For a variety of reasons not all students have these skills."
Using a rubric that measures academic skills, these needs have been identified and appropriate skill building exercises embedded in tutorials.
"If we give students a good foundation in their first year they can go on and succeed."
CATERING FOR EVERYONE
Rachel was part of the Swimming with Seahorses project that saw 25 academics from various faculties working with students to develop resources to address barriers to participation and success for first year students. The resulting knowledge bank was ultimately made by colleagues into an app for easy access.
However, Rachel believes that it is vital for universities to avoid the assumption that providing up-to-date technology is enough to ensure student success.
"Universities are investing in amazing online management systems, and providing fabulous hubs that are open 24 hours a day. But this issue is more nuanced than merely providing resources," Rachel explains.
Instead, universities need to be flexible with content delivery and recognise that students are individuals with differing needs and capabilities.
"The assumption that everyone can do it, and everyone can do it easily makes university difficult for a lot of students. We are always working to change that."
For aspiring professionals, literacy skills in a whole other area are essential - university students may be greatly disadvantaged by a poorly curated digital identity.
Rachel is working on a project that will use focus groups and online surveys to investigate how universities educate students about their digital footprints and examine university students' knowledge, attitudes and behaviours regarding their online footprints.
One area of digital literacy that students can find challenging is the ability to craft appropriate and professional emails. Many are unaware of the accepted conventions, leaving them at a disadvantage.
"We'll look at what students are doing online, but also how they recognise and understand notions of digital identity," Rachel advises.
"Most importantly, we'll look at how as an institute, we can address an uneven playing field regarding knowledge around digital literacy. No one should be disadvantaged by not knowing the rules."
ROLLING OUT THE DICE
The best way to ensure university students understand the complexities of curating a positive digital identity would be to teach them before they enrol. To this end, a mirror trial has begun with much younger students. The Best Footprint Forward project, for which Rachel received a $25,000 grant in early 2015, will be undertaken with fellow UON researchers Dr Erica Southgate and Dr Shamus Smith. The aim is to audit the digital footprint awareness of primary school students, their educators, and their parents.
Rachel is active within two research groups focused on innovation, education, and technology. The recently initiated DICE network, a group of UON educators and researchers looking at issues related to digital identity curation and education, counts Rachel as a founding member.
NuLearn, a group of UON educators focused on 21st century learning and assessments in schools, also benefits from Rachel's involvement. Informed by consultancy and research, NuLearn provide interventions and resources to schools wanting to use digital technology to enhance the student experience.
BEING IN IT TO WIN IT
Despite the possible pitfalls, choosing to avoid all involvement in online activity is not an option for young people, especially moving into the future.
"Digital footprints are increasingly used to vet applicants for jobs and other life opportunities," Rachel says.
In an effort to minimise any negative impact of the digital footprint, Rachel notes that schools are telling students to lock themselves down and make everything private.
"Yet moving into adulthood, the lack of a digital footprint can be as disadvantageous as a badly managed one."
Ideally, the primary and tertiary footprint studies would be supplemented by a similar study involving secondary students, thus capturing the full gamut of the digital awareness of students. The resultant data will then inform the creation of age appropriate resources and curriculum content that will address knowledge deficits and standardise the teaching material across educational institutes.
"Cyber sense must not be secret knowledge. If we make the guidelines explicit, everyone is capable of curating a positive online presence," Rachel suggests.
"If we can make all students aware that there's different context, different rules and different ways of communicating, we make the playing field a bit more level. And our students will have an even better chance of succeeding if they know it all before they even get here."
Putting their best footprint forward
Dr Rachel Buchanan works at uncovering and addressing the equity implications of the increased deployment of educational technologies in all levels of educati
Career Summary
Biography
Associate Professor Rachel Buchanan is currently the Deputy Head of College - Education (Assistant Dean Education) in the College of Human and Social Futures. Prior to taking up this role she was a teaching and research academic based in the School of Education at the University of Newcastle, Australia. Her research interest centres on social justice and equity in education, leading to her work in projects on academic literacy, widening participation, educational policy, digital identity and the equity implications of the increased use of digital technologies. Rachel's work has taken her to Harvard, where in 2019 she was a visiting scholar at the Graduate School of Education. At Harvard, Rachel was researching the ethical dilemmas that occur with the use of digital technologies in schools.
Research Expertise
Rachel is an interdisciplinary researcher who applies critical social theory to research in education. The central focus of her research is the ethical and social justice implications of education policy and the increased deployment of digital technologies within the education sector. Her research spans the applied areas of Educational technology, Teacher Education, Digital Identity and Educational Policy. She is particularly interested in the intersection of educational philosophy and educational policy around the use of technology and how this impacts upon the practice, education and identities of educators and students. Her previous research projects include: an examination of the digital identities of education students; an investigation into the academic literacy skills of first year students; an exploration of the impact of policy upon the deployment of educational technologies; and projects that have critically examined the digital footprint awareness of primary and tertiary students, parents and carers, and educators. Rachel has successfully secured a number of research grants and has presented her work nationally and internationally.
In 2018 Rachel was awarded a 2019 Women In Research Fellowship at the University of Newcastle. With this Fellowship she conducted an investigation into the emerging frontiers of Educational Technologies.
Collaborations and Research Networks
Rachel welcomes research collaboration, particularly in the areas of ethics and education, educational technology, and educational policy and has been involved in a number of funded collaborative projects. She is the co-author of the Bloomsbury Research Methods text Online Research, written with Professor Tristram Hooley, (Inland Norway University of Applied Sciences, Norway; and University of Derby, UK).
Teaching Expertise
Rachel is an experienced lecturer, course coordinator and tutor, and has taught for over 15 years across the foundational areas of the sociology of education, philosophy of education, educational leadership, ethics, education policy, professional studies, and ICT in education. Rachel's teaching experience covers a variety of contexts from face-to-face teaching with large (1000+ students) and small cohorts, through to blended and online deliveries at both the undergraduate and post-graduate levels. She was won teaching awards for both her work on large courses and her online teaching. She supervises Honours and Research Higher Degree students.
Rachel currently teaches the following courses:
EDUC6352 Australian School Leadership
EDUC6353 Leading and Managing Educational Change
Administrative Expertise
Rachel has held a variety of administrative and leadership roles. She is currently Deputy Head of College - Education in the College of Human and Social Futures, which is an Assistant Dean Education role. She was a Deputy Head of School (Postgraduate Teaching and Learning) in 2020 - 2021 in the School of Education after acting in the role (July - Dec 2019). Rachel was a member of the Masters of Teaching working group who re-designed the Master of Teaching programs for 2019. Rachel is the current Treasurer of the Philosophy of Education Society of Australasia [PESA]. She was an elected member representative of the PESA executive board (2017 - 2019) and a member of PESA's organising committee for the 2022 and 2017 annual PESA conferences; she was the Director, Student Experience for the School of Education (2014-2015); an elected representative on the School of Education's Board (2014 - 2015); and was previously the Chair of TERN, the Teacher Education Research Network (2012).
