Dr Angela Page

Dr Angela Page


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


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.


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


  • Classroom Management
  • Inclusive Education
  • Relational Aggression


  • 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

Academic appointment

Dates Title Organisation / Department
1/09/2015 - 1/12/2018 Lecturer in Inclusive Education and Psychology University of New England

Teaching appointment

Dates Title Organisation / Department
12/06/2014 - 31/08/2015 Inclusive Education Advisor Ministry of Education
Cook Islands
1/01/1999 - 1/12/2013 Teacher and Educational Psychologist Nelson Schools
New Zealand


Code Course Role Duration
EDUC6087 Educating Students with Developmental Disabilities
Faculty of Education and Arts, University of Newcastle
Lecturer 1/06/2019 - 1/12/2019
EDUC6086 Education of Students with Behaviour Problems
Faculty of Education and Arts, University of Newcastle
Lecturer 1/01/2019 - 1/06/2019
EDUC3026 Special Education
Faculty of Education and Arts, University of Newcastle
Course Co-ordinator 1/01/2019 - 1/06/2019


For publications that are currently unpublished or in-press, details are shown in italics.

Chapter (2 outputs)

Year Citation Altmetrics Link
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

Journal article (10 outputs)

Year Citation Altmetrics Link
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, 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)
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)
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 7 more journal articles

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)

Dr Angela Page


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


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