Dr Angela Page

Dr Angela Page

Senior Lecturer

School of Education

Fostering inclusive education

Dr Angela Page is an education researcher who is helping to develop Australasian and Pacific nations classrooms to become more inclusive.

Angela Page image

Pacific Focus

Dr Page is currently leading a project called “Inclusive Education for Teachers and Communities in the Pacific”, which is the result of many years’ experience as a Special Education Teacher and Inclusive Education Advisor in the region. Dr Page travels to Vanuatu and other Pacific countries to assist in the development of knowledge and capacity for teachers assisting students with disabilities.

This project builds on the work she completed in Nauru, where she worked in partnership with the education department assisting with the professional development of inclusive education for teachers.

She has also recently completed a project focusing on the teacher’s role in addressing physical and relational aggression in the classroom in the Pacific region. “It is important to talk about positive classroom behaviour management strategies in each situationally specific context and doing so can have a significant effect in a short time.”

Dr Page has conducted teacher workshops in the region to help schools build systems and policies around classroom management.

“Inclusive education and associated positive classroom management practices are 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 a local and sustainable 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 freer 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 innovative and flexible learning environments and will interview students and teachers in Australia and New Zealand.

Teaching inclusive education

Teaching the next generation to become quality inclusive teachers is a vital role for the university. Dr Page is committed to and passionate about this goal. She currently teaches into the Master of Special and Inclusive Education degree within the School of Education. “I am interested in teaching and learning approaches that mirror contemporary pedagogies that have been shown impact positively on student learning, such as inquiry learning, encouraging active student participation, and authentic assessment. I am also cognizant of the ever-changing perspectives in Inclusive Education within an international context that need to be reflected in the content of what we teach.”

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 in 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
390407 Inclusive education 40
390411 Special education and disability 30
451412 Pacific Peoples student engagement and teaching 30

Professional Experience

UON Appointment

Title Organisation / Department
Senior 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 - 1/12/2021
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 - 1/12/2021
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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 (10 outputs)

Year Citation Altmetrics Link
2020 'Inclusive Education', Inclusive Education: Global Issues and Controversies, BRILL 1-11 (2020)
DOI 10.1163/9789004431171_001
2020 'The Perpetual Dilemma of Inclusive Education', Inclusive Education: Global Issues and Controversies, BRILL 253-256 (2020)
DOI 10.1163/9789004431171_015
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 - 4
Show 7 more chapters

Journal article (23 outputs)

Year Citation Altmetrics Link
2021 Charteris J, Anderson J, Page A, 'Psychological safety in innovative learning environments: planning for inclusive spaces', International Journal of Inclusive Education, (2021)

Innovative Learning Environments (ILEs) are characterised by features that can create hypervisibility, and hyperstimulation, that raise psychological safety issues. However, there... [more]

Innovative Learning Environments (ILEs) are characterised by features that can create hypervisibility, and hyperstimulation, that raise psychological safety issues. However, there is a lack of research in the field of ILEs that addresses these complexities especially for students with additional learning needs. This case study draws on interview data with staff and students in a special education setting within an Australian ILE. Results map three aspects of design that have implications for the psychological safety. Findings are presented as a set of indicators that educators and designers can use to assist in their planning for inclusive spaces in ILE.

DOI 10.1080/13603116.2021.1974108
2021 Page A, Charteris J, Anderson J, Boyle C, 'Fostering school connectedness online for students with diverse learning needs: inclusive education in Australia during the COVID-19 pandemic', European Journal of Special Needs Education, 36 142-156 (2021) [C1]
DOI 10.1080/08856257.2021.1872842
Citations Scopus - 4Web of Science - 4
2021 Charteris J, Wright N, Anderson J, Cowie B, Trask S, Page A, 'Patchworks of professional practices: Teacher collaboration in innovative learning environments', Teachers and Teaching, (2021)
DOI 10.1080/13540602.2021.1983536
2021 Page A, Anderson J, Charteris J, 'Innovative Learning Environments and spaces of belonging for special education teachers', International Journal of Inclusive Education, (2021)
DOI 10.1080/13603116.2021.1968518
2021 Page A, Charteris J, 'Student evaluations of teaching and student cyberaggression: The impact of keyboard warriors in tertiary education', Journal of Education Humanities, 4 96-123 (2021)
2021 Charteris J, Berman J, Page A, 'Virtual team professional learning and development for practitioners in education', Professional Development in Education, (2021)
DOI 10.1080/19415257.2021.1879215
2021 Page A, Garrad T-A, 'An evaluation of using virtual teams to map Innovative Learning Environments into the tertiary learning space', International Journal of Online Graduate Education, 4 (2021) [C1]
2021 Page A, Anderson J, Charteris J, 'Including students with disabilities in Innovative Learning Environments: A model for inclusive practices', International Journal of Inclusive Education, (2021)
DOI 10.1080/13603116.2021.1916105
2020 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, 49 70-76 (2020)