Editorial Experience
Rachel is an Associate Editor for the journal Educational Philosophy and Theory (2019 - 2024). She been a guest editor for a number of journals producing several special issues: 'Contemporary ethical tensions: Situated cases of ethical tensions when working with children and young people in educational contexts' in Global Studies of Childhood (2019); 'Social Justice and the Enterprise University' in International Studies in Widening Participation (2015); and, 'Qualitative inquiry, being there/social becoming in the 21st century' in Creative Approaches to Research (2014).
Qualifications
- PhD (Education), University of Newcastle
- Bachelor of Arts (Psychology), University of Newcastle
- Bachelor of Social Science (Honours), University of Newcastle
Keywords
- Digital Education
- Digital Identity
- Education politics and policy
- Educational Leadership
- Educational Philosophy
- Educational Technology
- Equity and Social Justice
- Ethics and Professional Practice
- Globalisation of education
- ICT and Education
- Politics of Education
- Professional Ethics
- Sociology of Education
- Teacher Education
Fields of Research
Code | Description | Percentage |
---|---|---|
390202 | History and philosophy of education | 50 |
390307 | Teacher education and professional development of educators | 20 |
390405 | Educational technology and computing | 30 |
Professional Experience
Academic appointment
Dates | Title | Organisation / Department |
---|---|---|
1/1/2022 - | Deputy Head of College (Education) | College of Human and Social Futures | University of Newcastle Australia |
1/1/2020 - | Treasurer of Philosophy of Education Society of Australasia | Philosophy of Education Society of Australasia Australia |
1/1/2020 - 31/12/2021 | Deputy Head of School | Postgraduate Teaching and Learning | School of Education, The University of Newcastle Australia |
1/7/2019 - 31/12/2019 | Acting Deputy Head of School | Postgraduate Teaching and Learning | School of Education, The University of Newcastle Australia |
11/4/2019 - 22/4/2019 | Visiting Scholar | Harvard University Harvard Graduate School of Education United States |
6/6/2016 - 25/6/2016 | Visiting Scholar | University of Edinburgh Institute for Academic Development United Kingdom |
15/5/2016 - 5/6/2016 | Visiting Scholar | Staffordshire University School of Education United Kingdom |
30/4/2016 - 14/5/2016 | Visiting Scholar | University of Derby International Centre for Guidance Studies United Kingdom |
1/1/2016 - 31/12/2020 | Senior Lecturer | Faculty of Education and Arts, The University of Newcastle, Australia Australia |
15/2/2010 - 31/12/2015 | Lecturer | Faculty of Education and Arts, University of Newcastle School of Education Australia |
Membership
Dates | Title | Organisation / Department |
---|---|---|
1/10/2018 - | Membership ~ American Educational Research Association | American Educational Research Association (AERA) United States |
1/8/2017 - 31/12/2019 | Member Representative ~ PESA Executive Board | Philosophy of Education Society of Australasia Australia |
1/7/2015 - | Membership ~ Australian Association for Research in Education | Australian Association for Research in Education Australia |
1/1/2009 - | Membership - Philosophy of Education Society of Australasia | Philosophy of Education Society of Australasia Australia |
Professional appointment
Dates | Title | Organisation / Department |
---|---|---|
1/1/2019 - 31/12/2020 | Associate Editor | Educational Philosophy and Theory (EPAT) Australia |
Awards
Research Award
Year | Award |
---|---|
2018 |
Women in Research Fellowship Office of DVC (Research and Innovation), University of Newcastle, Australia |
Teaching Award
Year | Award |
---|---|
2019 |
Finalist - University of Newcastle Teaching Excellence Award Office of the Vice-Chancellor, The University of Newcastle |
2018 |
DVC(A) Educator Innovation and Impact Award Office of the DVC (A), The University of Newcastle, Australia |
2014 |
Vice Chancellor's Award for Teaching Excellence and Contribution to Student Learning Faculty of Education and Arts |
Invitations
External Examiner
Year | Title / Rationale |
---|---|
2018 |
Australasian Philosothon Invited judge at the 2018 Australasian Philosothon, organised by the Federation of Australasian Philosophy in Schools Associations. |
Keynote Speaker
Year | Title / Rationale |
---|---|
2020 |
5th Inspirational Scholar Symposium Embracing Diversity and Building Communities with Technology |
2020 |
8th International Conference for Teacher Education (ICTE) Educational Techology for Teacher Education |
2019 |
Scholarship of Technology Enhanced Learning Digital Identity, Equity and the University |
Participant
Year | Title / Rationale |
---|---|
2019 |
Ethical Citizenship in a time of Artifical Intelligence Invited mentor for the Catalyst Lab Accelerator Project "Ethical Citizenship in a time of Artificial Intelligence" |
Speaker
Year | Title / Rationale |
---|---|
2019 |
Professional Development for Teachers: Managing Students Online presence Positive Online Presence and Digital Footprint: A presentation to Learning Technology Coordinators |
2019 |
The Researcher's Digital Footprint Invited Workshop presenter at the UoN Dean of Graduate Research's 'HDR Student Learning Festival' |
2019 |
Digital life, career and social justice: The case for new forms of digital ethics Invited speaker and academic mentor at the 2019 Doctoral Summer School, hosted by the European Doctoral Programme in Career Guidance and Counselling |
2018 |
Creating a Positive Digital Footprint Invited expert speaker at an information evening for Parent and Teachers |
2018 |
Social Media for Academics AARE: Invited Workshop Presenter |
Publications
For publications that are currently unpublished or in-press, details are shown in italics.
