Dr Heather Sharp

Dr Heather Sharp

Senior Lecturer

School of Education

Teaching difficult pasts

Dr Heather Sharp is an education researcher who investigates the teaching of traumatic pasts and the influence of public history in teaching.

Dr Heather Sharp has always been interested in history and intrigued by what happened in the past and what shaped us to be who we are today. Her research seeks to answer the question: how does the past influence the present and the future?

Dr Sharp’s research focus is on public history and traumatic pasts as communicated through informal and formal channels, like the media, museums and memorials, popular culture, and how history is taught to school students.

“To me, public history is really important as a way to communicate to members of the public, whether that be school students, people visiting cultural sites, or history presented in a way that the general public stumbles across,” she said.

“It is important to open conversations about difficult and controversial pasts in the school curriculum because what we understand about the past of our nation really shapes how we see the world today. It influences how we interact with present day topics and respond to current controversies.”

Dr Sharp says that the controversy around whether the public should be allowed to walk on Uluru is an example of how not having an accurate knowledge of the past can impact current day decision making.

“It seems that a lot of the prominent commentators being given media coverage are ignorant (either wilfully or genuinely) of the history of Uluru or the traditional owners’, the Anangu people’s, connection with it. Not understanding this history means the general public are hearing uninformed perspectives in the media. Without understanding our history we cannot have complex discussions about really important topics,” Dr Sharp observed.

Dr Sharp also contrasts the way that the history of the Holocaust is taught compared to Australian history and reflects that the more traumatic aspects of Australia’s past are often overlooked.

“The Holocaust was a horrific event and we all agree that our school students should know about this. Yet when we talk about  the traumatic past of our own nation we seem to have historical amnesia and do not want to know the finer details of the acts and impact of the colonial era,” she said.

“I believe the trauma of our past still impacts us today and therefore impacts how we understand and commemorate Anzac Day, Remembrance Day, Australia Day, and other days of national importance.”

Touring the Remembrance Trail

Each year Dr Sharp leads an outbound mobility experience. This study tour which takes place in France and Belgium follows key sites on the former World War I Western Front. She guides university students through museums, memorials, and other cultural and historical sites so they can see for themselves the impact of the trauma of war.

One of the aims of this Outbound Mobility Experience is to better understand how history is represented and communicated to a wide range of people. Many tourists from a range of countries visit these historical sites each year and many school students from European countries and from the UK travel for school excursions for guided tours and educational experiences.

“On our Study Tour, we visit a range of sites, from a German military cemetery to a co-funded museum in Villers-Bretonneux, to monuments and memorials in French fields. We learn about the experiences of soldiers and of the Belgian refugees. We are not looking at this from a glorified perspective, I emphasise that this was a war and millions of people died,” she said. “I want my students to understand that World War One is more than Gallipoli and it’s something that we should look at through a sobering lens, rather than the celebratory tone that Australian commemorations are increasingly showing.”

Over the past four years, more than 125 students have taken part in the Study Tour. It is open to all students of the University, not just those in the School of Education. It explores frameworks for understanding the development of historical consciousness in children and young adults, and the part History education, political debate, and the cultural industries play in the construction or revision of public memory as an important aspect of nation building.

Exploring historical and moral consciousness

Dr Sharp is part of an international research team working on a project that examines intersections of historical consciousness and moral consciousness. The $878 000 project was the largest grant awarded by the Swedish Research Council in 2018 in the History education field. Their research aims to illuminate what values school students are bringing to their history classes and how students integrate those values into their learning of history.

“It has not been done before on this scale, and there are arguments that these aspects of moral consciousness cannot be finely observed because they are deeply embedded within a person, but we are attempting it,” Dr Sharp said.

One of the research activities in the project aims to determine the students’ moral underpinnings by asking students questions like ‘what is history?’ and ‘what is right and wrong and how do we know?’ The students are presented with written text to read that highlights the complexities of World War II and are then asked to answer questions such as ‘what would you do in this situation?’ and ‘what would happen if you took that option?’

