Dr Drew Miller

Dr Drew Miller

Senior Lecturer

School of Education (Education)

Q is for quality

Mentoring using the familiar and effective mantra 'work hard, play hard,' Dr Drew Miller is seeking to promote and produce holistic, evidence-based physical education programs for children and adolescents across the country.

Andrew Miller

Dr Drew Miller is at the top of his game - literally. He's discovering and experimenting with the latest in child and adolescent learning, sharing practical experiences of the many ways in which game-based activities have led to improvements in youth health, physical education and physical activity outcomes.

"Developing positive outcomes is about so much more than just replicating motor control skills, like bouncing a ball or swinging a bat," the enthusiastic investigator concedes.

"It's also about developing knowledge of how to play, as well as producing cohesive and inclusive activities in mixed-gender, mixed-ability settings."

"High quality physical education can produce a wide variety of outcomes."

As unconventional and forward thinking as they come, Drew is sitting comfortably in the space between the physical activity and physical education research fields. Believing a strategic mixture of both is key to "keeping kids in sports," the Central-Coast based academic is eager to inspire renewed, ongoing curiosity for regular recreation and sporting activity.

"There's not much encouragement for teenagers at the moment," he admits.

"People around the 14-15 year age mark reach a point very quickly where they plateau with their skills."

"So I want to change the way they're taught and the way they learn – if they can understand the game better and play the game better, they can hopefully get more out of it."

An educator dedicated to honing his craft, Drew is working closely with schoolteachers and community-level coaches to achieve this added value. Simultaneously creating and implementing novel professional development programs, the passionate scholar is looking to ensure his mentees are similarly at the top of their game.

"I was looking for a way to move the research surrounding continuing professional development into an intervention that had impact on teachers and students," he reveals.

"This is where PLUNGE (Professional Learning for Understanding Games Education) came from."

"It enabled learning and teaching tailored to the authentic environment in each classroom."

"I use role modelling, feedback and robust discussions about teaching practices to promote quality teaching that has a lasting, positive impact on students."

Down to a different science

A PE teacher by trade, Drew switched to a research career in 2007 when he undertook a PhD in Human Physiology at the University of Newcastle. An ambitious venture in the biomedical sciences area, the four-year probe sought to explore non-contact injuries in elite soccer and rugby competitors.

"Essentially, I looked at the characteristics of athletes that expose them to greater amounts of risk," he clarifies.

"I wanted to determine the factors we can change, like power outputs and posture, and the ones we can't, like limb length compared to torso length."

Detecting a handful of each, Drew's study found there's a bit of wiggle room where non-modifiable aspects are concerned.

"Once we know about them, we can do more protective work with the players," he explains.

"We can improve things like their lumbar control so they're not at such high risk of injury."

Educating about educating

Drew stayed on at the University at Newcastle after receiving his award in 2011, electing to work within the Priority Research Centre for Physical Activity and Nutrition. Working under Professor Phil Morgan during the one-year stint, the vibrant researcher managed the multi-award winning obesity prevention program 'Healthy Dads, Healthy Kids.'

Moving to the School of Education in 2012 to pursue "work that produced change in schools through a focus on the quality of physical education teaching", Drew designed and ran the PLUNGE projects.

"The first was a pilot study where we tested out the methodology of a professional development program," he recalls.

"The second was a larger randomised controlled trial."

"Over eight weeks, we trained teachers and worked with children in catholic schools across the region."

Extend and commend

The physical education expert has since branched out from these traditional scholastic settings, opting to spearhead a similar, adapted practice with netball coaches in and around Newcastle. This time devising and delivering a mentoring program over a 3-month period, Drew looked to evaluate the benefits of prolonged exposure to games-based activities that require decision-making.

"Skills-based teaching proclaims that if you don't know how to do a chest pass, you can't play netball," he explains.

"While this is obviously important, we say that if you don't know where to stand or how to communicate with the other players, you're never going to get the ball to be able to throw it in the first place."

"So we advocate a dual focus."

Though still processing the data from this creative collaboration, Drew is cautiously optimistic about its translation success.

"I think the results will replicate what we saw in schools, that helping coaches provide regular and more detailed feedback, and exposing the learners to sustained  decision making leads to improvements in children's playing performances," he suggests.

"There has been real interest from the local associations about the project, and we're hoping to carry out an offshoot in the near future, perhaps with Netball Australia."

Meeting needs, changing lives

Closer to home, Drew is also evaluating a lifestyles project for a disability service provider in the Hunter.

"I'm helping them modify and evaluate the program to maximise outcomes," he says.

"Adjustments made will be based on research in behaviour change, nutrition and physical activity."

"Compared with the general population, people with intellectual disability have a higher prevalence of obesity, hypertension, and metabolic syndrome, so this is an important program for the health of this group in the hunter region."

Drew Miller

Q is for quality

Mentoring using the familiar and effective mantra 'work hard, play hard,' Dr Drew Miller is seeking to promote and produce holistic, evidence-based physical ed

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Career Summary

Biography

Dr Andrew (Drew) Miller began lecturing at the University of Newcastle in 2012, after completion of his PhD (Human Physiology) in 2011, and is an associate of the University of Newcastle's Priority Research Centre for Physical Activity and Nutrition, and the Faculty of Education and Arts program - Teachers and Teaching. Dr Miller's research focus is on the professional development of primary school teachers for the improvement of teaching quality in Physical Education. Improvement of physical activity outcomes amoung primary school age students is the long-term goal of this research. Dr Miller is also engaged in the National expansion of the Exceptional Teachers in Disadvantaged Schools project, which aims to place and support high quality graduates from the University of Newcastle into traditionally disadvanted schools.

Research Expertise
Schools have an important role to play in promoting physical activity in youth and physical education is the primary vehicle associated with this outcome in the school setting. Through my research programs based around professional development of primary school teachers, I hope to improve the quality of physical education at a primary school level and in turn improve the long term physical activity outcomes for the children in these schools. I advocate for stronger (than the traditional in-service) professional development models that include teacher mentoring and communities of practice for the longer term improvement of teaching practice. Taking the learning into the teacher's environment, using role modelling, feedback and having robust discussion about teaching practice can have a lasting effect on teachers and the students they teach. I promote the use of games based teaching practices for overall student physical development in physical education. Physical Education is so much more than the replication of physical skills, and the development of the skills required to play games effectively, as well as an awareness of the sociocultural elements involved in any game played in a mixed gender, mixed ability school setting is important for all students. The use of games allows teachers to teach so much more than motor control skills and offers great opportunities to increase the quality of what's happening in a physical lesson.

Teaching Expertise
My teaching expertise is in line with my research interests. Programs developed for the mentoring and professional development of primary school teachers, and the intervention materials used for the acheivement of physical education and physical activity outcomes in childred is merged into Primary and Early Childhood Undergraduate Physical Education courses. 


Qualifications

  • PhD (Human Physiology), University of Newcastle
  • Bachelor of Teaching/B Health & Phys Educ (Hons), University of Newcastle

Keywords

  • Early Childhood
  • Elementary Physical Education
  • Exceptional Teachers in Disadvantaged Schools
  • Fundamental Movement Skills
  • Game Centred Approach
  • Game Centred Approaches
  • NETDS
  • Physical Activity
  • Physical Education
  • Primary Physical Education
  • Primary teaching
  • Professional development
  • Quality Teaching
  • TGfU

Fields of Research

Code Description Percentage
390102 Curriculum and pedagogy theory and development 60
390111 Physical education and development curriculum and pedagogy 20
390307 Teacher education and professional development of educators 20

Professional Experience

UON Appointment

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

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


Chapter (1 outputs)

Year Citation Altmetrics Link
2019 Miller A, Williams J, 'Sports-specific Skills', Teaching Health and Physical Education, Oxford University Press, Sydney 243-271 (2019)

Journal article (37 outputs)

Year Citation Altmetrics Link
2021 Morley D, Rudd J, Issartel J, Goodway J, O Connor D, Foulkes J, et al., 'Rationale and study protocol for the Movement Oriented Games Based Assessment (MOGBA) cluster randomized controlled trial: A complex movement skill intervention for 8 12 year old children within Made to Play ', PLoS ONE, 16 (2021)

There is a positive relationship between children¿s movement competence and physical activity, with a further relationship established between physical activity and childhood obes... [more]