Book (2 outputs)
Year | Citation | Altmetrics | Link | ||
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2024 | Hooley T, Buchanan R, Online Research Research Methods, Bloomsbury Academic, London, 192 (2024) | ||||
2021 |
Sharp H, Hudson S, Weatherby-Fell N, Charteris J, Brown B, Lodge J, et al., Introduction to Education: Knowledge, Practice, Engagement, Cambridge University Press, Port Melbourne, 418 (2021)
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Chapter (8 outputs)
Year | Citation | Altmetrics | Link | ||||
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2024 | Grushka K, Buchanan R, Whittington M, Davis R, 'The Zoom Machinic in Postdigital Learning Ecologies: An Exploration of Educators' Experiences via Three Case Studies', You're Muted" Performance, Precarity, and the Logic of Zoom, Bloomsbury Academic, New York (2024) | ||||||
2021 | Arndt S, Asher G, Knox J, Ford DR, Hayes S, Lazaroiu G, et al., 'Between the blabbering noise of individuals or the silent dialogue of many: A collective response to 'Postdigital science and education' (Jandric et al. 2018)', The Methodology and Philosophy of Collective Writing: An Educational Philosophy and Theory Reader Volume X 188-219 (2021) | ||||||
2021 | Buchanan R, 'How to build a positive digital footprint for your school and your students', The School Leadership Survival Guide, Information Age Publishing, Charlotte, N.C 169-183 (2021) [B1] | Nova | |||||
2021 |
Buchanan R, 'Networked Professional Learning in the Postdigital Age: Asking Critical Questions of Postgraduate Education', Online Postgraduate Education in a Postdigital World, Springer International Publishing, Cham 121-137 (2021) [B1]
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Nova | |||||
2018 |
Buchanan RA, 'Social media and social justice in the context of career guidance: Is education enough?', Career Guidance for Social Justice: Contesting Neoliberalism, Routledge, London 109-124 (2018) [B1]
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Nova | |||||
2015 |
Buchanan RA, Holmes K, Preston G, Shaw K, 'The Global And The Local: Taking Account Of Context In The Push For The Technologization Of Education', Critical Perspectives on Technology and Education, Palgrave MacMillan, Basingstoke 227-244 (2015) [B1]
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Nova | |||||
2012 |
Chapman A, Buchanan RA, 'FYI ...Virtual space has a context: Toward an alternative frame for understanding cyberbullying', Rethinking School Violence: Theory, Gender, Context, Palgrave Macmillan, Hampshire, UK 56-68 (2012) [B1]
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Nova | |||||
Show 5 more chapters |
Journal article (36 outputs)
Year | Citation | Altmetrics | Link | ||||||||
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2023 |
Arantes J, Buchanan R, 'Educational data advocates: emerging forms of teacher agency in postdigital classrooms', Learning, Media and Technology, 48 493-513 (2023) [C1]
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Nova | |||||||||
2022 |
Arndt S, Buchanan R, Gibbons A, Hung R, Madjar A, Novak R, et al., 'Collective writing: Introspective reflections on current experience', Educational Philosophy and Theory, 54 1296-1306 (2022)
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2022 |
Peters MA, Arndt S, Tesar M, Jackson L, Hung R, Mika C, et al., 'Philosophy of education in a new key', Educational Philosophy and Theory, 54 1061-1082 (2022)
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2022 |
Peters MA, Jackson L, Hung R, Mika C, Buchanan RA, Tesar M, et al., 'The case for academic plagiarism education: A PESA Executive collective writing project', Educational Philosophy and Theory, 54 1307-1323 (2022) [C1]
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Nova | |||||||||
2022 |
Grushka K, Buchanan R, Whittington M, Davis R, 'Postdigital Possibilities and Impossibilities Behind the Screen: Visual Arts Educators in Conversation about Online Learning and Real-world Experiences', Video Journal of Education and Pedagogy, (2022) [C1]
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Nova | |||||||||
2022 |
Buchanan RA, Forster DJ, Douglas S, Nakar S, Boon HJ, Heath T, et al., 'Philosophy of education in a new key: Exploring new ways of teaching and doing ethics in education in the 21st century', Educational Philosophy and Theory, 54 1178-1197 (2022) [C1] Within the rough ground that is the field of education there is a complex web of ethical obligations: to prepare our students for their future work; to be ethical as educators in ... [more] Within the rough ground that is the field of education there is a complex web of ethical obligations: to prepare our students for their future work; to be ethical as educators in our conduct and teaching; to the ethical principles embedded in the contexts in which we work; and given the Southern context of this work, the ethical obligations we have to this land and its First Peoples. We put out a call to colleagues whose work has been concerned with the pedagogies of professional ethics, the ethical burdens of institutional injustice, and the application of ethical theory to education¿s applied fields. In the responses we received it can be seen that ethical concerns in education are broad ranging, covering terrain varying from the preparation of preservice teachers, ethics in higher education, early childhood and care, educational leadership, relational and communicative ethics. Perhaps it could also be argued that this paper demonstrates Gibbon¿s observation that ¿Assumptions about the particularity of this time as new and ripe with opportunity to make a difference through philosophy of education are not new and there¿s much to learn from the persistence of wanting to imagine that they are¿ (in Peters et al., 2020, p. 17). However, while the field of ethics is perennially concerned with human relations and pedagogical interventions to improve these, the responses collected here show that educational ethics is far from static. Educational ethics is a field that continues to develop in response to changing contexts.
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Nova | |||||||||
2021 |
Jandric P, Hayes D, Levinson P, Christensen LL, Lukoko HO, Kihwele JE, et al., 'Teaching in the Age of Covid-19 1 Year Later', Postdigital Science and Education, (2021) [C1]
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Nova | |||||||||
2021 |
Elwell A, Buchanan R, 'Feminist pedagogies in a time of backlash', Gender and Education, 33 156-170 (2021) [C1]
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Nova | |||||||||
2021 |
Grimes S, Southgate E, Scevak J, Buchanan R, 'Learning impacts reported by students living with learning challenges/disability', STUDIES IN HIGHER EDUCATION, 46 1146-1158 (2021) [C1]
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Nova | |||||||||
2020 |
Grimes S, Southgate E, Scevak J, Buchanan R, 'University experiences of disability and the influence of stigma on institutional non-disclosure and learning', Journal of Postsecondary Education and Disability, 33 23-37 (2020) [C1]
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Nova | |||||||||
2020 |
Buchanan R, ' Through Growth to Achievement : Examining edtech as a solution to Australia's declining educational achievement', Policy Futures in Education, 18 1026-1043 (2020) [C1]
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Nova | |||||||||
2019 |
Buchanan R, Southgate E, Smith SP, ''The whole world's watching really': Parental and educator perspectives on managing children s digital lives', Global Studies of Childhood, 9 167-180 (2019) [C1]
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Nova | |||||||||
2019 |
Buchanan R, McPherson A, 'Teachers and learners in a time of big data', Journal of Philosophy in Schools, 6 26-43 (2019) [C1]
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Nova | |||||||||
2019 |
Arndt S, Asher G, Knox J, Ford DR, Hayes S, Lazaroiu G, et al., 'Between the Blabbering Noise of Individuals or the Silent Dialogue of Many: a Collective Response to `Postdigital Science and Education' (Jandric et al. 2018)', Postdigital Science and Education, 1 446-474 (2019) [C1]
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Nova | |||||||||
2019 |
Grimes S, Southgate E, Scevak J, Buchanan R, 'University student perspectives on institutional non-disclosure of disability and learning challenges: reasons for staying invisible', International Journal of Inclusive Education, 23 639-655 (2019) [C1]
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Nova | |||||||||
2019 |
Southgate E, Smith SP, Cividino C, Saxby S, Kilham J, Eather G, et al., 'Embedding immersive virtual reality in classrooms: Ethical, organisational and educational lessons in bridging research and practice', International Journal of Child-Computer Interaction, 19 19-29 (2019) [C1]
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Nova | |||||||||
2018 |
Southgate E, Buchanan R, Cividino C, Saxby S, Eather G, Smith SP, et al., 'What teachers should know about highly immersive virtual reality: Insights from the VR School Study.', Scan, 37 1-7 (2018) [C1]
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Nova | |||||||||
2018 |
Buchanan RA, Southgate E, Scevak J, Smith S, 'Expert insights into education for positive digital footprint development', Scan, 37 1-12 (2018) [C1]
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Nova | |||||||||
2018 | Murray T, Buchanan RA, ''The internet is all around us': How children come to understand the internet', Digital Culture & Education, 10 1-21 (2018) [C1] | Nova | |||||||||
2017 |
Grimes S, Scevak J, Southgate E, Buchanan R, 'Non-disclosing students with disabilities or learning challenges: characteristics and size of a hidden population', Australian Educational Researcher, 44 425-441 (2017) [C1] Internationally, university students with disabilities (SWD) are recognised as being under-represented in higher education. They face significant problems accessing appropriate ac... [more] Internationally, university students with disabilities (SWD) are recognised as being under-represented in higher education. They face significant problems accessing appropriate accommodations for their disability. Academic outcomes for this group are lower in terms of achievement and graduation rates. The true size of the SWD group at university is suggested to be different to that reported due to students not disclosing their disability for a variety of reasons including stigma, fear of discrimination, past negative experiences, and gaps in knowledge about available institutional support and accommodations. Research suggests that students do not consider their issues to fall under the term disability, resulting in a hidden population of students who could be better supported by their university. Using an Australian regional university as a case study, this paper examines the SWD population by identifying both disclosed and non-disclosed SWD populations within the domestic undergraduate population as well as information on the nature of students¿ diagnoses or assessment, not previously captured. Using an anonymous online survey which reframed disability using the non-deficit language of learning challenge, the population of those dealing with learning challenges, disclosed and non-disclosed, was identified and a population estimate calculated. Student characteristics that predicted non-disclosure and specific information on the nature of students¿ diagnoses were made and have the potential to develop targeted institutional support for a population that is currently difficult to access.
