Dr Angela Page

Dr Angela Page

Lecturer

School of Education

Angela Page - Fostering inclusive education

Dr Angela Page is an education researcher who is working towards making Australian and Pacific nations classrooms more inclusive.

Angela Page image

There are around 60,000 chronically ill children in Australia who can’t regularly attend school. Some of these children are able to continue their learning due to the introduction of Telepresence Robots. These robots allow students to view and interact with classroom activities via an in classroom laptop mounted to a moveable pedestal that the child at home can control via their own laptop.

Dr Angela Page is investigating the use of the Telepresence Robots in a new research project that examines their effectiveness in meeting the needs of children who are missing school.

“Chronically ill children miss so much school that they feel a sense of social isolation. These robots not only give them a chance to continue their learning but also connect them with their class in a face to face capacity which is important in preventing that sense of isolation,” Dr Page said.

“The robots are used for children in hospitals or hospital schools or when they are at home and are recovering or their immunity is too low to risk going to school,” Dr Page said.

In this collaborative project with colleagues at the University of New England, Dr Page will be looking at the challenges, barriers and affordance of robots in schools.

“We’ll be interviewing teachers and children to learn about their experiences using the robots. We’ll also look at how families and schools can build the best experience for the children using the robots and how to maximise the teachers’ capabilities using that interface,” Dr Page said.

The project will also examine the issue of absenteeism in chronically ill children and how that affects their learning and mental wellbeing.

“We’ll be asking questions of teachers, parents and the student around the social connectedness of the student and whether the robot has had an effect on that. We’ll also be doing some professional development with teachers around managing the use of the robot as a mechanism in the classroom,” Dr Page said.

The results of the study will inform the future use of the robots and create professional development resources.

Teacher professional development

As part of her doctorate, Dr Page interviewed 282 girls, aged 12 – 15, and 15 teachers in New Zealand about their experiences of relational aggression in the classroom. She concluded that this form of non-physical aggression should not be considered normal and teachers should address relational aggression in the younger years.

“I developed a set of strategies that teachers regarded as effective to use in the classroom. I found that aggressors generally fell into 3 groups – the tough girl, the regular girl and the popular girl. The strategies that were identified by teachers to use varied accordingly.”

Dr Page is continuing on with this special interest in assisting with the professional development of teachers now with a focus on the Pacific nations. She has worked on a project funded by NZ Aid focusing on the teacher’s role in addressing physical and relational aggression in the classroom.

“I enjoy working in the Pacific because it’s important to talk about positive behaviour in each situationally specific context and doing so can have a significant effect in a short time.”

Dr Page will conduct teacher workshops and help schools build systems and policies so they can manage aggression.

Dr Page travels to Nauru and other Pacific countries to build knowledge and capacity for teachers assisting students with disabilities. The project lead by colleagues at the University of New England is titled ‘Inclusive education in Pacific contexts: from policy to professional practice.’

“Inclusive education is not new in the Pacific but through this project we are aiming to enrich it. Inclusive education is always about a journey; even in Australia we have challenges we face in our schools. In Pacific nations there are different cultures and contexts to consider, so we will be working alongside the teachers to make improvements to and contextualise inclusive education,” Dr Page commented.

Innovative and flexible learning environments

You may have noticed that many new school buildings look quite different to the traditional classroom. These big open spaces with a variety of working areas and seating options are the result of a government initiative that promotes new classroom designs that are built to meet the needs of 21st century learners. Dr Page will be researching what challenges as well as benefits are afforded within those learning spaces to children with disabilities and how they interact with those spaces.

“Innovative and flexible learning environments are gaining a lot of traction and one of the pillars of the initiative is inclusivity. Through this project we will test just how inclusive the spaces are. We’ll look at the levels of noise and the fact that the layout of the space is flexible and moveable and how that affects students with disabilities,” Dr Page said.

“We are starting to see some interesting things around how students with ADHD and Autism interact with the space. Some of the challenging behaviours they traditionally present are not happening in these spaces as the students can be more free in the classroom and are not as restricted in how they use the space,” Dr Page observed.

Dr Page will be visiting schools to observe students use of the innovative and flexible learning environments and will interview students and teachers in Australia and New Zealand.

Angela Page - Fostering inclusive education

Dr Angela Page is an education researcher who is working towards making Australian and Pacific nations classrooms more inclusive.