There is a positive relationship between children¿s movement competence and physical activity, with a further relationship established between physical activity and childhood obesity. The Movement Oriented Games Based Assessment (MOGBA) is a delivery and assessment intervention designed to improve children¿s complex movement skills, based on principles of motor development and assessment theories. MOGBA aims to improve children¿s movement competence, physical fitness and self-perceptions (physical and game) and increase children¿s moderate-to-vigorous physical activity (MVPA). MOGBA is to be used in the ¿Made to Play¿ initiative, involving 105 sports and activity programs across 21 countries, involving over 25 million children. A multi-site cluster randomized controlled trial will take place across three global sites (UK, Ireland and Australia). Each site will recruit eight primary schools (four experiment, four control) with each school providing two separate classes of children from age ranges 8¿12 years (Site n = ~300, total n = 904). After baseline assessments, schools will be randomly allocated to an experimental or wait-list control group. Following two half-day workshops, trained facilitators will deliver the MOGBA intervention for 9 weeks. The main intervention components include delivery of 14 games-based activities with associated assessments of children¿s movement and differentiation to meet children¿s needs by manipulating space, effort and relationships. The primary outcome of the trial is to improve children¿s¿ movement competence (The Dragon Challenge), with secondary outcomes of improving children¿s¿ in-activity and leisure-time MVPA (5-day accelerometer), physical fitness (standing long jump and push ups) and self-perceptions (physical and game). Data will be analysed using multilevel modelling approaches. The MOGBA intervention has been designed to improve children¿s movement competence and scalable interventions based on MOGBA could be applied across programs within the Made to Play initiative, globally. The trial is registered at the Australia New Zealand Clinical Trial Registry (ACTRN12619001320145p, 27 Sep 2019).

DOI 10.1371/journal.pone.0253747
2021 Gore J, Fray L, Miller A, Harris J, Taggart W, 'The impact of COVID-19 on student learning in New South Wales primary schools: an empirical study', Australian Educational Researcher, (2021)

The COVID-19 pandemic produced widespread disruption to schooling, impacting 90% of the world¿s students and moving entire school systems to remote and online learning. In the sta... [more]

The COVID-19 pandemic produced widespread disruption to schooling, impacting 90% of the world¿s students and moving entire school systems to remote and online learning. In the state of New South Wales, Australia, most students engaged in learning from home for at least eight weeks, with subsequent individual and intermittent school closures. However, while numerous claims have circulated in the popular media and in think tank reports, internationally, about the negative impacts on learning, there is limited empirical evidence of decreased student achievement. Drawing on data from more than 4800 Year 3 and 4 students from 113 NSW government schools, this paper compares student achievement during 2019 and 2020 in a sample of matched schools to examine the effects of the system-wide disruption. Somewhat surprisingly, our analysis found no significant differences between 2019 and 2020 in student achievement growth as measured by progressive achievement tests in mathematics or reading. A more nuanced picture emerges when the sample is examined by dis/advantage (ICSEA) and Year level. The Year 3 cohort in the least advantaged schools (ICSEA < 950) achieved 2¿months less growth in mathematics, while the Year 3 students in mid-ICSEA schools (950¿1050) achieved 2¿months¿ additional growth. No significant differences were identified for Indigenous students or students located in regional locations. These results provide an important counter-narrative to widespread speculation about alarming levels of ¿learning loss¿ for all students. While the lower achievement growth in mathematics for Year 3 students in lower ICSEA schools must be addressed as a matter of urgency to avoid further inequities, most students are, academically, where they are expected to be. Our findings are a testament to the dedicated work of teachers during the 2020 pandemic to ensure that learning for most students was not compromised, despite unusually trying circumstances.

DOI 10.1007/s13384-021-00436-w
Citations Scopus - 1
Co-authors Jenny Gore, Leanne Fray, Jess Harris
2021 Follong BM, Verdonschot A, Prieto-Rodriguez E, Miller A, Collins CE, Bucher T, 'Nutrition across the curriculum: a scoping review exploring the integration of nutrition education within primary schools.', Nutr Res Rev, 1-44 (2021)
DOI 10.1017/S0954422421000111
Co-authors Tamara Bucher, Berit Follong Uon, Clare Collins, Elena Prieto
2021 Snodgrass SJ, Ryan KE, Miller A, James D, Callister R, 'Relationship between posture and non-contact lower limb injury in young male amateur football players: A prospective cohort study', International Journal of Environmental Research and Public Health, 18 (2021)

Posture, a potentially modifiable injury risk factor, is considered important in injury screening/prevention in athletes, yet few studies investigate relationships between posture... [more]

Posture, a potentially modifiable injury risk factor, is considered important in injury screening/prevention in athletes, yet few studies investigate relationships between posture and injury. This prospective cohort study investigated whether static posture is associated with lower limb injury risk in male football players (n = 263). Nine aspects of static standing posture (left and right rearfoot, knee interspace, lateral knee, lumbar lordosis, thoracic kyphosis, scoliosis S and C, forward head) were assessed from photographs during the pre-season using the modified Watson and Mac Donncha scale, which was dichotomised for analysis (deviated or normal). Player characteristics (age, height, mass, body mass index, competition level), match/training exposure, and previous and in-season non-contact lower limb injuries were recorded. Binary logistic regression investigated relationships between posture and injury (previous and in-season). Eighty previous and 24 in-season lower limb injuries were recorded. Previous injury was not associated with any postural variable. In-season injury was associated with previous injury (OR = 3.04, 95% CI 1.20¿7.68, p = 0.02) and having a normal thoracic curve compared to kyphosis (OR = 0.38, 95% CI 0.15¿1.00, p = 0.05) but no other postural variables. Static postural deviations observed in male football players in the pre-season are not typically associated with non-contact lower limb injury risk; thus, they are unlikely to add value to pre-season screening programs.

DOI 10.3390/ijerph18126424
Co-authors Robin Callister, Suzanne Snodgrass, Daphne James
2021 Gore J, Miller A, Fray L, Harris J, Prieto-Rodriguez E, 'Improving student achievement through professional development: Results from a randomised controlled trial of Quality Teaching Rounds', Teaching and Teacher Education, 101 (2021) [C1]
DOI 10.1016/j.tate.2021.103297
Citations Scopus - 1Web of Science - 1
Co-authors Elena Prieto, Jenny Gore, Jess Harris, Leanne Fray
2020 Follong BM, Prieto-Rodriguez E, Miller A, Collins CE, Bucher T, 'Integrating nutrition into the mathematics curriculum in Australian primary schools: protocol for a randomised controlled trial', Nutrition Journal, 19 (2020) [C1]

Background: Nutrition education programs in schools have been effective in improving children¿s knowledge and behaviours related to food and nutrition. However, teachers find it c... [more]

Background: Nutrition education programs in schools have been effective in improving children¿s knowledge and behaviours related to food and nutrition. However, teachers find it challenging to implement such programs due to overcrowded curricula. Integrating nutrition with core subjects such as mathematics could potentially address time constraints and improve the learning of both. The primary aim of this randomized controlled trial (RCT) is to evaluate the impact of a cross-curricular nutrition and mathematics program on primary school students¿ portion size estimation skills. Secondary aims include impact on their nutrition knowledge, attitudes towards mathematics and evaluating the quality of the lessons. Methods: Twelve Year 3¿4 classes from Catholic schools in New South Wales, Australia will be randomised to intervention (n = 6) or control (n =¿6) groups. Teachers in the intervention group will receive a professional development workshop and resources to teach 4¿5 lessons on portion size and measurements across 1¿4 weeks. Outcome measures include portion size estimation skills, nutrition knowledge and attitudes towards mathematics, with data collected during three school visits (pre-intervention, immediately post-intervention, 4 weeks post-intervention). Additionally, teaching quality will be assessed in both intervention and control groups and process evaluation undertaken using teacher interviews and student focus groups. Discussion: This RCT uses an innovative approach to improve both nutrition and mathematics related learning outcomes among primary school children. It has the potential to impact teaching practices regarding integration of nutrition into curricula and enhance the implementation of nutrition education interventions. Trial registration: Australian and New Zealand Clinical Trials Register ACTRN12619001071112 31/07/2019.