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 ... [more]

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 piecescome 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, byexploring 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
2020 Page A, Charteris J, Berman J, 'Using Virtual Teams to map digital new generation learning environments into tertiary online learning space', International Journal of Online Graduate Education, 3 1-24 (2020) [C1]
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
Citations Scopus - 3Web of Science - 2
2020 Page A, Berman J, Serow P, 'Parent and teacher attitudes towards inclusive education in Nauru', Australian Journal of Special and Inclusive Education., 44 116-128 (2020) [C1]
DOI 10.1017/jsi.2020.10
2020 Te Ava A, Page A, 'Culturally responsive pedagogy for sustainable quality education in the Cook Islands setting.', Waikato Journal of Education, 25 31-41 (2020)
DOI 10.15663/wje.v25i0.714
2020 Page A, Charteris J, 'Telepresence robot use for children with chronic illness in Australian schools: A scoping review and thematic analysis.', International Journal of Social Robotics, (2020)
DOI 10.1007/s12369-020-00714-0
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 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 - 3Web of Science - 2
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
Citations Scopus - 2Web of Science - 2
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 20 more journal articles

Conference (2 outputs)

Year Citation Altmetrics Link
2021 Anderson J, Page A, 'Students with Disabilities in Innovative Learning Environments (ILEs) A framework for inclusive design', Adelaide (2021)
2020 Page A, Charteris J, 'Inclusive education in ILEs The nexus of policy and practice in Aotearoa', Melbourne, VIC (2020) [E1]

Other (5 outputs)

Year Citation Altmetrics Link
2020 Page A, Charteris J, Anderson J, 'Emotional and physical safety design for students with disabilities in ILEs.', ( pp.10-13): ISSUU (2020)
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)
2019 Page A, Charteris J, 'Inclusive education in ILEs: What do we need to think about?', ( pp.14-16). New Zealand: Ed Media Publications (2019)
Show 2 more others

Report (6 outputs)

Year Citation Altmetrics Link
2019 Page A, 'Nauru Inclusive Education Project', Republic of Nauru, Department of Education (2019)
2019 Kirsten R, Liyanage S, Stevens R, McEachern S, Robertson C, Cohen J, et al., 'Effective Teams Literature Review', New South Wales Department of Education and Training (2019)
2018 Page A, 'Nauru Inclusive Education Project', Republic of Nauru, Department of Education (2018)
2018 Charteris J, Page A, 'Tuvalu Professional Learning Project', Ministry of Education, Tuvalu (2018)
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)
Show 3 more reports
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Grants and Funding

Summary

Number of grants 9
Total funding $98,877

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


20213 grants / $8,060

Inclusive Education: Teachers and Communities in the Pacific$5,000

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

Funding body College of Human and Social Futures, University of Newcastle
Scheme 2021 Strategic Network and Pilot Project (SNaPP) Scheme
Role Lead
Funding Start 2021
Funding Finish 2021
GNo
Type Of Funding Internal
Category INTE
UON N

College of Human and Social Futures Conference Travel Scheme$1,800

Conference Travel to AARE

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

Funding body College of Human and Social Futures, University of Newcastle
Scheme 2021 CHSF Conference Travel Scheme
Role Lead
Funding Start 2021
Funding Finish 2021
GNo
Type Of Funding Internal
Category INTE
UON N