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Career Summary

Biography

Dr Angela Page has worked extensively in the educational psychology field including Family Court reporting, Intellectual Disability assessments, School Psychology and Behavioural assessments and interventions. Previously, Angela has worked as a secondary school teacher, and special education teacher in Nelson, New Zealand. From her involvement with working with young people, she has completed several pieces of work in the area of Relational and Physical aggression among secondary school students both in New Zealand and the Cook Islands. She is currently involved in teaching in the areas of classroom management and inclusive and special education. She has a particular interest working with education providers in the Pacific region to promote inclusive teaching practices within new and emerging contexts.


Qualifications

  • Doctor of Education, University of Otago - New Zealand
  • Post Graduate Diploma (Educational Psychology), Massey University - NZ

Keywords

  • Classroom Management
  • Inclusive Education
  • Relational Aggression

Languages

  • English (Mother)

Fields of Research

Code Description Percentage
130312 Special Education and Disability 50
170103 Educational Psychology 50

Professional Experience

UON Appointment

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

Academic appointment

Dates Title Organisation / Department
1/9/2015 - 1/12/2018 Lecturer in Inclusive Education and Psychology University of New England
Australia

Teaching appointment

Dates Title Organisation / Department
12/6/2014 - 31/8/2015 Inclusive Education Advisor Ministry of Education
Cook Islands
1/1/1999 - 1/12/2013 Teacher and Educational Psychologist Nelson Schools
New Zealand

Teaching

Code Course Role Duration
EDUC6087 Educating Students with Developmental Disabilities
Faculty of Education and Arts, University of Newcastle
Lecturer 1/1/0001 - 30/11/2020
EDUC3026 Special Education
Faculty of Education and Arts, University of Newcastle
Course Co-ordinator 1/1/2019 - 1/6/2019
EDUC6086 Education of Students with Behaviour Problems
Faculty of Education and Arts, University of Newcastle
Lecturer 1/1/0001 - 1/6/2020
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Publications

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


Book (1 outputs)

Year Citation Altmetrics Link
2020 Inclusive Education: Global Issues and Controversies, Brill, The Netherlands (2020)
DOI 10.1163/9789004431171

Chapter (8 outputs)

Year Citation Altmetrics Link
2020 Boyle C, Anderson J, Page A, Mavropoulou S, 'The Perpetual Dilemma of Inclusive Education', Inclusive Education: Global Issues and Contraversies, Brill, The Netherlands 250-254 (2020)
2020 Anderson J, Boyle C, Page A, Mavropoulou S, 'Inclusive Education: An Enigma of Wicked Proportions', Inclusive Education: Global Issues and Controversies, Brill, The Netherlands 1-11 (2020)
2020 Page A, Jones M, 'Transforming teacher education classroom management to provoke philosophies', Inclusive Education: Issues and Contraversies, Brill, The Netherlands 147-162 (2020)
2020 Boyle C, Anderson J, Page A, Mavropoulou S, 'The Perpetual Dilemma of Inclusive Education', Inclusive Education: Global Issues and Contraversies, Brill, The Netherlands 250-254 (2020)
2020 Anderson J, Boyle C, Page A, Mavropoulou S, 'Inclusive Education: An Enigma of Wicked Proportions', Inclusive Education: Global Issues and Controversies, Brill, The Netherlands 1-11 (2020)
2020 Page A, Jones M, 'Transforming teacher education classroom management to provoke philosophies', Inclusive Education: Issues and Contraversies, Brill, The Netherlands 147-162 (2020)
2019 Page A, 'Classroom Behavior Management in the Pacific: Developing an Approach to Create Meaningful Shifts in Teacher Thinking', Encyclopedia of Teacher Education, Springer Singapore, Singapore 1-6 (2019) [B1]
DOI 10.1007/978-981-13-1179-6_249-1
2018 Charteris J, Smardon D, Page A, 'Spatialised Practices in ILEs: Pedagogical Transformations and Learner Agency', Transforming Education: Design, technology, government., Springer, Singapore 19-33 (2018)
DOI 10.1007/978-981-10-5678-9_2
Citations Scopus - 1
Show 5 more chapters

Journal article (13 outputs)