DOI 10.1186/s12937-020-00640-x
Co-authors Berit Follong Uon, Clare Collins, Tamara Bucher, Elena Prieto
2020 Mavilidi MF, Lubans DR, Miller A, Eather N, Morgan PJ, Lonsdale C, et al., 'Impact of the Thinking while Moving in English intervention on primary school children s academic outcomes and physical activity: A cluster randomised controlled trial', International Journal of Educational Research, 102 101592-101592 (2020) [C1]
DOI 10.1016/j.ijer.2020.101592
Citations Scopus - 1Web of Science - 1
Co-authors David Lubans, Kylie Shaw, Nicholas Riley, Narelle Eather, Frini Karayanidis, Philip Morgan
2020 Follong BM, Prieto-Rodriguez E, Miller A, Collins C, Bucher T, 'An Exploratory Survey on Teaching Practices Integrating Nutrition and Mathematics in Australian Primary Schools', International Journal of Research in Education and Science, 6 14-33 (2020) [C1]
Citations Scopus - 3
Co-authors Tamara Bucher, Berit Follong Uon, Elena Prieto, Clare Collins
2020 Bruner MW, McLaren C, Swann C, Schweickle MJ, Miller A, Benson A, et al., 'Exploring the Relations between Social Support and Social Identity in Adolescent Male Athletes', Research Quarterly for Exercise and Sport, (2020)
DOI 10.1080/02701367.2020.1737629
Citations Scopus - 2Web of Science - 2
2020 Vella SA, Benson A, Sutcliffe J, McLaren C, Swann C, Schweickle MJ, et al., 'Self-determined motivation, social identification and the mental health of adolescent male team sport participants', Journal of Applied Sport Psychology, (2020)
DOI 10.1080/10413200.2019.1705432
Citations Scopus - 6
2020 Eather N, Miller A, Jones B, Morgan PJ, 'Evaluating the impact of a coach development intervention for improving coaching practices and player outcomes in netball: The MASTER coaching randomized control trial', INTERNATIONAL JOURNAL OF SPORTS SCIENCE & COACHING, 16 439-455 (2020)
DOI 10.1177/1747954120976966
Co-authors Narelle Eather, Philip Morgan
2020 Vella SA, Swann C, Batterham M, Boydell KM, Eckermann S, Ferguson H, et al., 'An Intervention for Mental Health Literacy and Resilience in Organized Sports', Medicine and Science in Sports and Exercise, 53 139-149 (2020) [C1]
DOI 10.1249/MSS.0000000000002433
Citations Scopus - 4
2020 de Vlieger N, van Rossum J, Riley N, Miller A, Collins C, Bucher T, 'Nutrition Education in the Australian New South Wales Primary School Curriculum: Knowledge and Attitudes of Students and Parents.', Children, 7 (2020) [C1]
DOI 10.3390/children7040024
Citations Web of Science - 2
Co-authors Nienke Devlieger, Clare Collins, Nicholas Riley, Tamara Bucher
2020 Eather N, Jones B, Miller A, Morgan PJ, 'Evaluating the impact of a coach development intervention for improving coaching practices in junior football (soccer): The MASTER pilot study', Journal of Sports Sciences, 38 1441-1453 (2020) [C1]
DOI 10.1080/02640414.2019.1621002
Citations Scopus - 5Web of Science - 5
Co-authors Narelle Eather, Philip Morgan
2019 Mavilidi MF, Lubans DR, Morgan PJ, Miller A, Eather N, Karayanidis F, et al., 'Integrating physical activity into the primary school curriculum: rationale and study protocol for the "Thinking while Moving in English" cluster randomized controlled trial', BMC PUBLIC HEALTH, 19 (2019)
DOI 10.1186/s12889-019-6635-2
Citations Scopus - 6Web of Science - 3
Co-authors David Lubans, Kylie Shaw, Narelle Eather, Philip Morgan, Frini Karayanidis, Nicholas Riley
2019 Eather N, Riley N, Miller A, Imig S, 'Evaluating the Impact of Two Dialogical Feedback Methods for Improving Pre-Service Teacher's Perceived Confidence and Competence to Teach Physical Education Within Authentic Learning Environments', Journal of Education and Training Studies, 7 32-46 (2019) [C1]
DOI 10.11114/jets.v7i8.4053
Co-authors Nicholas Riley, Narelle Eather, Scott Imig
2019 Miller A, Eather N, Duncan M, Lubans DR, 'Associations of object control motor skill proficiency, game play competence, physical activity and cardiorespiratory fitness among primary school children', Journal of Sports Sciences, 37 173-179 (2019) [C1]

This study investigated if object control relates to children¿s game play competence, and examined these competencies as correlates of physical activity and cardiorespiratory fitn... [more]

This study investigated if object control relates to children¿s game play competence, and examined these competencies as correlates of physical activity and cardiorespiratory fitness. Game play (Game Performance Assessment Instrument), object control (The Test Gross Motor Development-3), moderate-to-vigorous physical activity (Accelerometry), and cardiorespiratory fitness (20-metre shuttle) assessments were completed for 107 children (57% Female, 43% Male) aged 9¿12¿years (M 10.53, SD 0.65). Two-level regression of object control on game play competence, and object control and game play competence on physical activity and cardiorespiratory fitness assessed associations. Object control competence was positively associated with game play competence (Std. B¿=¿0.25, t (104.77)¿=¿2.38, p¿=¿0.001). Game play competence (Std. B¿=¿0.33, t (99.81)¿=¿5.21, p¿<¿0.000) was more strongly associated with moderate-to-vigorous physical activity than object control competence (Std. B¿=¿0.20, t (106.93)¿=¿2.96, p¿=¿0.003). Likewise, game competence (Std. B¿=¿0.39, t (104.41)¿=¿4.36, p¿<¿0.000) was more strongly associated with cardiorespiratory fitness than object control competence (Std. B¿=¿0.22, t (106.69)¿=¿2.63, p¿=¿0.002). Object control and game competence are both important as correlates of physical activity and cardiorespiratory fitness in children.

DOI 10.1080/02640414.2018.1488384
Citations Scopus - 4Web of Science - 3
Co-authors David Lubans, Narelle Eather, Mitch Duncan
2019 Eather N, Riley N, Miller A, Smith V, Poole A, Vincze L, et al., 'Efficacy and feasibility of HIIT training for university students: The Uni-HIIT RCT', Journal of Science and Medicine in Sport, 22 596-601 (2019) [C1]
DOI 10.1016/j.jsams.2018.11.016
Citations Scopus - 16Web of Science - 14
Co-authors Nicholas Riley, David Lubans, Philip Morgan, Narelle Eather
2019 Langdon E, Snodgrass SJ, Young JL, Miller A, Callister R, 'Posture of rugby league players and its relationship to non-contact lower limb injury: A prospective cohort study', Physical Therapy in Sport, 40 27-32 (2019) [C1]

Objective: This study aimed to identify posture deviations in rugby league players, and to observe relationships between posture and the incidence of non-contact lower limb injury... [more]

Objective: This study aimed to identify posture deviations in rugby league players, and to observe relationships between posture and the incidence of non-contact lower limb injury. Design: Prospective cohort. Setting: Laboratory and on-field. Participants: Junior representative, semi-professional and professional rugby league players (n = 207). Main outcome measures: Static posture scores from photographs (Watson and MacDonncha tool) in pre-season; non-contact lower limb injury surveillance and exposure data. Methods: Chi-square and logistic regression analyses were used to observe relationships between postural components and the incidence of non-contact lower limb injury. Results: 8.7% of players sustained a quadriceps injury; 7.2% sustained a calf injury. Semi-professional and professional players had the highest injury rates. The most common posture deviations were having a forward shoulder position (46.9%), a forward head position (33.3%), a varus knee interspace (32.9%) or a lumbar lordosis (30.9%). A moderate C-scoliosis deviation was associated with a decrease in injury risk (OR 1.57 95% CI 1.00-2.46 p = 0.052). Included in the model was player weight, which was associated with an increased risk of injury (OR 1.04 95% CI 1.01-1.07 p = 0.010). Conclusions: Although postural deviations are common in rugby league players, given the lack of association with injury, they may not warrant intervention.

DOI 10.1016/j.ptsp.2019.08.006
Co-authors Suzanne Snodgrass, Robin Callister, Jodi Young Uon
2019 de Vlieger N, Riley N, Miller A, Collins CE, Bucher T, 'Nutrition education in the Australian New South Wales primary school curriculum: An exploration of time allocation, translation and attitudes in a sample of teachers', Health Promotion Journal of Australia, 30 94-101 (2019) [C1]

Issue addressed: The dietary intakes of Australian children are not optimal, with few meeting recommended vegetable and fruit intake targets. Nutrition education in childhood is i... [more]

Issue addressed: The dietary intakes of Australian children are not optimal, with few meeting recommended vegetable and fruit intake targets. Nutrition education in childhood is important for developing healthy eating patterns, with schools an ideal setting for a wide reach. The aims of this study were to examine nutrition education within the NSW primary school syllabus, explore how much time teachers spend teaching nutrition, what is taught, what materials are used, and to identify attitudes towards nutrition education. Method: An online survey consisting of 29 closed questions (with options for comments) was specifically developed for the purpose of this study. Teachers currently teaching at a NSW primary school were eligible to participate. Results: A total of 33 NSW primary school teachers completed the survey. Results indicate that limited time is spent on teaching nutrition with some important nutrition education components currently missed, resources perceived to be inadequate and lack of time reported as the largest barrier to teaching nutrition. Conclusion: In order to improve the quality of nutrition education in NSW primary schools, several important topics need to be integrated into the curriculum, and time constraints of teachers should be taken into account. So what?: Findings from the current survey will inform the development of future nutrition education programs and resources with the aim of integrating nutrition education within the primary school curriculum.