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Nova | |||||||||
2017 |
Buchanan RA, Southgate E, Smith S, Murray T, Noble B, 'Post no photos, leave no trace: Children's digital footprint management strategies', E-Learning and Digital Media, 14 275-290 (2017) [C1]
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Nova | |||||||||
2015 |
Buchanan RA, Southgate E, Bennett A, 'Editorial: Social justice in the enterprise university: global perspectives on theory, policy, ethics and critical practice', International Studies in Widening Participation, 2 1-3 (2015) [C3]
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2014 | Buchanan RA, Chapman A, 'The Political Ontology of Cyborgs: Considering Implications of Posthumanism for Education', Creative Approaches to Research, 7 7-20 (2014) [C1] | Nova | |||||||||
2014 | Buchanan RA, Chapman A, 'The Political Ontology of Cyborgs: Considering Implications of Posthumanism for Education', Creative Approaches to Research, 7 7-20 (2014) [C1] | Nova | |||||||||
2013 |
Chapman A, Forster D, Buchanan R, 'The Moral Imagination in Pre-service Teachers' Ethical Reasoning', Australian Journal of Teacher Education, 38 (2013) [C1]
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Nova | |||||||||
2013 | Buchanan RA, Chapman KA, 'Opinion', Professional Educator, 12 25-27 (2013) [C3] | ||||||||||
2013 |
Holmes K, Preston GD, Shaw K, Buchanan R, ''Follow' Me: Networked Professional Learning for Teachers', Australian Journal of Teacher Education, 38 54-65 (2013) [C1]
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Nova | |||||||||
2011 |
Buchanan RA, 'Paradox, promise and public pedagogy: Implications of the federal government's digital education revolution', Australian Journal of Teacher Education, 36 67-78 (2011) [C1]
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Nova | |||||||||
Show 33 more journal articles |
Conference (49 outputs)
Year | Citation | Altmetrics | Link | ||||
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2023 | Hooley T, Wilson M, Buchanan R, Staunton T, Moore N, Bårdsdatter Bakke I, Bhanji Jynge JS, 'Symposium: Digitalisation and technologies in career education and guidance', Oslo, Norway (2023) | ||||||
2023 | Buchanan R, 'Career education in a brave new world: Applying a postdigital perspective to explore the use of AI in recruitment', Oslo, Norway (2023) | ||||||
2023 | Buchanan R, '#CareerTok: Exploring the characteristics of the emerging practices of TikTok career advice and education', University of Melbourne (2023) | ||||||
2019 |
Buchanan R, 'Through Growth to Achievement : Education Policy, Personalised Learning and the Control Society', Toronto, Canada (2019) [E1]
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Nova | |||||
2019 |
Buchanan R, Scevak J, Smith S, Southgate E, 'Disclosure in the Postdigital age: University Students Attitudes to Social Media', Proceedings of the 6th European Conference on Social Media ECSM 2019, Brighton, UK (2019) [E1]
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Nova | |||||
2018 |
Southgate E, Smith S, Eather G, Saxby S, Cividino C, Bergin C, et al., 'Ethical conduct and student safety in immersive virtual reality: Protocols and resources from the VR School Research Project', 2018 IEEE VR Third Workshop on K-12+ Embodied Learning through Virtual & Augmented Reality (KELVAR), Reutlingen, Germany (2018) [E1]
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Nova | |||||
2015 |
Buchanan RA, Dennis J, Noble B, Scevak J, Smith S, Southgate E, 'Examining the digital footprint awareness of university students: An emerging equity issue for higher education', Fremantle, WA (2015) [E3]
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2015 |
Buchanan RA, Murray T, Noble B, Smith S, Southgate E, 'Online all the time? How children understand their digital footprints', Fremantle, WA (2015) [E3]
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2015 |
Buchanan RA, Forster DJ, 'Digital Dilemmas and the Mediation of the Entrepreneurial Self', Melbourne (2015) [E3]
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2015 |
Buchanan R, Smith SP, Scevak J, Southgate E, 'The importance of digital footprints in achieving equity and excellence in higher education', Sunway University, Kuala Lumpur (2015) [E3]
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2014 |
Buchanan RA, Southgate, 'What lurks beneath?: An exploration of the Neoliberal University and the Ethics of Engagement.', PESA Conference 2014 Programmes and Abstracts, Hamilton, New Zealand (2014) [E3]
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2014 |
Buchanan RA, Southgate EL, 'It's more than computer hubs: Equity, learning, and digital technologies in Higher Education', European Access Network, Edinburgh (2014) [E3]
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2012 |
Buchanan RA, Holmes KA, Preston GD, Shaw KM, 'Shifting horizons: A critical examination of projects, policy and progress towards digital education in Australia', Learning with New Media Inaugural Conference. Critical Perspectives on Learning with New Media Conference, Glen Waverley, Vic (2012) [E3]
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2012 | Laura RS, Buchanan RA, Chapman AK, 'Conference Editors', God, Freedom and Nature, Strathfield, NSW (2012) [E4] | ||||||
2012 | Laura RS, Buchanan RA, 'Set free by the word of God', God, Freedom and Nature, Strathfield, NSW (2012) [E1] | Nova | |||||
2012 | Laura RS, Buchanan RA, 'God, Freedom and Nature: Transdisciplinary reflections on the discourse of religion and theology', God, Freedom and Nature, Strathfield, NSW (2012) [E1] | Nova | |||||
2012 | Buchanan RA, Laura RS, 'Theo-critical feminism, Mother Nature and epistemological patriarchy', God, Freedom and Nature, Strathfield, NSW (2012) [E1] | Nova | |||||
2012 | Buchanan RA, 'Digital dilemmas and professional practice: implications for pre-service teacher ethics education', 2012 International Teacher Education Dialogue Conference. Conference Abstracts, Coffs Harbour, NSW (2012) [E3] | ||||||
2012 |
Chapman A, Buchanan RA, Forster DJ, 'The moral imagination in pre-service teachers ethical reasoning', AARE 2012 Conference Proceedings & Program, Sydney, NSW (2012) [E3]
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2011 | Buchanan RA, Chapman AK, 'Utopia or dystopia? A critical examination of the Melbourne Declaration', PESA Conference 2011 Programme and Abstracts, Auckland, NZ (2011) [E1] | Nova | |||||
2011 | Chapman AK, Buchanan RA, 'Accountability frameworks in Australian education: Utopia or dystopia?', PESA Conference 2011 Programme and Abstracts, Auckland, NZ (2011) [E3] | ||||||
2010 | Buchanan RA, Chapman AK, 'Globalisation and social justice: The exploitation of the digital native', Learning for Life: Sustainability, Global Citizenship and Social Justice. SEAA Biennial Conference with SASOSE Annual Conference, Adelaide, SA (2010) [E1] | Nova | |||||