“The text reveals complexities with dominant understandings of Germany during this time and of German soldiers. It is multifaceted in terms of what is right and what is wrong. We then pose some questions which allow us to dig deeper in the thoughts of the students with the aim of finding out if we can identify their moral consciousness.”

Remembering for Peace

Dr Sharp was awarded a ‘Women in Research’ Fellowship sponsored by the University of Newcastle’s Research Advantage program in 2018. Coupled with a Department of Veterans’ Affairs grant, the Fellowship helped her to publish a picture book, Remembering for Peace: The adventures of Emma and Ryan.Published in 2018, it is aimed at independent readers aged 10+. The book follows two primary school aged children who discover their great grandfather’s World War I possessions inside a Princess Mary tin. These tins were a gift and given to all Commonwealth (Empire) soldiers in World War One. In this fictional account, Dr Sharp says Emma and Ryan, with their parents, then travel through France and Belgium finding out what their Great Grandfather experienced in World War I. Emma and Ryan encounter people along the way who teach them the history of the area. With a focus on the Remembrance Trail, children reading this book will learn about areas Australians fought in during the war and understand the lasting impact conflict has on people and on the environment.

“They go to museums in Passchendaele, Ypres in Belgium, and the Villers-Bretonneux memorial. They encounter people who also have experiences of World War One. For example at one point, Emma and Ryan meet a Chinese tourist who tells them about the Chinese Labour Corps. They hear about refugees from Syria and wonder whether there were refugees in World War I too,” Dr Sharp said.

“By inquiring and questioning, Emma and Ryan learn about the past through the personal history of their great grandfather, but they’re also learning about the present, understanding that refugees are a result of conflict and that the Chinese community were involved in World War One.”

The book is sold at the Australian War Memorial, Fort Scratchley in Newcastle, Sydney’s Hyde Park War Memorial, selected bookstores, and at the Passchendaele Memorial Museum in Belgium.

Teaching difficult pasts

Dr Heather Sharp is an education researcher who investigates the teaching of traumatic pasts and the influence of public history in teaching.Dr Heather Sharp has always been interested in history and intrigued by what happened in the past and what…

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Career Summary

Biography

Dr Heather Sharp is currently working on a research project funded by the Swedish Research Council that investigates intersections of historical consciousness and moral consciousness. The focus of this history didaktik project is History teaching in secondary schools. She is working will colleagues in Sweden and Finland for this four year funded project (2018-2021).

In 2016, Heather was awarded a competitive residency Fellowship to the prestigious Georg Eckert Institute in Germany. During this Fellowship, Heather researched ways educational media is used in History classrooms, innovative ways to teach history using ICT, and engaged in an analyse of national identity representations in History textbooks.

Heather Sharp is a Senior Lecturer and First Year Support Convenor at the School of Education, convenor of the History Network for Teachers and Researchers (HNTR); and a Special Issues Editor of Historical Encounters. Her current research investigates the teaching of difficult and controversial pasts, the influence of public history in teaching, historical representations in school curriculum, particularly textbooks and also examines the written and visual texts in picture books that deal with conflict.

Heather’s research has also included analysis of the representations of Indigenous Australians and British heritages in History textbooks across selected time periods of the Twentieth Century; and more recently, the exploration of competing representations of Gallipoli in Australian and Turkish history textbooks. Heather’s scholarship has adopted a bricolage approach that encompasses Critical Discourse Analysis (CDA), historical methodologies, and visual analysis techniques, framed within a Gramscian and Althusserian understanding of hegemony.

After working as a secondary school teacher (English and History) for a number of years, Heather began herUniversity career in January 2006. She has taught and coordinated Education courses in the areas of: transformative pedagogies, philosophies of education, History curriculum and pedagogies, literacies, education as a professional career, assessment, and professional experience.

Research Expertise
Dr Sharp's PhD is titled: Constructing history: Selective representations of Indigenous Australians and British heritages in Queensland History curriculum. The research was conducted through a bricolage approach, encompassing Critical Discourse Analysis (CDA), historical methodologies, visual analysis techniques and framed within an understanding of hegemony as espoused by Gramsci and Althusser. The thesis analysed representations of Indigenous Australians and British heritages in History textbooks across selected time periods of the twentieth century.