DOI 10.1002/hpja.188
Citations Scopus - 9Web of Science - 7
Co-authors Tamara Bucher, Clare Collins, Nienke Devlieger, Nicholas Riley
2019 Morgan PJ, Collins CE, Lubans DR, Callister R, Lloyd AB, Plotnikoff RC, et al., 'Twelve-month outcomes of a father-child lifestyle intervention delivered by trained local facilitators in underserved communities: The Healthy Dads Healthy Kids dissemination trial', Translational Behavioral Medicine, 9 560-569 (2019) [C1]

Healthy Dads Healthy Kids (HDHK) was the first program internationally to specifically target overweight and obese fathers to improve their children&apos;s health. In previous ran... [more]

Healthy Dads Healthy Kids (HDHK) was the first program internationally to specifically target overweight and obese fathers to improve their children's health. In previous randomized controlled trials, HDHK generated meaningful short-Term improvements in the adiposity, physical activity, and eating behaviors of both fathers and children. The aim of this dissemination trial was to evaluate the 12-month impact of HDHK when delivered by trained facilitators across four low socioeconomic and regional communities in the Hunter Region, Australia. The study was a nonrandomized, prospective trial with minimal eligibility criteria (i.e., father body mass index [BMI] ? 25 kg/m2 and children aged 4-12 years). HDHK included eight weekly practical and theoretical sessions. Assessments were baseline, 3 months (post-intervention), 6-months, and 12-months. The primary outcome was fathers' weight. Secondary outcomes included child BMI z-score and validated lifestyle behavior measures (e.g., physical activity, diet). Overall, 189 fathers (mean age: 40.2 years, BMI: 32.6 kg/m2) and 306 children (mean age: 8.1 years) participated in one of 10 HDHK programs in four areas. Intention-To-Treat linear mixed models revealed a significant mean reduction in fathers' weight at post-intervention (?3.6 kg, 95% confidence interval: ?4.3, ?2.9), which was maintained at 12 months (71% retention). Corresponding improvements were also detected in children's BMI z-score and a range of lifestyle behaviors for both fathers and children. Attendance and satisfaction levels were high. Positive intervention effects observed in previous randomized controlled trials were largely replicated and sustained for 12 months when HDHK was delivered by trained local facilitators in underserved communities. Further investigation into the key systems, processes, and contextual factors required to deliver HDHK at scale appears warranted.

DOI 10.1093/tbm/ibz031
Citations Scopus - 7Web of Science - 7
Co-authors David Lubans, Richard Fletcher, Clare Collins, Philip Morgan, Adam Lloyd, Myles Young, Tracy Burrows, Alyce Barnes, Emma R Pollock, Robin Callister, Ron Plotnikoff
2019 Miller A, Gore J, Wallington C, Harris J, Prieto-Rodriguez E, Smith M, 'Improving student outcomes through professional development: Protocol for a cluster randomised controlled trial of quality teaching rounds', International Journal of Educational Research, 98 146-158 (2019) [C1]

Translation of teacher professional development into improved student outcomes is of global interest, with experimental methods required to demonstrate potential professional deve... [more]

Translation of teacher professional development into improved student outcomes is of global interest, with experimental methods required to demonstrate potential professional development intervention effects. This protocol for a four-arm cluster randomised controlled trial is designed to test the efficacy of a structured collaborative approach to professional development called Quality Teaching Rounds (QTR). Linear mixed models will be used to compare a QTR group to two time-equivalent intervention groups, and a usual-practice control group. The primary outcomes are at the student level (reading, mathematics and science). Secondary outcomes are assessed at student level (quality of school life and aspirations), and teacher level (teaching quality, engagement, morale, teaching efficacy and collective efficacy). Qualitative methods are used to compliment quantitative analysis.

DOI 10.1016/j.ijer.2019.09.002
Citations Scopus - 4Web of Science - 4
Co-authors Jenny Gore, Jess Harris, Maxwell Smith, Elena Prieto
2018 Vella SA, Swann C, Batterham M, Boydell KM, Eckermann S, Fogarty A, et al., 'Ahead of the game protocol: A multi-component, community sport-based program targeting prevention, promotion and early intervention for mental health among adolescent males', BMC Public Health, 18 1-12 (2018)
DOI 10.1186/s12889-018-5319-7
Citations Scopus - 18
2017 Morgan PJ, Young MD, Lloyd AB, Wang ML, Eather N, Miller A, et al., 'Involvement of Fathers in Pediatric Obesity Treatment and Prevention Trials: A Systematic Review', PEDIATRICS, 139 (2017) [C1]
DOI 10.1542/peds.2016-2635
Citations Scopus - 75Web of Science - 69
Co-authors Myles Young, Narelle Eather, Philip Morgan, Alyce Barnes, Adam Lloyd
2017 Miller A, Eather N, Gray S, Sproule J, Williams C, Gore J, Lubans D, 'Can continuing professional development utilizing a game-centred approach improve the quality of physical education teaching delivered by generalist primary school teachers?', European Physical Education Review, 23 171-195 (2017) [C1]

The primary objective of this study was to evaluate the efficacy of a continuing professional development (CPD) intervention in producing changes in physical education (PE) teachi... [more]

The primary objective of this study was to evaluate the efficacy of a continuing professional development (CPD) intervention in producing changes in physical education (PE) teaching practice and PE teaching quality by generalist primary school teachers when the CPD addressed the use of a game-centred approach. A cluster randomized controlled trial was conducted in seven primary schools in the Hunter Region, New South Wales, Australia. One year six teacher from each school was randomized into the Professional Learning for Understanding Games Education (PLUNGE) intervention (n = 4 teachers) or the 7-week wait-list control (n = 3) condition. The PLUNGE intervention (weeks 1¿5) used an instructional framework to improve teachers¿ knowledge, understanding and delivery of a game-centred curriculum, and included an information session and weekly in-class mentoring. The intervention was designed to enhance content and pedagogical knowledge for the provision of pedagogy focused on a broad range of learning outcomes. Teaching quality was assessed at baseline and follow-up (weeks 6 and 7) via observation of two consecutive PE lessons using the Quality Teaching Lesson Observation Scales. Linear mixed models revealed significant group-by-time intervention effects (p < 0.05) for the quality of teaching (effect size: d = 1.7). CPD using an information session and mentoring, and a focus on the development of the quality of teaching using a game-centred pedagogical approach was efficacious in improving the quality of PE teaching among generalist primary school teachers.

DOI 10.1177/1356336X16642716
Citations Scopus - 9Web of Science - 8
Co-authors Narelle Eather, David Lubans, Jenny Gore
2017 Eather N, Riley N, Miller D, Jones B, 'Evaluating the effectiveness of using peer-dialogue assessment (PDA) for improving pre-service teachers' perceived confidence and competence to teach physical education', Australian Journal of Teacher Education, 42 69-83 (2017) [C1]

Developing effective methods for improving student learning in higher education is a priority. Recent findings have shown that feedback on student work can effectively facilitate ... [more]

Developing effective methods for improving student learning in higher education is a priority. Recent findings have shown that feedback on student work can effectively facilitate learning if students are engaged as active participants in the feedback cycle, where they seek, generate and use feedback in the form of dialogue. This novel study investigates the use of peer dialogue assessment as an assessment for learning tool used in an existing undergraduate physical education course. Our findings demonstrate that when thirty six undergraduate physical education students were provided with instruction and practice using peer dialogue assessment after consecutive teaching performances, they exhibit significant improvements in perceived teaching confidence and competence, and teaching self-efficacy. Process evaluation results implying thatembedding peer dialogue assessment in higher education courses may be a feasible approach for facilitating learning, and that students were satisfied with using peer dialogue as a feedback method for improving teaching practices.