2009 | Buchanan RA, Chapman AK, 'Dialogue and difference: The sorry story of the digital native', Philosophy of Education Society of Australasia Annual Conference 2009: Program, Honolulu, HI (2009) [E3] | ||||||
2009 | Laura RS, Buchanan RA, 'Setting free the word of God', Religious Communication Conference: Abstracts, Melbourne, VIC (2009) [E3] | ||||||
Show 46 more conferences |
Other (7 outputs)
Year | Citation | Altmetrics | Link | ||
---|---|---|---|---|---|
2018 | Buchanan RA, Richardson J, 'How to manage your online identity [Podcast]', On Focus with Nadia Mitsopoulos. Perth: ABC Radio Perth (2018) | ||||
2018 |
McPherson A, Forster D, Buchanan R, Mangion A, 'Primary ethics: A literature review', : ACU (2018)
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2017 | Buchanan RA, Coady D, Alfano M, 'Facts and Trust in a Post-truth World [Podcast]', : ABC Radio (2017) | ||||
Show 4 more others |
Report (4 outputs)
Year | Citation | Altmetrics | Link | |||||
---|---|---|---|---|---|---|---|---|
2022 |
Perrotta C, Selwyn N, Lim CP, Bennett S, Dalgarno B, Brown C, et al., 'Consultation for the 2023 GEM Report on technology and education with a focus on the Asia-Pacific region.', UNESCO, 17 (2022)
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2020 |
Buchanan R, Smith S, Southgate E, 'Best Footprint Forward: Final Report', NSW Department of Education (2020)
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2018 | Buchanan R, 'Australasian Philosothon', Federation of Australasian Philosophy in Schools Association (2018) | |||||||
Show 1 more report |
Grants and Funding
Summary
Number of grants | 18 |
---|---|
Total funding | $738,044 |
Click on a grant title below to expand the full details for that specific grant.
20221 grants / $10,675
Virtual confirmation: New collaboration to explore adoption of AI in research skills development$10,675
Funding body: College of Human and Social Futures | University of Newcastle
Funding body | College of Human and Social Futures | University of Newcastle |
---|---|
Project Team | Professor Allyson Holbrook (lead), A/Prof Rachel Buchanan, Dr Erika Spray, Professor Craig Batty (UniSA) |
Scheme | CHSF - Pilot Research Scheme: Projects, Pivots, Partnerships |
Role | Investigator |
Funding Start | 2022 |
Funding Finish | 2022 |
GNo | |
Type Of Funding | Internal |
Category | INTE |
UON | N |
20212 grants / $20,939
LinkedUp Pilot$13,500
Funding body: Faculty of Education and Arts, University of Newcastle
Funding body | Faculty of Education and Arts, University of Newcastle |
---|---|
Project Team | Prof Peter Twining (Lead); A/Prof Rachel Buchanan; A/Prof James Ladwig; and Jodie Mowczko. |
Scheme | Strategic Network and Pilot Project Grants Scheme |
Role | Investigator |
Funding Start | 2021 |
Funding Finish | 2021 |
GNo | |
Type Of Funding | Internal |
Category | INTE |
UON | N |
Emerging Educational Ethics During a Global Pandemic: A Discussion Group and Research Study for Educators$7,439
Funding body: Faculty of Education and Arts, University of Newcastle
Funding body | Faculty of Education and Arts, University of Newcastle |
---|---|
Project Team | Dr Daniella Forster (Lead); A/Prof Rachel Buchanan; Prof Tom Griffiths (OsloMet University); Prof Meira Levinson (Harvard Graduate School of Education) |
Scheme | Strategic Network and Pilot Project Grants Scheme |
Role | Investigator |
Funding Start | 2021 |
Funding Finish | 2021 |
GNo | |
Type Of Funding | Internal |
Category | INTE |
UON | N |
20192 grants / $34,461
2018 Women in Research (WIR) Fellowship$29,461
Funding body: Women in Research, University of Newcastle
Funding body | Women in Research, University of Newcastle |
---|---|
Project Team | Rachel Buchanan |
Scheme | Women in Research Fellowship |
Role | Lead |
Funding Start | 2019 |
Funding Finish | 2019 |
GNo | |
Type Of Funding | Internal |
Category | INTE |
UON | N |
Developing the Pedagogies of Virtual Reality in Higher Education$5,000
Funding body: the Educator Network (tEN)
Funding body | the Educator Network (tEN) |
---|---|
Project Team | Dr Deborah Donnelly, Dr Rachel Buchanan |
Scheme | Teaching and Innovation Investment Scheme (TI2) |
Role | Investigator |
Funding Start | 2019 |
Funding Finish | 2019 |
GNo | |
Type Of Funding | Internal |
Category | INTE |
UON | N |
20181 grants / $15,000
Educational Ethics: Dilemmas of Diversity Network Strengthening and Project extension$15,000
Funding body: University of Newcastle - Faculty of Education and Arts
Funding body | University of Newcastle - Faculty of Education and Arts |
---|---|
Project Team | Associate Professor Daniella Forster, Associate Professor Tom Griffiths, Dr Rachel Buchanan, Associate Professor Georgina Stewart, Amy McPherson |
Scheme | FEDUA Strategic Networks and Pilot Projects (SNaPP) |
Role | Investigator |
Funding Start | 2018 |
Funding Finish | 2018 |
GNo | |
Type Of Funding | Internal |
Category | INTE |
UON | N |
20172 grants / $65,000
VR School$50,000
Funding body: Commonwealth Department of Education, Employment and Workplace Relations (former)
Funding body | Commonwealth Department of Education, Employment and Workplace Relations (former) |
---|---|
Project Team | Associate Professor Erica Southgate, Doctor Shamus Smith, Doctor Jill Scevak, Doctor Rachel Buchanan, Graham Eather |
Scheme | Digital Literacy Grants Scheme |
Role | Investigator |
Funding Start | 2017 |
Funding Finish | 2018 |
GNo | |
Type Of Funding | Other Public Sector - Commonwealth |
Category | 2OPC |
UON | N |
Educational Ethics: Southern Perspectives on Dilemmas of Diversity$15,000
Funding body: University of Newcastle - Faculty of Education and Arts
Funding body | University of Newcastle - Faculty of Education and Arts |
---|---|
Project Team | Dr Daniella Forster, Dr Rachel Buchanan, Dr Margot Ford and A/Prof Tom Griffiths |
Scheme | FEDUA Strategic Networks and Pilot Projects (SNaPP) |
Role | Investigator |
Funding Start | 2017 |
Funding Finish | 2017 |
GNo | |
Type Of Funding | Internal |
Category | INTE |
UON | N |
20162 grants / $20,321
The DICE (Digital Identity, Curation and Education) Network$15,000
Funding body: University of Newcastle - Faculty of Education and Arts
Funding body | University of Newcastle - Faculty of Education and Arts |
---|---|
Project Team | Dr Rachel Buchanan; Dr Erica Southgate; Dr Shamus Smith; Dr Andrew Gibbons |
Scheme | FEDUA Strategic Networks and Pilot Projects Scheme |
Role | Investigator |
Funding Start | 2016 |
Funding Finish | 2016 |
GNo | |
Type Of Funding | Internal |
Category | INTE |
UON | N |
Oculus Rift and specialist laptop to investigate embodied learning through VR$5,321
Highly immersive virtual reality equipment was purchased for use in the VR School project. The DICE research network is at the cutting edge of using new and mobile learning technology for learning and the VR School project represents a world-first study in using new immersive technologies to enhance learning in actual school communities. This equipment was essential to ensure the success of the VR School project and for engaging wider local schools communities with immersive technologies for learning.