I also conduct research on academic and undergraduate student research partnerships. This explores the power relationships, cognitive benefits and socialising impacts that occur when academics and students work together, outside of official university courses. Beginning teacher induction is an area I have researched, specifically investigating the connection between expectations of professional support and the realities beginning teachers experience in a school setting. 


Teaching Expertise
Heather has the following university teaching expertise: supervisor of PhD, Honours and Masters students; course coordination of undergraduate and post-graduate courses; lecturing and tutoring of courses across secondary, primary and middle school degree programs. I have also coordinated programs for Research Higher Degree students who wish to embark on an academic career. I am currently the First Year Experiences Convenor for the School of Education.


Qualifications

  • PhD, University of Southern Queensland
  • Bachelor of Education, Queensland University of Technology
  • Bachelor of Arts, Queensland University of Technology
  • Master of Education, Deakin University
  • Graduate Certificate Practice of Tertiary Teaching, University of Newcastle

Keywords

  • Critical Pedagogy
  • English curriculum
  • Historical and Moral Consciousness
  • History curriculum
  • History didactics
  • Memorial Education
  • Public History
  • Student-Academic Research

Professional Experience

UON Appointment

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

Academic appointment

Dates Title Organisation / Department
1/06/2010 - 31/12/2016 Lecturer The University of Newcastle, Australia
Australia
1/01/2008 -  Membership - Australian College of Educators Australian College of Educators
Australia
1/11/2007 - 1/03/2010 Lecturer, Curriculum Design and Development University of Newcastle
Centre for Teaching and Learning
Australia
1/01/2006 - 1/11/2007 Lecturer University of Southern Queensland
Faculty of Education

Professional appointment

Dates Title Organisation / Department
1/01/2002 - 1/01/2006 Secondary Teacher Department of Education, Queensland
Secondary Schools
Australia
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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
2018 Sharp HL, Remembering for peace, Legends & Lessons, Maitland, NSW, 44 (2018)

Chapter (9 outputs)

Year Citation Altmetrics Link
2019 Sharp H, 'Inquiry approaches to assessment in the history classroom', Historical Thinking for History Teachers A New Approach to Engaging Students and Developing Historical Consciousness, Allen & Unwin, Australia 129-144 (2019) [B1]
2018 Sharp HL, Burke R, 'Drama in the primary classroom: Contextualising critical numeracy', Numeracy in Authentic Contexts: Making Meaning Across the Curriculum, Springer, Singapore 143-166 (2018) [B1]
Co-authors Rachel Burke
2018 Burke R, Sharp HL, Field C, 'Pedagogical approaches to teaching and learning English: Connections with critical numeracy', Numeracy in Authentic Contexts: Making Meaning Across the Curriculum, Springer, Singapore 167-196 (2018) [B1]
Co-authors Rachel Burke
2018 Sharp HL, 'History and the importance of numeracy', Numeracy in Authentic Contexts: Making Meaning Across the Curriculum, Springer, Singapore 257-284 (2018) [B1]
2017 Sharp HL, 'After the ideological battles: Student views on sources representing the Gallipoli conflict.', International Perspectives on Teaching Rival Histories Pedagogical Responses to Contested Narratives and the History Wars, Palgrave Macmillan, London 229-252 (2017) [B1]
Citations Scopus - 1
2011 Little S, Sharp HL, Stanley L, Hayward M, Gannon-Leary P, O'Neill P, Williams J, 'Collaborating for staff-student partnerships: Experiences and observations', Staff-Student Partnerships in Higher Education, Continuum, London 215-225 (2011) [B1]
2011 Sharp HL, Stanley L, Hayward M, 'Breaking research boundaries: Academics and undergraduates engaged in collaborative research', Staff-Student Partnerships in Higher Education, Continuum, London 201-214 (2011) [B1]
2007 Sharp HL, 'Current Curriculum Theory and Design in SOSE', Education for Healthy Communities, Pearson, Frenches Forest 93-116 (2007)
2007 Sharp HL, 'Introduction to Understanding the SOSE Curriculum', Education for Healthy Communities, Pearson, Frenches Forest 52-65 (2007)
Show 6 more chapters