DOI 10.14221/ajte.2017v42n1.5
Citations Scopus - 8Web of Science - 6
Co-authors Narelle Eather, Nicholas Riley
2017 Miller A, Harvey S, Morley D, Nemes R, Janes M, Eather N, 'Exposing athletes to playing form activity: outcomes of a randomised control trial among community netball teams using a game-centred approach', Journal of Sports Sciences, 35 1846-1857 (2017) [C1]

This study evaluated whether exposing junior netball players to greater amounts of competition relevant activity (playing form activity) had an effect on game play outcomes and se... [more]

This study evaluated whether exposing junior netball players to greater amounts of competition relevant activity (playing form activity) had an effect on game play outcomes and session involvement. A group-randomised controlled trial in one junior netball club in the Hunter Region, NSW, Australia. Ninety female athletes (mean age = 9.04 years, SD 1.53) were randomised by team (n = 11) into the intervention (n = 41) or 9-week wait-list control (n = 49) condition. The Professional Learning for Understanding Games Education into Sport (PLUNGE into Sport) programme was undertaken in the first half of nine training sessions (9 × 30 min). The intervention exposed athletes to playing form activity through a coach development programme within training sessions. Athletes¿ decision-making, support and skill outcomes during a small-sided invasion game, and session involvement (pedometer step/min), were measured at baseline and 9-week follow-up. Linear mixed models revealed significant group-by-time intervention effects (P < 0.05) for decision-making (d = 0.4) and support (d = 0.5) during game play, and in-session activity (d = 1.2). An intervention exposing athletes to greater levels of playing form activity, delivered via a coach education programme, was efficacious in improving athlete decision-making and support skills in game play and increasing athlete involvement during sessions.

DOI 10.1080/02640414.2016.1240371
Citations Scopus - 16Web of Science - 19
Co-authors Narelle Eather
2016 Henry T, Evans K, Snodgrass SJ, Miller A, Callister R, 'Risk Factors for Noncontact Ankle Injuries in Amateur Male Soccer Players: A Prospective Cohort Study', Clinical Journal of Sport Medicine, 26 251-258 (2016) [C1]

Objective: To determine whether nonmodifiable and modifiable risk factors [ankle dorsiflexion range of motion (ROM), lower limb power output, and balance], as identified in presea... [more]

Objective: To determine whether nonmodifiable and modifiable risk factors [ankle dorsiflexion range of motion (ROM), lower limb power output, and balance], as identified in preseason screening, predict the risk of sustaining a noncontact ankle injury in amateur male soccer players during the training and competitive season. Design: Prospective cohort study. Setting: Amateur soccer competition (club and area representative teams). Participants: Amateur soccer players (n = 210) aged =15 years. Assessment of Risk Factors (Independent Variables): Height, weight, ankle dorsiflexion ROM, power (vertical jump) and balance (time of double-leg balanced stance on an electronic wobble board, maximum 20 seconds) measured in preseason screening. Main Outcome Measures (Dependent Variable): Incidence of noncontact ankle injury and exposure to both training and games, monitored during the competitive season following baseline measurement. Noncontact ankle injury was defined as any ankle injury not caused by a collision (with another player or object) resulting in a participant missing at least 1 game or training session. Results: Fourteen of the 210 participants (6.7%) sustained a noncontact ankle injury yielding an injury rate of 0.484 injuries per 1000 player hours. Lower limb power output scores <30 W/kg [odds ratio (OR), 9.20, 95% confidence interval (CI), 1.13-75.09, P = 0.038] and poorer balance scores (OR, 0.43, 95% CI, 0.21-0.89, P = 0.024) were associated with higher odds of injury. Conclusions: Poorer lower limb power output and balance are risk factors for noncontact ankle injury among amateur soccer players. These deficits can potentially be identified by screening, providing opportunities to investigate prevention strategies.

DOI 10.1097/JSM.0000000000000240
Citations Scopus - 7Web of Science - 9
Co-authors Robin Callister, Suzanne Snodgrass
2016 Barnett LM, Stodden D, Cohen KE, Smith JJ, Lubans DR, Lenoir M, et al., 'Fundamental Movement Skills: An Important Focus', Journal of Teaching in Physical Education, 35 219-225 (2016) [C1]
DOI 10.1123/jtpe.2014-0209
Citations Scopus - 95Web of Science - 75
Co-authors Philip Morgan, Jordan Smith, David Lubans
2016 Lubans DR, Smith JJ, Morgan PJ, Beauchamp MR, Miller A, Lonsdale C, et al., 'Mediators of psychological well-being in adolescent boys', Journal of Adolescent Health, 58 230-236 (2016) [C1]

Purpose: The aim of this study was to explore the effect of the Active Teen Leaders Avoiding Screen-time (ATLAS) intervention on psychological well-being in adolescent boys and to... [more]

Purpose: The aim of this study was to explore the effect of the Active Teen Leaders Avoiding Screen-time (ATLAS) intervention on psychological well-being in adolescent boys and to examine the potential mediating mechanisms that might explain this effect. Methods: ATLAS was evaluated using a cluster randomized controlled trial in 14 secondary schools located in low-income communities (N = 361 adolescent boys, mean age = 12.7 ±.5 years). The 20-week intervention was guided by self-determination theory and involved: professional development for teachers, provision of fitness equipment to schools, enhanced school sport sessions, researcher-led seminars, a smartphone application, and parental strategies for reducing screen time. Assessments were conducted at baseline and immediately post intervention (8 months). Psychological well-being was measured using the Flourishing Scale. Motivational regulations (intrinsic, identified, introjected, controlled, and amotivation) and basic psychological needs (autonomy, competence, and relatedness) in school sport, muscular fitness, resistance training skill competency, and recreational screen time were examined as potential mediating mechanisms of the intervention effect. Results: The intervention effect on well-being was small but statistically significant. Within a multiple mediator model, changes in autonomy needs satisfaction, recreational screen time, and muscular fitness significantly mediated the effect of the intervention on psychological well-being. Conclusions: In addition to the physical health benefits, targeted physical activity programs for adolescent boys may have utility for mental health promotion through the mechanisms of increasing autonomy support and muscular fitness and reducing screen time.

DOI 10.1016/j.jadohealth.2015.10.010
Citations Scopus - 40Web of Science - 38
Co-authors Kerry Dally, David Lubans, Philip Morgan, Jordan Smith
2016 Miller A, Christensen E, Eather N, Gray S, Sproule J, Keay J, Lubans D, 'Can physical education and physical activity outcomes be developed simultaneously using a game-centered approach?', European Physical Education Review, 22 113-133 (2016) [C1]

The primary objective of this study was to evaluate the efficacy of a pilot intervention using a gamecentered approach for improvement of physical activity (PA) and physical educa... [more]

The primary objective of this study was to evaluate the efficacy of a pilot intervention using a gamecentered approach for improvement of physical activity (PA) and physical education (PE) outcomes simultaneously, and if this had an impact on enjoyment of PE. A group-randomized controlled trial with a 7-week wait-list control group was conducted in one primary school in the Hunter Region, NSW, Australia. Participants (n<107 students; mean age<10.7 years, SD 0.87) were randomized by class group into the Professional Learning for Understanding Games Education (PLUNGE) pilot intervention (n<52 students) or the control (n<55) conditions. PLUNGE involved 6 × 60 min PE lessons based on game-centered curriculum delivered via an in-class teacher mentoring program. Students were assessed at baseline and 7-week follow-up for fundamental movement skills (FMS) of throw and catch, game play abilities of decision making, support and skill performance; in-class PA; and enjoyment of PA. Linear mixed models revealed significant group-by-time intervention effects (p = 0.05) for throw (effect size: d<0.9) and catch (d<0.4) FMS, decision making (d<0.7) and support (d<0.9) during game play, and in-class PA (d<1.6). No significant intervention effects (p = 0.05) were observed for skills outcome during game play (d<¿0.2) or student enjoyment (d<0.1). Game-centered pedagogy delivered via a teacher professional learning program was efficacious in simultaneously improving students¿ FMS skills, in-class PA and their decision making and support skills in game play.