Funding body: Office of DVC (Research and Innovation), University of Newcastle, Australia
Funding body | Office of DVC (Research and Innovation), University of Newcastle, Australia |
---|---|
Project Team | Rachel Buchanan |
Scheme | Early Career Researcher Equipment Grant Scheme 2016 |
Role | Lead |
Funding Start | 2016 |
Funding Finish | 2017 |
GNo | |
Type Of Funding | Internal |
Category | INTE |
UON | N |
20154 grants / $344,473
Building STEM students' numeracy for success in higher education$187,186
Funding body: Department of Education
Funding body | Department of Education |
---|---|
Project Team | Professor Elena Prieto-Rodriguez, Prof LJILJANA Brankovic, Professor Peter Howley, Professor Bill McBride, Associate Professor Kathryn Holmes, Associate Professor Rachel Buchanan, Associate Professor Erica Southgate |
Scheme | Higher Education Participation and Partnerships Programme |
Role | Investigator |
Funding Start | 2015 |
Funding Finish | 2015 |
GNo | G1501424 |
Type Of Funding | C2110 - Aust Commonwealth - Own Purpose |
Category | 2110 |
UON | Y |
Equity and Digital Footprint Project$107,287
Funding body: Department of Education
Funding body | Department of Education |
---|---|
Project Team | Associate Professor Rachel Buchanan, Doctor Jill Scevak, Associate Professor Shamus Smith, Associate Professor Erica Southgate |
Scheme | Higher Education Participation and Partnerships Programme |
Role | Lead |
Funding Start | 2015 |
Funding Finish | 2015 |
GNo | G1501188 |
Type Of Funding | C2110 - Aust Commonwealth - Own Purpose |
Category | 2110 |
UON | Y |
Best Footprint Forward$25,000
Funding body: auDA Foundation
Funding body | auDA Foundation |
---|---|
Project Team | Associate Professor Rachel Buchanan, Associate Professor Erica Southgate, Associate Professor Shamus Smith |
Scheme | Research Project |
Role | Lead |
Funding Start | 2015 |
Funding Finish | 2015 |
GNo | G1401151 |
Type Of Funding | Grant - Aust Non Government |
Category | 3AFG |
UON | Y |
Students with Learning Challenges: The hidden population$25,000
Funding body: Centre for Excellence in Equity in Higher Education (CEEHE)
Funding body | Centre for Excellence in Equity in Higher Education (CEEHE) |
---|---|
Project Team | Jill Scevak, Erica Southgate, Rachel Buchanan & Susan Grimes |
Scheme | Seed Grant Funding |
Role | Investigator |
Funding Start | 2015 |
Funding Finish | 2015 |
GNo | |
Type Of Funding | Internal |
Category | INTE |
UON | N |
20123 grants / $217,300
Swimming with Seahorses: An integrated approach to supporting the learning and well-being of students from low socio-economic backgrounds$200,000
Funding body: UoN Equity and Diversity Unit via HEPP
Funding body | UoN Equity and Diversity Unit via HEPP |
---|---|
Project Team | Erica Southgate, Suzanne Macqueen, Rachel Buchanan and 33 UoN academics |
Scheme | HEPP |
Role | Investigator |
Funding Start | 2012 |
Funding Finish | 2012 |
GNo | |
Type Of Funding | Internal |
Category | INTE |
UON | N |
Establishing effective and sustainable links between enabling and undergraduate programs by examining the transition of ELFS students$9,950
Funding body: University of Newcastle
Funding body | University of Newcastle |
---|---|
Project Team | Dr Anna Bennett and Dr Erica Southgate |
Scheme | Teaching and Learning Project Grant |
Role | Investigator |
Funding Start | 2012 |
Funding Finish | 2012 |
GNo | |
Type Of Funding | Internal |
Category | INTE |
UON | N |
People, Places, Pedagogy, Paradigm and Purpose: Evaluating Innovation and Building Research Capacity within a K-12 School $7,350
Funding body: Association of Independent Schools
Funding body | Association of Independent Schools |
---|---|
Project Team | Professor Kylie Shaw, Associate Professor Kathryn Holmes, Associate Professor Rachel Buchanan, Doctor Greg Preston |
Scheme | Independent Schools Centre for Excellence |
Role | Investigator |
Funding Start | 2012 |
Funding Finish | 2012 |
GNo | G1200696 |
Type Of Funding | Grant - Aust Non Government |
Category | 3AFG |
UON | Y |
20111 grants / $9,875
Academic Literacy of First Years$9,875
Funding body: University of Newcastle
Funding body | University of Newcastle |
---|---|
Project Team | Dr Rachel Buchanan |
Scheme | Teaching and Learning Grant |
Role | Lead |
Funding Start | 2011 |
Funding Finish | 2011 |
GNo | |
Type Of Funding | Internal |
Category | INTE |
UON | N |
Research Supervision
Number of supervisions
Current Supervision
Commenced | Level of Study | Research Title | Program | Supervisor Type |
---|---|---|---|---|
2023 | PhD | Educational Leadership: The Reality of Administrative Empowerment Among Government School Leaders Vis-A-Vis Private Schools from the Leadership’s Point of View | PhD (Education), College of Human and Social Futures, The University of Newcastle | Co-Supervisor |
2022 | Masters | How do we Grow and Develop a Resilient Teacher within the Context of the NSW Education System? | M Philosophy (Education), College of Human and Social Futures, The University of Newcastle | Co-Supervisor |
2021 | PhD | Contemporary Art making: An Affordance of Empathic Concern for Boys | PhD (Education), College of Human and Social Futures, The University of Newcastle | Co-Supervisor |
2021 | PhD | Creative Visual Pedagogies for Learning | PhD (Education), College of Human and Social Futures, The University of Newcastle | Co-Supervisor |
2020 | PhD | Does Secondary Students’ Epistemic Thinking and Scholastic Grade Predict their Evaluation of Trustworthiness of Internet Texts? | PhD (Education), College of Human and Social Futures, The University of Newcastle | Co-Supervisor |
2019 | PhD | The Crisis of Educational Leadership in Australia: Diversity as an Antidote | PhD (Education), College of Human and Social Futures, The University of Newcastle | Principal Supervisor |
2019 | PhD | Advancing Women Leaders in Christian Schools: Experiences, Opportunities and Obstacles. | PhD (Education), College of Human and Social Futures, The University of Newcastle | Co-Supervisor |