Year Citation Altmetrics Link
2020 Page A, Mavropoulou S, Harrington I, 'Culturally Responsive Inclusive Education: The Value of the Local Context', INTERNATIONAL JOURNAL OF DISABILITY DEVELOPMENT AND EDUCATION, (2020)
DOI 10.1080/1034912X.2020.1757627
2020 Page A, Berman J, Serow P, 'Parent and teacher attitudes towards inclusive education in Nauru.', Australian Journal of Special and Inclusive Education., (2020)
2019 Page A, Charteris J, 'Inclusive education in ILEs: What do we need to think about?', Good Teacher Magazine, 4 14-16 (2019)
2019 Page A, Te Ava A, 'A critical view of female aggression and the implications of gender, culture and a changing society: A Cook Islands perspective', Journal of New Zealand & Pacific Studies, 7 201-217 (2019) [C1]
DOI 10.1386/nzps_00007_1
2019 Page A, Boyle C, McKay K, Mavropoulou S, 'Teacher perceptions of inclusive education in the Cook Islands', Asia-Pacific Journal of Teacher Education, 1 81-94 (2019)
DOI 10.1080/1359866X.2018.1437119
2018 Te Ava A, Page A, 'How the Tivaevae Model can be Used as an Indigenous Methodology in Cook Islands Education Settings', Australian Journal of Indigenous Education, (2018)

Copyright © The Author(s) 2018. This paper explores an Indigenous research methodology, the tivaevae model, and its application within the Cook Islands education system. The artic... [more]

Copyright © The Author(s) 2018. This paper explores an Indigenous research methodology, the tivaevae model, and its application within the Cook Islands education system. The article will argue that the cultural values embedded within its framework allow for the successful implementation of this Indigenous methodology. The model draws from tivaevae, or artistic quilting, and is both an applique process and a product of the Cook Islands. It is unique to the Cook Islands and plays an important part in the lives of Cook Islanders. The tivaevae model will be explained in detail, describing how patchwork creative pieces come together to create a story and can be used as a metaphor of the past, present and future integration of social, historical, spiritual, religious, economic and political representations of Cook Island culture. Further, the paper will then make links with the model to teaching and learning, by exploring secondary schools' health and physical education policy and practices. Finally, the efficacy of the model in this context and its research implications will then be discussed.

DOI 10.1017/jie.2018.9
Citations Scopus - 3
2018 Page A, Ferrett R, 'Teacher aides' views and experiences on the inclusion of students with Autism: Perspectives across two countries', INTERNATIONAL EDUCATION JOURNAL-COMPARATIVE PERSPECTIVES, 17 60-76 (2018)
Citations Scopus - 1Web of Science - 1
2018 Page A, Jones M, 'Rethinking Teacher Education for Classroom Behaviour Management: Investigation of an Alternative Model using an Online Professional Experience in an Australian University', AUSTRALIAN JOURNAL OF TEACHER EDUCATION, 43 (2018)
DOI 10.14221/ajte.2018v43n11.5
2018 Page A, Jones M, Cherteris J, Nye A, 'Relational Aggression and the "Mean Boy": Re-gendering Concepts of Aggressive and Dangerous Behaviour', IAFOR Journal of Psychology and the Behavioral Sciences, (2018)
DOI 10.22492/ijpbs.4.1
2017 Page A, Charteris J, 'Reconceptualising Relational Aggression as Strategic Communication: Girls, Goals, and Their Peer Groups', EDUCATIONAL AND DEVELOPMENTAL PSYCHOLOGIST, 34 78-91 (2017)
DOI 10.1017/edp.2017.2
2016 Page A, Davis A, 'The alignment of innovative learning environments and inclusive education: How effective is the new learning environment in meeting the needs of special education learners?', New Zealand Journal of Teachers Work, 13 81-98 (2016)
2016 Page A, Smith LF, 'Relational aggression and physical aggression among adolescent Cook Islands students', ISSUES IN EDUCATIONAL RESEARCH, 26 98-116 (2016)
Citations Scopus - 2
2012 Page A, Smith LF, 'Identifying girls who use relational aggression: A proposed model', Issues in Educational Research, 22 315-332 (2012)

This study used mixed methods to compare perceptions of relational aggression (RA) of adolescent girls (n = 282) and their teachers (n = 15) in New Zealand, and to explore strateg... [more]

This study used mixed methods to compare perceptions of relational aggression (RA) of adolescent girls (n = 282) and their teachers (n = 15) in New Zealand, and to explore strategies for teachers to effectively manage RA in the classroom. Results indicated that younger adolescent girls view physical aggression as more acceptable than older girls, and that the girls were more likely to view others as engaging in RA, rather than themselves. Teachers' perceptions of RA behaviours overlapped with those of the girls' but perceptions of effective strategies varied. The results led to the development of a model that identifies three types of relationally aggressive adolescent girls. Results are discussed in terms of applying the model and developing strategies for building healthy relationships.