DOI 10.1177/1356336X15594548
Citations Scopus - 25Web of Science - 28
Co-authors David Lubans, Narelle Eather
2015 Miller A, Christensen EM, Eather N, Sproule J, Annis-Brown L, Lubans DR, 'The PLUNGE randomized controlled trial: Evaluation of a games-based physical activity professional learning program in primary school physical education', PREVENTIVE MEDICINE, 74 1-8 (2015) [C1]
DOI 10.1016/j.ypmed.2015.02.002
Citations Scopus - 21Web of Science - 18
Co-authors David Lubans, Narelle Eather
2015 Lubans DR, Plotnikoff RC, Miller A, Scott JJ, Thompson D, Tudor-Locke C, 'Using Pedometers for Measuring and Increasing Physical Activity in Children and Adolescents: The Next Step', American Journal of Lifestyle Medicine, 9 418-427 (2015) [C1]

The science and practice of step counting in children (typically aged 6-11 years) and adolescents (typically aged 12-19 years) has evolved rapidly over a relatively brief period w... [more]

The science and practice of step counting in children (typically aged 6-11 years) and adolescents (typically aged 12-19 years) has evolved rapidly over a relatively brief period with the commercial availability of research-grade pedometers and accelerometers. Recent reviews have summarized considerations for assessing physical activity using pedometers in young people (both children and adolescents), but 3 areas have received little attention: pedometer monitoring protocols, minimal (as opposed to optimal) step counts necessary for maintaining basal levels of health, and appropriate pedometer-based interventions for young people. Therefore, the objective of this review was to evaluate the current evidence and identify future research directions in these areas. The challenges of objective monitoring of physical activity in children and adolescents reinforce the importance of using protocols that minimize participant burden and the potential for tampering/reactivity. Evidence for a sedentary lifestyle cut point is limited; researchers are therefore encouraged to investigate several cut points (ie, <5000, <6000, <7000 steps/d) in children and adolescents to identify the health consequences of very low levels of ambulatory activity. Personalized messages may be necessary for health behavior change in pedometer-based interventions, but there is a need for more high-quality studies to develop the existing evidence base.

DOI 10.1177/1559827614537774
Citations Scopus - 16Web of Science - 18
Co-authors Ron Plotnikoff, David Lubans
2015 Miller A, 'Games Centered Approaches in Teaching Children & Adolescents: Systematic Review of Associated Student Outcomes', Journal of Teaching in Physical Education, 34 36-58 (2015) [C1]
DOI 10.1123/jtpe.2013-0155
Citations Scopus - 34Web of Science - 39
2014 Morgan PJ, Collins CE, Plotnikoff RC, Callister R, Burrows T, Fletcher R, et al., 'The 'Healthy Dads, Healthy Kids' community randomized controlled trial: A community-based healthy lifestyle program for fathers and their children', Preventive Medicine, 61 90-99 (2014) [C1]

Objective: To evaluate the effectiveness of the &apos;Healthy Dads, Healthy Kids (HDHK)&apos; program when delivered by trained facilitators in community settings. Method: A two-a... [more]

Objective: To evaluate the effectiveness of the 'Healthy Dads, Healthy Kids (HDHK)' program when delivered by trained facilitators in community settings. Method: A two-arm randomized controlled trial of 93 overweight/obese fathers (mean [SD] age=40.3 [5.3] years; BMI=32.5 [3.8] kg/m2) and their primary school-aged children (n=132) from the Hunter Region, Australia. In 2010-2011, families were randomized to either: (i) HDHK intervention (n=48 fathers, n=72 children) or (ii) wait-list control group. The 7-week intervention included seven sessions and resources (booklets, pedometers). Assessments were held at baseline and 14-weeks with fathers' weight (kg) as the primary outcome. Secondary outcomes for fathers and children included waist, BMI, blood pressure, resting heart rate, physical activity (pedometry), and self-reported dietary intake and sedentary behaviors. Results: Linear mixed models (intention-to-treat) revealed significant between-group differences for fathers' weight (P < .001, d= 0.24), with HDHK fathers losing more weight (- 3.3. kg; 95%CI, - 4.3, - 2.4) than control fathers (0.1. kg; 95%CI, - 0.9,1.0). Significant treatment effects (P < .05) were also found for fathers' waist (d= 0.41), BMI (d= 0.26), resting heart rate (d= 0.59), energy intake (d= 0.49) and physical activity (d= 0.46) and for children's physical activity (d= 0.50) and adiposity (d= 0.07). Discussion: HDHK significantly improved health outcomes and behaviors in fathers and children, providing evidence for program effectiveness when delivered in a community setting. © 2014 Published by Elsevier Inc.

DOI 10.1016/j.ypmed.2013.12.019
Citations Scopus - 89Web of Science - 84
Co-authors Clare Collins, Philip Morgan, Ron Plotnikoff, Richard Fletcher, Myles Young, Tracy Burrows, Adam Lloyd, David Lubans, Alyce Barnes, Robin Callister
2011 Morgan PJ, Lubans DR, Plotnikoff RC, Callister R, Burrows TL, Fletcher R, et al., 'The 'Healthy Dads, Healthy Kids' community effectiveness trial: Study protocol of a community-based healthy lifestyle program for fathers and their children', BMC Public Health, 11 876 (2011) [C3]
DOI 10.1186/1471-2458-11-876
Citations Scopus - 28Web of Science - 29
Co-authors Clare Collins, Philip Morgan, Ron Plotnikoff, Myles Young, Robin Callister, Tracy Burrows, Adam Lloyd, David Lubans, Richard Fletcher
2009 Miller AD, Callister R, 'Reliable lower limb musculoskeletal profiling using easily operated, portable equipment', Physical Therapy in Sport, 10 30-37 (2009) [C1]
DOI 10.1016/j.ptsp.2008.10.003
Citations Scopus - 19Web of Science - 23
Co-authors Robin Callister
Show 34 more journal articles

Report (2 outputs)

Year Citation Altmetrics Link
2019 Miller A, Gore J, Harris J, Prieto-Rodriguez E, Fray L, Taggart W, 'QuickSmart Numeracy: Learning Impact Fund Evaluation Report', Evidence for Learning (2019)
Co-authors Jenny Gore, Elena Prieto, Leanne Fray, Jess Harris
2019 Miller A, Gore J, Harris J, Prieto-Rodriguez E, Fray L, Taggart W, 'QuickSmart Numeracy Evaluation: Statistical Analysis Plan', Evidence for Learning (2019)
Co-authors Jess Harris, Leanne Fray, Jenny Gore, Elena Prieto
Edit

Grants and Funding

Summary

Number of grants 32
Total funding $21,192,808

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


20213 grants / $209,732

Investigating the efficacy, complexity and sustainability of teacher change$107,232

Funding body: NSW Department of Education

Funding body NSW Department of Education
Project Team Laureate Professor Jennifer Gore, Laureate Professor Jennifer Gore, Associate Professor Jess Harris, Doctor Drew Miller, Doctor Leanne Fray, Ms Jacquie Briskham
Scheme Strategic Research Fund
Role Investigator
Funding Start 2021
Funding Finish 2022
GNo G2001087
Type Of Funding C2300 – Aust StateTerritoryLocal – Own Purpose
Category 2300
UON Y

2021 College matching funding for UON PRC scheme - Priority Research Centre for Teachers and Teaching$100,000

Funding body: College of Human and Social Futures, University of Newcastle

Funding body College of Human and Social Futures, University of Newcastle
Project Team

Laureate Professor Jenny Gore (Direcotr); Dr Leanne Fray; A/Professor Jessica Harris; Dr Drew Miller; Dr Elena Prieto-Rodriguez; Professor Max Smith.

Scheme 2021 College matching funding for UON PRC scheme
Role Investigator
Funding Start 2021
Funding Finish 2021
GNo
Type Of Funding Internal
Category INTE
UON N

Research Output Scheme Funding$2,500

Funding body: College of Human and Social Futures, University of Newcastle

Funding body College of Human and Social Futures, University of Newcastle
Project Team

Drew Miller

Scheme 2021 CHSF Research Output Scheme
Role Lead
Funding Start 2021
Funding Finish 2021
GNo
Type Of Funding Internal
Category INTE
UON N

20207 grants / $2,147,783

Quality Teaching Rounds in NSW Government Schools$1,000,000

Funding body: NSW Department of Education

Funding body NSW Department of Education
Project Team Laureate Professor Jennifer Gore, Doctor Drew Miller, Associate Professor Jess Harris, Associate Professor Elena Prieto-Rodriguez
Scheme Research Project
Role Investigator
Funding Start 2020
Funding Finish 2023
GNo G2000396
Type Of Funding C2400 – Aust StateTerritoryLocal – Other
Category 2400
UON Y