2019 | PhD | The Effectiveness of Information and Communication Technologies in Teaching Home Economics from the Perspective of Female Students in Saudi High Schools | PhD (Education), College of Human and Social Futures, The University of Newcastle | Co-Supervisor |
2018 | PhD | The Controversy Behind the Safe Schools Program: Exploring How LGBTI Students are Supported Within Select Schools Across NSW | PhD (Education), College of Human and Social Futures, The University of Newcastle | Co-Supervisor |
2017 | PhD | Equitable Access to Digital Technology in Queensland High Schools - How the Covid-19 Pandemic Reignited the Discussion | PhD (Education), College of Human and Social Futures, The University of Newcastle | Principal Supervisor |
2017 | PhD | How Does Australia's Current Indigenous Education Research Benefit Aboriginal and Torres Strait Islander Peoples and Communities? | PhD (Education), College of Human and Social Futures, The University of Newcastle | Principal Supervisor |
2016 | PhD | The Parabolic Actions of the Biblical Jesus: Implications for Theory and Practice in the contemporary Christian School context. | PhD (Education), College of Human and Social Futures, The University of Newcastle | Principal Supervisor |
2014 | PhD | The Effects of Hegemony on Naturopathic Education in Australia and New Zealand: A Critical Realist Perspective | PhD (Education), College of Human and Social Futures, The University of Newcastle | Principal Supervisor |
2012 | PhD | Sleep and School Life: Understanding the Educational Impacts of Inadequate Sleep in Upper Primary School". | PhD (Education), College of Human and Social Futures, The University of Newcastle | Principal Supervisor |
Past Supervision
Year | Level of Study | Research Title | Program | Supervisor Type |
---|---|---|---|---|
2023 | PhD | Digital Citizenship in the University of Hail | PhD (Education), College of Human and Social Futures, The University of Newcastle | Co-Supervisor |
2023 | PhD | Examining Academics and Students Attitudes to Mobile-learning in a Transformative University in the Kingdom of Saudi Arabia: a study of Imam Abdulrahman Bin Faisal University | PhD (Education), College of Human and Social Futures, The University of Newcastle | Co-Supervisor |
2022 | PhD | Leadership Styles, Readiness for Transformation and Faculty Satisfaction in Saudi Arabia | PhD (Education), College of Human and Social Futures, The University of Newcastle | Co-Supervisor |
2021 | Honours | Parental perspectives on the equity implications of BYOD computer policies in schools | Education Studies, School of Education, The University of Newcastle | Sole Supervisor |
2021 | PhD | Educating for Humanity and the Holistic Principle: A Paradigm for 21st Century Schooling and Early Childhood Education. A Gathering of Voices | PhD (Education), College of Human and Social Futures, The University of Newcastle | Principal Supervisor |
2021 | PhD | Big Data, Black Boxes and Bias: The Algorithmic Identity and Educational Practice | PhD (Education), College of Human and Social Futures, The University of Newcastle | Principal Supervisor |
2020 | PhD | The Impact of Creation Myths in Forging New Frontiers of Religious Education | PhD (Education), College of Human and Social Futures, The University of Newcastle | Principal Supervisor |
2019 | PhD | Differently Normal: The Hidden Population of Higher Education Students Living With Learning Challenges | PhD (Education), College of Human and Social Futures, The University of Newcastle | Co-Supervisor |
2018 | PhD | The Potential of Education to Empower: The Perceptions of Ethnic Minority Women in Vietnam | PhD (Education), College of Human and Social Futures, The University of Newcastle | Co-Supervisor |
2018 | PhD | Girls and Secondary Education in Rural Tanzania: Perceptions, Obstacles, and Future Possibilities | PhD (Education), College of Human and Social Futures, The University of Newcastle | Co-Supervisor |
2017 | Masters | Making space for change: A narrative inquiry of teachers' perceptions of gender inequality and feminism in secondary schools. (Minor thesis) | Education Studies, Faculty of Education and Arts, University of Newcastle | Sole Supervisor |
2016 | PhD | Walanbaa Warramildanha: Standing Their Ground: Honouring Aboriginal Standpoint to Effect Teachers' Professional Knowledge | PhD (Education), College of Human and Social Futures, The University of Newcastle | Co-Supervisor |
2015 | Honours | 'The Internet is all around us’: Children’s understanding of the Internet and their digital footprints | Education, Faculty of Education and Arts, University of Newcastle | Sole Supervisor |
Research Projects
Educational Ethics: Dilemmas of Diversity 2017 - 2023
This interdisciplinary study is designed to develop ‘real-life’ case studies to help teachers learn how to make better ethical decisions at work. The research will explore teachers’ critical experiences about ethical choices and identify common difficulties and important characteristics. The project will create rich normative case studies (NCS) of modern ethical dilemmas that are recognisable to experiences in Australian schools. It will contribute to professional development in educational ethics for pre-service and serving teachers.
see: www.educationalethics.org
A three-year fully funded PhD scholarship has been granted in the area of educational ethics with the aim of developing pedagogy to support teacher moral imagination and judgement. The scholarship is attached to an existing program of research about ethical teaching in a pluralist democracy; Educational Ethics: Dilemmas of Diversity. The program focuses on the identification, analysis and interrogation of educational dilemmas which are intrinsic to the moral nature of teachers’ work, but specifically recognisable to Australian teachers’ experiences through the identification of localised social, political, economic, and cultural characteristics and tensions. I congratulate the successful applicant, Ms Sarah Gurr.