Journal article (20 outputs)

Year Citation Altmetrics Link
2019 Sharp H, 'Bricolage research in history education as a scholarly mixed methods design', History Education Research Journal, 16 50-62 (2019) [C1]
DOI 10.18546/HERJ.16.1.05
2019 Sharp H, Innes M, 'Australian high school students on commemorating the Gallipoli campaign: "It baffles me" and "It's a bit weird."', Journal of International Social Studies, 9 22-45 (2019) [C1]
2019 Donnelly DJ, Parkes RJ, Sharp HL, Shaw EL, 'Remembering Australia s past project: pre-service history teachers, national narratives and historical consciousness', Curriculum Perspectives, 39 159-168 (2019) [C1]
DOI 10.1007/s41297-019-00087-z
Co-authors Robert Parkes, Debra Donnelly
2018 Innes M, Sharp H, 'World War I commemoration and student historical consciousness: A study of high-school students' views', History Education Research Journal, 15 193-205 (2018)
DOI 10.18546/HERJ.15.2.03
2017 Sharp HL, Ammert N, Löfström J, Edling S, 'Bridging Historical Consciousness and Moral Consciousness: Promises and Challenges', Historical Encounters Journal, 4 1-13 (2017) [C1]
Citations Web of Science - 1
2017 Sharp HL, Donnelly D, Parkes R, 'Competing discourses of national identity: History teacher education students' perspectives of the Kokoda and Gallipoli campaigns', International Journal of Research on History Didactics, History Education and History Culture, 38 73-94 (2017) [C1]
Co-authors Robert Parkes, Debra Donnelly
2017 Sharp HL, Ammert N, 'Primary sources in Swedish and Australian History textbooks: A comparative analysis of representations of Vietnam's Kim Phuc', International Journal of Historical Learning, Teaching and Research, 14 57-70 (2017) [C1]
2017 Sharp HL, Parkes V, 'Representations of National Identity in Fictionalized History: Children s Picture Books and World War I', The New Review of Children's Literature and Librarianship, 23 126-147 (2017) [C1]
DOI 10.1080/13614541.2017.1367576
2016 Sharp HL, Ammert N, 'Working with the Cold War: Types of knowledge in Swedish and Australian History textbook activities', Journal of Educational Media, Memory, and Society, 8 58-82 (2016) [C1]
DOI 10.3167/jemms.2016.080204
Citations Scopus - 1
2015 Zangmo D, Sharp H, O'Toole M, Burke R, 'Bhutan: Experiences of education change in a compact context', Bhutan Journal of Research and Development, 4 17-28 (2015) [C1]
Co-authors Rachel Burke, Mitch Otoole
2015 Sharp HL, 'Habermas s Three Forms of Knowledge, Active Citizenship, and the Australian (History) Curriculum', Agora, 50 28-34 (2015) [C1]
2015 Sharp HL, 'Examining approaches to the Holocaust in curriculum, policy and practice', Journal of International Social Studies, 5 162-164 (2015) [C3]
2015 Zangmo D, Burke R, O'Toole JM, Sharp HL, 'Cross-Cultural Methodological Innovation in Bhutan: Teacher Experiences with the Process Writing Approach', Journal of Linguistics and Language Teaching, 6 1-20 (2015) [C1]
Co-authors Rachel Burke, Mitch Otoole
2014 Sharp HL, 'Historical representation of Gallipoli in the Australian curriculum: What does a critical analysis of textbooks reveal about the Gallipoli campaign?', Agora, 49 14-23 (2014) [C1]
2014 Sharp HL, 'Representing Australia's Involvement in the First World War: Discrepancies between public discourses and school history textbooks from 1916 to 1936.', Journal of Educational Media, Memory, and Society, 6 1-23 (2014) [C1]
DOI 10.3167/jemms.2014.060101
Citations Scopus - 2
2014 Parkes RJ, Sharp H, 'Nietzschean perspectives on representations of national history in Australian school textbooks: What should we do with Gallipoli?', ENSAYOS, Revisita de la Facultad de Educación de Albacete, 29 159-181 (2014) [C1]
Citations Web of Science - 2
Co-authors Robert Parkes
2013 Sharp HL, 'What We Teach Our Children: A Comparative Analysis of Indigenous Australians in Social Studies Curriculum, from the 1960s to the 1980s.', Social and Education History, 2 176-204 (2013) [C1]
DOI 10.4471/hse.2013.11
2012 Sharp HL, 'Australia's 1988 Bicentennial: National history and multiculturalism in the primary school curriculum', History of Education, 41 405-421 (2012) [C1]
DOI 10.1080/0046760X.2011.625557
Citations Scopus - 3Web of Science - 4
2007 Sharp HL, 'Farewell to The History Teacher.', The History Teacher, 44 10-22 (2007)
2006 Sharp HL, 'QHTA 2006 State Conference Report.', The History Teacher, 28-29 (2006)
Show 17 more journal articles