Leadership Development for Middle School Leaders$667,388

Funding body: NSW Department of Education

Funding body NSW Department of Education
Project Team Laureate Professor Jennifer Gore, Kylie Lipscombe, Associate Professor Jess Harris, Sharon Tindall-Ford, Jessica Mantei, Doctor Drew Miller, Kellie Buckley-Walker, Sue Bennett, Mr Nathan Towney
Scheme Research Project
Role Investigator
Funding Start 2020
Funding Finish 2021
GNo G2001121
Type Of Funding C2200 - Aust Commonwealth – Other
Category 2200
UON Y

Covid 19 Effects on Students and Teachers in NSW Government Schools in 2020$198,736

Funding body: NSW Department of Education

Funding body NSW Department of Education
Project Team Laureate Professor Jennifer Gore, Doctor Leanne Fray, Associate Professor Jess Harris, Doctor Drew Miller
Scheme Research Project
Role Investigator
Funding Start 2020
Funding Finish 2020
GNo G2000883
Type Of Funding C2400 – Aust StateTerritoryLocal – Other
Category 2400
UON Y

Investigating school change: Supporting teaching, leading, assessment and learning through Quality Teaching Rounds$137,202

Funding body: Cessnock High School

Funding body Cessnock High School
Project Team Doctor Drew Miller, Laureate Professor Jennifer Gore, Associate Professor Jess Harris, Doctor Leanne Fray
Scheme Research Grant
Role Lead
Funding Start 2020
Funding Finish 2023
GNo G2000911
Type Of Funding C2200 - Aust Commonwealth – Other
Category 2200
UON Y

2020 Faculty matching funding for UON PRC scheme - Teachers and Teaching Research Centre$100,000

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

Funding body Faculty of Education and Arts, University of Newcastle
Project Team

Laureate Professor Jenny Gore (Director); Dr Julie Bowe; Dr Leanne Fray; Dr Jess Harris; Prof Bruce King; Prof David Lubans; Dr Drew Miller; Dr Elena Prieto-Rodriguez; Prof Max Smith.

Scheme Faculty funding
Role Investigator
Funding Start 2020
Funding Finish 2020
GNo
Type Of Funding Internal
Category INTE
UON N

Supporting Quality Teaching at Kotara School$24,712

Funding body: Kotara School

Funding body Kotara School
Project Team Doctor Leanne Fray, Laureate Professor Jennifer Gore, Associate Professor Jess Harris, Doctor Drew Miller, Doctor Judith Foggett, Doctor Carl Leonard
Scheme Research Grant
Role Investigator
Funding Start 2020
Funding Finish 2021
GNo G2001056
Type Of Funding C2400 – Aust StateTerritoryLocal – Other
Category 2400
UON Y

Enhancing children’s physical, psychological and socio-emotional health and well-being through positive sporting experiences: A pilot study of the MASTER Coaching program$19,745

Funding body: NSW Department of Education and Communities

Funding body NSW Department of Education and Communities
Project Team Associate Professor Narelle Eather, Doctor Drew Miller, Professor Philip Morgan
Scheme Research Grant
Role Investigator
Funding Start 2020
Funding Finish 2020
GNo G2000171
Type Of Funding C2400 – Aust StateTerritoryLocal – Other
Category 2400
UON Y

20193 grants / $199,850

Faculty matching funding for UON PRC Scheme - Teachers and Teaching Research Centre$100,000

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

Funding body Faculty of Education and Arts, University of Newcastle
Project Team

Laureate Professor Jenny Gore; Dr Julie Bowe; Dr Leanne Fray; Dr Jess Harris; Professor Bruce King; Professor David Lubans; Mr Andrew Lyell; Dr Drew Miller; Dr Elena Prieto-Rodriguez; Professor Max Smith.

Scheme Faculty funding
Role Investigator
Funding Start 2019
Funding Finish 2019
GNo
Type Of Funding Internal
Category INTE
UON N

Quality Teaching@UON’$86,300

Funding body: The University of Newcastle

Funding body The University of Newcastle
Project Team

Laureate Professor Jennifer Gore, Doctor Andrew Miller, Doctor Leanne Fray, Doctor Sally Patfield, Doctor Elena Prieto-Rodriguez

Scheme Vice-Chancellor’s Strategic Initiatives Fund
Role Investigator
Funding Start 2019
Funding Finish 2020
GNo
Type Of Funding Internal
Category INTE
UON N

Movement-Oriented Game based Assessment (MOGBA)$13,550

Funding body: Youth Sport Trust

Funding body Youth Sport Trust
Project Team Doctor Drew Miller
Scheme Research Grant
Role Lead
Funding Start 2019
Funding Finish 2019
GNo G1901410
Type Of Funding C3500 – International Not-for profit
Category 3500
UON Y

20187 grants / $17,962,593

Building Capacity for Quality Teaching in Australian Schools$17,162,296

Funding body: Paul Ramsay Foundation

Funding body Paul Ramsay Foundation
Project Team Laureate Professor Jennifer Gore, Doctor Drew Miller, Associate Professor Jess Harris, Associate Professor Elena Prieto-Rodriguez, Doctor Julie Bowe, Professor Max Smith, Professor David Lubans
Scheme Project Grant
Role Investigator
Funding Start 2018
Funding Finish 2022
GNo G1800227
Type Of Funding C3200 – Aust Not-for Profit
Category 3200
UON Y

Investigating the efficacy, complexity and sustainability of teacher change$597,776

Funding body: ARC (Australian Research Council)

Funding body ARC (Australian Research Council)
Project Team Laureate Professor Jennifer Gore, Doctor Drew Miller, Associate Professor Jess Harris, Associate Professor Elena Prieto-Rodriguez, Professor David Lubans, Professor Peter Howley, Ms Caitlin Field
Scheme Discovery Projects
Role Investigator
Funding Start 2018
Funding Finish 2021
GNo G1601525
Type Of Funding Aust Competitive - Commonwealth
Category 1CS
UON Y

Faculty matching funding for UON PRC Scheme - Teachers and Teaching Research Centre$160,000

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

Funding body Faculty of Education and Arts, University of Newcastle
Project Team

Dr Julie Bowe; Laureate Professor Jenny Gore (Director); Dr Jess Harris; Dr Drew Miller; Dr Elena Prieto-Rodriguez; Professor Max Smith; Professor Geoff Whitty; Dr Leanne Fray; Mr Andrew Lyell; Professor Bruce King; Dr Adam Lloyd; Professor David Lubans.

Scheme Faculty funding
Role Investigator
Funding Start 2018
Funding Finish 2018
GNo
Type Of Funding Internal
Category INTE
UON N

Enhancing children’s physical, psychological and socio-emotional health and well-being through positive sporting experiences: A pilot study of the MASTER Coaching program$20,000

Funding body: Hunter Medical Research Institute

Funding body Hunter Medical Research Institute
Project Team Associate Professor Narelle Eather, Professor Philip Morgan, Doctor Drew Miller, Doctor Myles Young
Scheme Project Grant
Role Investigator
Funding Start 2018
Funding Finish 2018
GNo G1900032
Type Of Funding C3300 – Aust Philanthropy
Category 3300
UON Y

UON analysis of Quality Teaching lesson excerpts$17,521

Funding body: NSW Department of Education

Funding body NSW Department of Education
Project Team Laureate Professor Jennifer Gore, Doctor Julie Bowe, Doctor Drew Miller, Associate Professor Jess Harris
Scheme Small Research Consultancy
Role Investigator
Funding Start 2018
Funding Finish 2018
GNo G1800864
Type Of Funding C2300 – Aust StateTerritoryLocal – Own Purpose
Category 2300
UON Y

The MASTER Coaching Program: Creating positive sporting experiences for players through coach education$3,000

Funding body: Souths Rugby League Club

Funding body Souths Rugby League Club
Project Team Associate Professor Narelle Eather, Doctor Drew Miller, Professor Philip Morgan
Scheme Research Grant
Role Investigator
Funding Start 2018
Funding Finish 2018
GNo G1800909
Type Of Funding C3100 – Aust For Profit
Category 3100
UON Y

ISBNPA Annual Meeting, Hong Kong, 3-6 June 2018$2,000

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

Funding body Faculty of Education and Arts, University of Newcastle
Project Team

Drew Miller

Scheme FEDUA Conference Travel Grant
Role Lead
Funding Start 2018
Funding Finish 2018
GNo
Type Of Funding Internal
Category INTE
UON N