For more information about the scholarship please see:
Grants
Educational Ethics: Southern Perspectives on Dilemmas of Diversity
Funding body: University of Newcastle - Faculty of Education and Arts
Funding body | University of Newcastle - Faculty of Education and Arts |
---|---|
Scheme | FEDUA Strategic Networks and Pilot Projects (SNaPP) |
Educational Ethics: Dilemmas of Diversity Network Strengthening and Project extension
Funding body: University of Newcastle - Faculty of Education and Arts
Funding body | University of Newcastle - Faculty of Education and Arts |
---|---|
Scheme | FEDUA Strategic Networks and Pilot Projects (SNaPP) |
Publications
Buchanan RA, Forster DJ, 'Digital Dilemmas and the Mediation of the Entrepreneurial Self', Melbourne (2015) [E3]
Forster DJ, Douglas S, Griffiths TG, Buchanan R, Ford M, McPherson A, Lowe K, 'Symposium of Four Discussion Papers : Grounding the interdisciplinary pilot project Educational Ethics: Perspectives on Dilemmas of Diversity ', Grounding the interdisciplinary pilot project Educational Ethics: Perspectives on Dilemmas of Diversity , Crowne, Newcastle Australia (2017)
Douglas S, Forster DJ, 'What s in a dilemma? Generative thinking from teacher ethics', What s in a dilemma? Generative thinking from teacher ethics, Napier Building, North Terrace campus, The University of Adelaide, SA (2017)
Forster D, Douglas S, 'Normative Case Study: Aussie Rules? Resentment and refugees', Rotarua, New Zealand (2018)
Levinson M, Fay J, Lowenberg Ball D, Robinson DD, Thompson WC, de Novais J, et al., 'Bending Toward or Away From Racial Justice? An Interactive Case Study in Educational Ethics', AERA Presidential Session, Sat, April 6, 4:10 to 6:10pm, Metro Toronto Convention Centre, Floor: 100 Level, Room 104D (2019)
Buchanan R, 'Digital ethical dilemmas in teaching', Encyclopedia of Teacher Education, Springer, Singapore (2019)
McPherson A, 'Directions in Empirical Studies of Educational Ethics', Encyclopedia of Teacher Education, Springer, Singapore (2019)
Webster RS, 'Education Ethics as Existential Dialectics', Encyclopedia of Teacher Education, Springer, Singapore (2019)
Fallona C, 'Manner in Teaching as an Ethical Aspect of Teacher Conduct', Search Home Log in Encyclopedia of Teacher Education, Springer, Singapore (2019)
Joseph PB, 'Cultivating Moral Imagination Through Teacher Education', Encyclopedia of Teacher Education, Springer, Singapore (2019)
Forster D, Campbell E, Colnerud GG, Fallona C, Maxwell B, Osguthorpe R, et al., 'Moral and Ethical Teaching and Teachings: Revisiting and Recasting Our Own Research for New Audiences', Sheraton Centre Toronto Hotel, Floor: Lower Concourse, Sheraton Hall E, Toronto, Canada (2019)
Schussler DL, 'Role of Meaningful Disposition Frameworks to Enhance Teachers Moral Practice', Encyclopedia of Teacher Education, Springer, Singapore (2019)
McPherson A, Forster D, Buchanan R, 'Situated cases of ethical tensions when working with children and young people in educational contexts', Global Studies of Childhood, 9 103-108 (2019)
Osguthorpe RD, 'Tensions in Moral and Ethical Work of Teaching', Encyclopedia of Teacher Education, Spinger, Singapore (2019)
Maxwell B, McDonough K, Waddington DI, 'Teachers Freedom of Speech in the Classroom', Encyclopedia of Teacher Education, Springer, Singapore (2019)
Ford M, Forster D, Lowe K, 'Weighing Harm: White Fragility and Antiracist Resistance in Australian Education', Democratic Discord in Schools Cases and Commentaries in Educational Ethics, Harvard Education Press, Harvard Graduate School of Education 8 Story Street, Cambridge, Massachusetts (2019)
Forster D, 'Teaching through ethical tensions: between social justice, authority and professional codes', Rethinking Reflection and Ethics for Teachers, Springer, Singapore 33-50 (2019) [B1]
Forster D, 'Codes of Professional Ethics and Conduct in Teaching', Encyclopedia of Teacher Education, Springer, Singapore (2020)
Forster D, 'Professional ethics in Australian teaching and teacher education: Tensions and aspirations', Professional Ethics and the Moral Work of Teaching: Western Contemporary Research, Fujian Education Press, Hangzou, China (2020)
Students
Program | Research Title |
---|---|
PhD College of Human and Social Futures |
Mapping Tensions in Environmental and Sustainability Education: Considerations for the Sustainability Cross-Curriculum Priority and Educators at the Australian Coal Face |
Collaborators
Name | Organisation |
---|---|
Associate Professor Tom Grant Griffiths | University of Newcastle |
Doctor Margot Winifred Ford | University of Newcastle |
Associate Professor Rachel Anne Buchanan | University of Newcastle |
Doctor Daniella Jasmin Forster | University of Newcastle |
Doctor Samuel Paul Douglas | University of Newcastle |
The Emerging Frontiers of Ed Tech 2018 - 2019
The three strands of the Emerging frontiers of Ed Tech project are:
The online presence strand - Teachers (along with parents) are custodians of students’ online presence. Because of the richness of children’s online social lives much work has been done to teach children of the dangers of the internet, but little work has been done helping schools to teach students how to develop a positive online presence that will help them in the future. From my previous Best Footprint Forward project, I have developed workshops for schools on how to build their students’ positive online presence and social media management. Running workshops for schools will develop relationships with them, with the goal of developing an industry-based longer-term research partnership around the implementation of positive online presence curriculum. Building on my completed pilot study, this project aims to build the relationship with my industry partner with the view to securing a significant long-term funding relationship.
The pedagogies of VR strand - This strand looks to map the various ways in which schools are using the newly available types of virtual reality technologies. This research will lead to the development of a practice guide for teachers – to disseminate the research findings and to provide teachers with guidance and examples of the educational uses of this exciting technology.
The personalised learning strand – this strand is an investigation into the policy push for personalised learning based on emerging technological tools. The recently released Gonski report (2018) calls for personalised learning but there is considerable confusion in the education profession about what this means. This research involves a Delphi Study to garner the wisdom of policy, technology and education experts about the meaning and implications of this latest education policy push. (The Delphi method is a forecasting framework based on the results of several iterative rounds of questionnaires sent to a panel of experts). This research will further the debate about the meaning and potential means of achieving modes of personalised learning that enhance the educational experience of, and equitable outcomes for, Australian students.
Edit
News
News • 22 Nov 2018
Female researchers sponsored in academic journey
Seven promising University of Newcastle researchers are helping to pave the way for their female peers, as recipients of a Women in Research (WIR) Fellowship designed to support the development of their academic careers.
News • 22 Jan 2015
Best footprint forward
University of Newcastle (UON) researcher awarded grant to enhance the safe and effective use of the internet for the next generation.
News • 16 May 2014
European Access Network
Staff from the University of Newcastle will attend the 23rd annual European Access Network being held at the University of Edinburgh in Scotland from June 2-4, 2014.
Associate Professor Rachel Buchanan
Position
Associate Professor
CHSF Education and Innovation
School of Education
College of Human and Social Futures
Contact Details
rachel.buchanan@newcastle.edu.au | |
Phone | (02) 4921 6411 |
Links |
Research Networks |
Office
Room | X839 |
---|---|
Building | NuSpace |
Location | Newcastle City Campus , |