Conference (8 outputs)

Year Citation Altmetrics Link
2014 Sharp HL, 'Media, War and Memory', Auckland University of Technology, Aukland NZ (2014)
2013 Sharp HL, Parkes RJ, 'Nietzschean perspectives on a national History curriculum: What should we do with Gallipoli?', AARE Conference Proceedings, Adelaide, South Australia (2013) [E3]
Co-authors Robert Parkes
2012 Sharp HL, 'History textbooks as historical representations: A critical analysis of curricula', AARE 2012 Conference Proceedings & Program, Sydney, NSW (2012) [E3]
2009 Sharp HL, Stanley L, Hayward M, 'Critiquing undergraduate student participation in academic research using Kincheloe and Steinberg s eight cognitive benefits', HERDSA, Darwin (2009)
2009 Huon GF, Sharp HL, 'Centre for Teaching and Learning seminar room', Learning Spaces in Higher Education: Positive Outcomes by Design. Proceedings of the Next Generation Learning Spaces 2008 Colloquium, University of Queensland, Australia (2009) [E2]
2009 Sharp HL, Stanley L, Hayward M, 'Critiquing undergraduate student participation in academic research using Kincheloe and Steinberg's eight cognitive benefits', The Student Experience. Proceedings of the 32nd HERDSA Annual Conference, Darwin, Australia (2009) [E1]
2008 Sharp HL, Turnbull C, 'Brown bag lunches and a journal club: Establishing communities of practice in a tertiary context', HERDSA 2008: 31st Annual HERDSA Conference. Conference Handbook, Rotorua, NZ (2008) [E3]
2006 Sharp HL, 'Examining the Consequence of Inadequate Induction for Beginning Teachers', AARE 2006 International Education Research Conference: Engaging Pedagogies, Adelaide, South Australia (2006)
Show 5 more conferences

Other (1 outputs)

Year Citation Altmetrics Link
2014 Sharp HL, Donnelly DJ, 'Representations of World War I in Contemporary Children's Picture Books', ( pp.28-28). Auckland, New Zealand: Auckland University of Technology (2014) [O1]
Co-authors Debra Donnelly

Report (2 outputs)

Year Citation Altmetrics Link
2013 Grushka K, Bennett J, Parkes RJ, Beirne R, Donnelly D, Falzon C, et al., 'Visual media texts: Teaching and assessing the humanities & social sciences in a post-literate age', Centre for Learning and Teaching, 18 (2013) [R1]
Co-authors Debra Donnelly, Josephine May, Robert Imre, Rebecca Beirne, Chris Falzon, Robert Parkes, Kath Grushka
2013 Grushka KM, Bennett J, Parkes R, Beirne R, Donnelly D, Falzon C, et al., 'Visual Media Texts: Teaching and Assessing the Humanities and Social Sciences in a Post-literate Age', Faculty of Education and Arts, 17 (2013)
Co-authors J Bennett, Rebecca Beirne, Debra Donnelly, Josephine May, Kath Grushka, Robert Parkes, Chris Falzon, Robert Imre

Thesis / Dissertation (2 outputs)

Year Citation Altmetrics Link
2011 Sharp HL, Constructing history: Selective representations of Indigenous Australians and British heritages in Queensland History curriculum., University of Southern Queensland (2011)
2005 Sharp HL, Reality versus perception: How beginning teachers struggle to achieve optimum success in today's classroom., Deakin University (2005)
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Grants and Funding