CHSF Early Advice Scheme 2021$1,260

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

Funding body College of Human and Social Futures | University of Newcastle
Scheme CHSF - Early Advice Scheme
Role Lead
Funding Start 2021
Funding Finish 2021
GNo
Type Of Funding Internal
Category INTE
UON N

20204 grants / $41,310

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

RiISE Research Innovation in Inclusive and Special Education$8,910

Funding body: Newcastle Schools (State, Catholic, Independent)

Funding body Newcastle Schools (State, Catholic, Independent)
Project Team

Angela Page, Carl Leonard, Judit Foggett, Jill Duncan, Kerry Dally, Laura Roche

Scheme Schools Contribution for Inclusive and Special Education initiatives
Role Investigator
Funding Start 2020
Funding Finish 2021
GNo
Type Of Funding Other Public Sector - Local
Category 2OPL
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
Current8

Current Supervision

Commenced Level of Study Research Title Program Supervisor Type
2021 PhD Saudi Primary Teachers' Perspectives of the Identification of Students with Giftedness and Learning Disabilities (SGLD) PhD (Education), College of Human and Social Futures, The University of Newcastle Principal Supervisor
2021 PhD The Best Sustainable Inclusive Practices for Vanuatu Schools in Educating Students with Disabilities PhD (Education), College of Human and Social Futures, The University of Newcastle Principal Supervisor
2021 PhD How Can We Best Support Students with Challenging Behaviours? Student Voice and its Implications for Mainstream Schools PhD (Education), College of Human and Social Futures, The University of Newcastle Co-Supervisor
2021 PhD Teaching with Dynamic Intention: Examination of the Efficacy and Appropriateness of Using A Model of 'Inclusive" Behaviour Management System (BMS) by applying The Nurtured Heart Approach NHA in the classroom PhD (Education), College of Human and Social Futures, The University of Newcastle Co-Supervisor
2020 PhD A Study of the Inclusion of Students with Special Educational needs in International School Settings across Countries: The Role of School Leadership PhD (Education), College of Human and Social Futures, The University of Newcastle Principal Supervisor
2020 Masters Teacher Perception of Wellbeing: Comparative Analysis of Mainstream and Special Education Teachers M Philosophy (Education), College of Human and Social Futures, The University of Newcastle Principal Supervisor
2020 PhD To Question or Not to Question? How Can Early Childhood Educators be Supported in their Process of Reflection? PhD (Education), College of Human and Social Futures, The University of Newcastle Principal Supervisor
2019 PhD Evaluating the Implementation of Evidence-Based PBL Support Strategies: Classroom and Behaviour Management PhD (Education), College of Human and Social Futures, The University of Newcastle Co-Supervisor
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Research Projects

Inclusive Education Teachers and Communities in the Pacific 2021 - 2023

As part of the initial development of a partnership, we are working towards an agreement with the Vanuatu Ministry of Education and Training to deliver a project to address inclusive educational needs for teachers, students and school systems. 

The delivery of the project content will be in collaboration with local stakeholders and might include the delivery of workshops and liaison with Ministry of Education personnel both online and face-to-face over the next one to two years to provide assistance with teacher professional development as well as policy advice. The content of this project is likely to include:

  • Building awareness and identification of disabilities from early childhood to secondary school students,
  • Development of key teaching skills to address the teaching of a range of academic levels for students within the classroom,
  • Identification of teachers who may take a key special education role within each school,
  • The development of systems to help teachers who require assistance in supporting students who have additional learning needs,
  • Working with Ministry of Education staff to ensure ongoing training workshops can be provided,
  • Providing parent education workshops in the area of disability support strategies.

Inclusive education has been, and will continue to be, a significant key deliverable in the Pacific area and the skills and expertise in teacher education professional development of our team are essential to the success of the programme.


Inclusive Education in Innovative Learning Environments project. 2020 - 2021


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.


Telepresence Robots in Schools 2020


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Dr Angela Page

Position

Senior Lecturer
Education
School of Education
College of Human and Social Futures

Contact Details

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

Office

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