Citations Scopus - 2
Show 10 more journal articles

Conference (1 outputs)

Year Citation Altmetrics Link
2020 Page A, Charteris J, 'Inclusive education in ILEs The nexus of policy and practice in Aotearoa', Melbourne (2020)

Other (3 outputs)

Year Citation Altmetrics Link
2020 Charteris J, Page A, Anderson J, Tomkinson E, 'What is relational trust and how do we foster it in our schools?', ( pp.5-7): e-media publications (2020)
2020 Anderson J, Charteris J, Page A, 'Innovative Learning Environments: Part of a solution to the wicked problem of inclusive education?', Linking Research to the Practice of Education ( pp.3-5). Armidale, Australia: University of New England (2020)
2020 Charteris J, Page A, Berman J, 'Teachers can foster social and emotional connectedness in online learning: experts', (2020)

Report (2 outputs)

Year Citation Altmetrics Link
2018 Page A, 'Nauru Inclusive Education Policy and Guidelines 2017', Republic of Nauru Department of Education, 20 (2018)
2014 Townsend G, Page A, Mccawe S, 'Inclusive education in the Cook Islands', Ministry of Education, Cook Islands, 5 (2014)
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Grants and Funding

Summary

Number of grants 5
Total funding $81,907

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


20203 grants / $32,400

New Colombo Plan Mobility Program$26,400

Funding body: Department of Foreign Affairs and Trade (DFAT), Australia

Funding body Department of Foreign Affairs and Trade (DFAT), Australia
Scheme New Colombo Mobility Program
Role Lead
Funding Start 2020
Funding Finish 2020
GNo
Type Of Funding C1500 - Aust Competitive - Commonwealth Other
Category 1500
UON N

New Schools 2022 Bundle A – Peer Review$4,500

Funding body: Thomson Adsett

Funding body Thomson Adsett
Project Team

Angela Page, Jennifer Charteris, Jo Anderson

Scheme Thomson Adsett
Role Lead
Funding Start 2020
Funding Finish 2020
GNo
Type Of Funding Contract - Aust Non Government
Category 3AFC
UON N

FEDUA Conference Travel Grant$1,500

Funding body: FEDUA - Faculty of Education and Arts, UoN

Funding body FEDUA - Faculty of Education and Arts, UoN
Scheme FEDUA Conference Travel
Role Lead
Funding Start 2020
Funding Finish 2020
GNo
Type Of Funding Internal
Category INTE
UON N

20192 grants / $49,507

Nauru Inclusive Education Project$45,000

Funding body: The University of New England

Funding body The University of New England
Project Team

Angela Page, Pep Serow

Scheme Ministry of Foreign Affairs New Zealand
Role Lead
Funding Start 2019
Funding Finish 2020
GNo
Type Of Funding Contract - Aust Non Government
Category 3AFC
UON N

FEDUA NewStart Grant$4,507

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

Funding body Faculty of Education and Arts, The University of Newcastle, Australia
Scheme Faculty Funding
Role Lead
Funding Start 2019
Funding Finish 2019
GNo
Type Of Funding Internal
Category INTE
UON N
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Research Supervision

Number of supervisions

Completed0
Current1

Current Supervision

Commenced Level of Study Research Title Program Supervisor Type
2020 PhD To Question or Not to Question? How Can Early Childhood Educators be Supported in their Process of Reflection? PhD (Education), Faculty of Education and Arts, The University of Newcastle Principal Supervisor
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Research Projects

Inclusive Education in Innovative Learning Environments (IEILE) project. 2020 - 2021

Inclusive Education in Innovative Learning Environments (IEILE) project.

 

Dr Angela Page with Jennifer Charteris and Jo Anderson of the University of New England have undertaken research into pedagogies of inclusion in the flexible and open learning spaces of newly built and refurbished schools. The team have conducted fieldwork in 21 primary and secondary schools in Australasia and interviewed over 50 leaders and teachers.

 

The IEILE team provide peer review on school building designs. They are collaborating with Sally Brincat, Education Lead at Thomson Adsett Architects and Lisa Horton, Director at On-Paper, to provide peer review on the design of new school buildings in Victoria. To date the team have reviewed the floor plans of buildings that make up a Supported Inclusion Hub Primary School designed by Thomson Adsett in partnership with Law Architects. The review involved providing input into the effective use of the Department of Education and Training area schedules, general design parameters, site layout and principles, and building typologies and intent. The team are working with Thomson Adsett Architects to develop further peer review projects for Supported Inclusion Hubs and Special Development Schools throughout Victoria.


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Dr Angela Page

Position

Lecturer
Education
School of Education
Faculty of Education and Arts

Contact Details

Email apage1@newcastle.edu.au
Phone (02) 4921 6410
Mobile N/A
Fax N/A

Office

Room S31
Building Special Education
Location Callaghan
University Drive
Callaghan, NSW 2308
Australia
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