Summary

Number of grants 11
Total funding $375,292

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


20192 grants / $16,943

Signature Assessment Tasks in History Teacher Education$14,943

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

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

Dr Heather Sharp (Lead), Dr Rachel Burke, Dr Kay Carroll (WSU), Dr Deborah Henderson (QUT), Dr Smanatha Owen (Curtin), Dr Philip Roberts (UC), Dr Louise Zarmati (UT), A/Professor Robert Parkes (UON)

Scheme Strategic Network and Pilot Project Grants Scheme
Role Lead
Funding Start 2019
Funding Finish 2019
GNo
Type Of Funding Internal
Category INTE
UON N

HEIRNET, Austria, 2 - 4 September 2019$2,000

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

Funding body Faculty of Education and Arts, University of Newcastle
Scheme FEDUA Conference Travel Grant
Role Lead
Funding Start 2019
Funding Finish 2019
GNo
Type Of Funding Internal
Category INTE
UON N

20181 grants / $172,982

History and moral encounters: exploring theoretical and empirical intersections of historical and moral consciousness from a history didactic perspective $172,982

Funding body: Swedish Research Council

Funding body Swedish Research Council
Project Team Doctor Heather Sharp, Professor Niklas Ammert, Dr Silvia Edling, Dr Jan Lofstrom
Scheme Research Grant
Role Lead
Funding Start 2018
Funding Finish 2021
GNo G1800018
Type Of Funding C3232 - International Govt - Other
Category 3232
UON Y

20173 grants / $140,031

Early Career Researcher HDR Scholarship: Research Advantage$106,728

Funding body: The University of Newcastle, Australia

Funding body The University of Newcastle, Australia
Project Team

Heather Sharp

Scheme Early Career Researcher HDR Scholarship Scheme: Research Advantage
Role Lead
Funding Start 2017
Funding Finish 2020
GNo
Type Of Funding Internal
Category INTE
UON N

Signature Pedagogies of History Teaching$28,303

Funding body: University of Newcastle

Funding body University of Newcastle
Project Team Doctor Heather Sharp
Scheme Women in Research Fellowship
Role Lead
Funding Start 2017
Funding Finish 2018
GNo G1701405
Type Of Funding Internal
Category INTE
UON Y

Teaching difficult pasts in history classrooms: considerations of curriculum and pedagogy$5,000

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

Funding body University of Newcastle - Faculty of Education and Arts
Scheme Pilot Project Grant
Role Lead
Funding Start 2017
Funding Finish 2017
GNo
Type Of Funding Internal
Category INTE
UON N

20152 grants / $24,236

Comparing Our Pasts (COP) International Pilot Study$15,000

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

Funding body University of Newcastle - Faculty of Education and Arts
Project Team Associate Professor Robert Parkes, Doctor Debra Donnelly, Doctor Heather Sharp, Associate Professor Josephine May, Doctor Jill Barnes, Ms Vicki Parkes
Scheme Strategic Networks Grant
Role Investigator
Funding Start 2015
Funding Finish 2015
GNo G1500901
Type Of Funding Internal
Category INTE
UON Y

iANZAC: Young People's Visions of ANZAC$9,236

Funding body: Department of Veterans` Affairs

Funding body Department of Veterans` Affairs
Project Team Associate Professor Robert Parkes, Doctor Debra Donnelly, Doctor Kathryn Grushka, Doctor Heather Sharp, Ms Vicki Parkes
Scheme Anzac Centenary Local Grants Program
Role Investigator
Funding Start 2015
Funding Finish 2015
GNo G1400633
Type Of Funding Other Public Sector - Commonwealth
Category 2OPC
UON Y

20142 grants / $16,100

Historical Experience, Representation, Media, Education, Society$15,000

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

Funding body University of Newcastle - Faculty of Education and Arts
Project Team Associate Professor Robert Parkes, Doctor Debra Donnelly, Doctor Catherine Hart, Associate Professor Josephine May, Doctor Heather Sharp
Scheme Strategic Networks Grant
Role Investigator
Funding Start 2014
Funding Finish 2014
GNo G1400959
Type Of Funding Internal
Category INTE
UON Y