20173 grants / $43,080

Assessment for Graduate Teaching (AfGT)$27,660

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

Funding body Australian Institute for Teaching and School Leadership (AITSL)
Project Team Laureate Professor Jennifer Gore, Professor John Fischetti, Associate Professor Jess Harris, Doctor Drew Miller, Associate Professor Robert Parkes, Mr Rob Metcalfe, Associate Professor Larissa Mclean Davies
Scheme Research Grant
Role Investigator
Funding Start 2017
Funding Finish 2017
GNo G1701198
Type Of Funding C3100 – Aust For Profit
Category 3100
UON Y

HMRI Equipment Grant$8,820

Funding body: NSW Ministry of Health

Funding body NSW Ministry of Health
Project Team Associate Professor Narelle Eather, Doctor Jordan Smith, Doctor Nick Riley, Doctor Drew Miller
Scheme Medical Research Support Program (MRSP)
Role Investigator
Funding Start 2017
Funding Finish 2017
GNo G1701226
Type Of Funding C2400 – Aust StateTerritoryLocal – Other
Category 2400
UON Y

The Physical Literacy Program - evaluation of student outcomes$6,600

Funding body: International Football School

Funding body International Football School
Project Team Doctor Drew Miller, Associate Professor Narelle Eather, Doctor Nick Riley
Scheme Research Grant
Role Lead
Funding Start 2017
Funding Finish 2028
GNo G1700833
Type Of Funding C3100 – Aust For Profit
Category 3100
UON Y

20162 grants / $369,091

Faculty matching funding for UON PRC scheme 2016/17$200,000

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

Funding body University of Newcastle - Faculty of Education and Arts
Project Team

Prof Max Smith; Prof Penny Jane Bourke, Prof Tracy Levett Jones; Dr Elena Prieto-Rodriguez; Dr Drew Miller; Dr Adam Lloyd; Dr Leanne Fray; Dr Jess Harris; Mr Hywel Ellis

Scheme Faculty funding
Role Investigator
Funding Start 2016
Funding Finish 2017
GNo
Type Of Funding Internal
Category INTE
UON N

Learning Impact: Evaluation of QuickSmart Maths$169,091

Funding body: Social Ventures Australia

Funding body Social Ventures Australia
Project Team Laureate Professor Jennifer Gore, Doctor Drew Miller, Associate Professor Elena Prieto-Rodriguez, Associate Professor Jess Harris, Doctor Adam Lloyd, Doctor Leanne Fray
Scheme Learning Impact Fund
Role Investigator
Funding Start 2016
Funding Finish 2018
GNo G1600614
Type Of Funding C3200 – Aust Not-for Profit
Category 3200
UON Y

20152 grants / $95,429

A National and Sustainable Sports-Based Intervention to Promote Mental Health and Reduce the Risk of Mental Health Problems in Australian Adolescent Males$93,429

Funding body: Movember

Funding body Movember
Project Team Doctor Drew Miller, Dr Stewart Vella
Scheme Research Grant
Role Lead
Funding Start 2015
Funding Finish 2016
GNo G1501407
Type Of Funding C3200 – Aust Not-for Profit
Category 3200
UON Y

2015 International Association for Physical Education in Higher Education (AIESEP): International Conference, Madrid Spain, 8-11 July 2015$2,000

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

Funding body University of Newcastle - Faculty of Education and Arts
Project Team Doctor Drew Miller
Scheme Travel Grant
Role Lead
Funding Start 2015
Funding Finish 2015
GNo G1500595
Type Of Funding Internal
Category INTE
UON Y

20143 grants / $159,500

National Exceptional teachers for Disadvantaged School Projects$140,000

Funding body: Origin Foundation

Funding body Origin Foundation
Project Team Laureate Professor Jennifer Gore, Doctor Margot Ford, Associate Professor Joanne Ailwood, Doctor Drew Miller
Scheme Project Grant
Role Investigator
Funding Start 2014
Funding Finish 2015
GNo G1301438
Type Of Funding C3300 – Aust Philanthropy
Category 3300
UON Y

The Quality Teaching Professional Learning Project$18,000

Funding body: Catholic Schools Office - Diocese of Maitland-Newcastle

Funding body Catholic Schools Office - Diocese of Maitland-Newcastle
Project Team Doctor Drew Miller, Ms Cheryl Williams
Scheme Research Grant
Role Lead
Funding Start 2014
Funding Finish 2015
GNo G1401205
Type Of Funding Grant - Aust Non Government
Category 3AFG
UON Y

Scottish Educational Research Association Annual Conference, Edinburgh, United Kingdom, 19 - 21 November 2014.$1,500

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

Funding body University of Newcastle - Faculty of Education and Arts
Project Team Doctor Drew Miller
Scheme Travel Grant
Role Lead
Funding Start 2014
Funding Finish 2014
GNo G1400888
Type Of Funding Internal
Category INTE
UON Y

20132 grants / $5,750

Professional Learning for Understanding Games Education (PLUNGE) Plus.$5,000

Funding body: University of Newcastle

Funding body University of Newcastle
Project Team Doctor Drew Miller
Scheme New Staff Grant
Role Lead
Funding Start 2013
Funding Finish 2013
GNo G1300596
Type Of Funding Internal
Category INTE
UON Y

AARE 2013 (Australian Association for Research in Education), Hilton Adelaide, 1-5 December 2013$750

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

Funding body University of Newcastle - Faculty of Education and Arts
Project Team Doctor Drew Miller
Scheme Travel Grant
Role Lead
Funding Start 2013
Funding Finish 2013
GNo G1301068
Type Of Funding Internal
Category INTE
UON Y
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Research Supervision

Number of supervisions

Completed2
Current6

Current Supervision

Commenced Level of Study Research Title Program Supervisor Type
2021 PhD Opportunities to Enhance Nutrition Knowledge and Culinary Nutrition Skills in Secondary Schools to Enhance Student Diet Quality and Wellbeing PhD (Nutrition & Dietetics), College of Health, Medicine and Wellbeing, The University of Newcastle Co-Supervisor
2020 PhD Investigating the Impact, Mediators and Sustainability of Teacher Professional Development and Transference to Student Outcomes PhD (Statistics), College of Engineering, Science and Environment, The University of Newcastle Co-Supervisor
2020 PhD Quality Teaching Rounds and School Change: Longitudinal Mixed Methods Investigation of Adoption and Impact PhD (Education), College of Human and Social Futures, The University of Newcastle Principal Supervisor
2018 PhD Evaluate the Effectiveness of the MASTER Coaching Program as a Coach Development Tool for Improving Coaching Practices of Football Coaches and for Improving a Range of Player Outcomes PhD (Education), College of Human and Social Futures, The University of Newcastle Co-Supervisor
2017 PhD The Role of Teacher Self-Efficacy in Ameliorating Teacher Burnout - a Mixed Methods Study PhD (Education), College of Human and Social Futures, The University of Newcastle Co-Supervisor
2017 PhD Nutrition Across the Primary School Curriculum: Development and Evaluation of an Integrative Nutrition and Portion Size Education Program PhD (Nutrition & Dietetics), College of Health, Medicine and Wellbeing, The University of Newcastle Co-Supervisor

Past Supervision

Year Level of Study Research Title Program Supervisor Type
2020 PhD Nutrition Education and Assessment Methods for Children: an Investigation of Methods, Current Nutrition Education Practices and Opportunities in Australian Primary Schools PhD (Nutrition & Dietetics), College of Health, Medicine and Wellbeing, The University of Newcastle Co-Supervisor
2019 PhD Barriers to Effective Educational Outcomes in Disadvantaged High School Communities and the Impact of a Whole-Person Approach to Schooling PhD (Education), College of Human and Social Futures, The University of Newcastle Co-Supervisor
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News

Quality Teaching Academy launched

October 13, 2020

Teachers across Australia will have access to high-quality professional development and a suite of evidence-based resources with the launch of the Quality Teaching Academy today.

More than 30,000 teachers to benefit from education funding boost

July 26, 2018

Improving the quality of school teaching is a global concern at the heart of a visionary education program soon to be rolled out in Australian schools.

Fathers often overlooked in children’s obesity prevention programs

February 1, 2017

Study finds dads often absent from studies that test best ways to treat obesity in children.

Preparing our brightest student teachers for schools in need

May 21, 2014

UON student teachers will participate in a national program designed to prepare them for successful careers in low socio-economic status (SES) schools.

Dr Drew Miller

Position

Senior Lecturer
Teachers and Teaching Research Centre
School of Education
College of Human and Social Futures

Focus area

Education

Contact Details

Email andrew.miller@newcastle.edu.au
Phone (02) 434 84 214

Office

Room CT318
Building CT Building
Location Callaghan
University Drive
Callaghan, NSW 2308
Australia
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