Media, War and Memory, Auckland, New Zealand, 18 - 19 September 2014$1,100

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

Funding body University of Newcastle - Faculty of Education and Arts
Project Team Doctor Heather Sharp
Scheme Travel Grant
Role Lead
Funding Start 2014
Funding Finish 2014
GNo G1400969
Type Of Funding Internal
Category INTE
UON Y

20111 grants / $5,000

Representations of Gallipoli in World War 1: Australia-Turkey textbook research and analysis.$5,000

Funding body: University of Newcastle

Funding body University of Newcastle
Project Team Doctor Heather Sharp
Scheme New Staff Grant
Role Lead
Funding Start 2011
Funding Finish 2012
GNo G1100371
Type Of Funding Internal
Category INTE
UON Y
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Research Supervision

Number of supervisions

Completed4
Current11

Current Supervision

Commenced Level of Study Research Title Program Supervisor Type
2018 Masters How do Secondary Teachers’ Understandings and Subsequent Enactment of Pedagogy within a History Classroom Align with Students’ Perceptions and Learning Outcomes? M Philosophy (Education), Faculty of Education and Arts, The University of Newcastle Co-Supervisor
2017 PhD Fostering Historical Understanding: History Teachers' Disciplinary Thinking and Practices in Ghanaian Senior High Schools PhD (Education), Faculty of Education and Arts, The University of Newcastle Co-Supervisor
2016 PhD Emergence, representation and reception of education policy in Nepal PhD (Education), Faculty of Education and Arts, The University of Newcastle Co-Supervisor
2016 PhD New Media Histories: Evaluating Historical Representation in the Digital Age - Implications for the History Classroom PhD (Education), Faculty of Education and Arts, The University of Newcastle Co-Supervisor
2016 PhD The Christian School Movement in Australia: Achieving Outcomes or Maintaining the Status Quo? PhD (Education), Faculty of Education and Arts, The University of Newcastle Co-Supervisor
2015 PhD ICT AND PRE-SERVICE EFL TEACHER EDUCATION IN VIETNAM PhD (Education), Faculty of Education and Arts, The University of Newcastle Co-Supervisor
2014 PhD A Vertical Case Study to Compare the Dominant Policy and ground level Understanding of Education and Development PhD (Education), Faculty of Education and Arts, The University of Newcastle Co-Supervisor
2014 PhD The Impact of Interactive CALL Software on EFL Learners' Autonomy and Language Proficiency through out-of-Class Practice PhD (Education), Faculty of Education and Arts, The University of Newcastle Co-Supervisor
2014 PhD Factors Affecting Early Career Teachers' Formation of E-Learning Pedagogy in the History Classroom PhD (Education), Faculty of Education and Arts, The University of Newcastle Co-Supervisor
2013 PhD Promoting ICT Integration in Indonesian EFL Classroom Through In-service Teacher Professional Development PhD (Education), Faculty of Education and Arts, The University of Newcastle Co-Supervisor
2008 Honours Equity versus excellence: An exploration into high achieving students' perspectives of their academic experiences in an inclusive classroom Education, University of Southern Queensland Sole Supervisor

Past Supervision

Year Level of Study Research Title Program Supervisor Type
2017 PhD The Application of Communicative Language Teaching Approach within English as Foreign Language Context: Saudi Arabia Private Education Case Study PhD (Education), Faculty of Education and Arts, The University of Newcastle Co-Supervisor
2016 PhD The Impact of Disaggregating Concept and Specialist Language on Content Learning and Academic Identity Formation: An Instructional Approach for English Language Learners in Content-Rich Subjects PhD (Education), Faculty of Education and Arts, The University of Newcastle Co-Supervisor
2009 Honours Equity versus excellence: An exploration into high achieving students' perspectives of their academic experiences in an inclusive classroom Education, University of Southern Queensland Sole Supervisor
2007 Masters Embedding ICTs in the SOSE curriculum Education, University of Southern Queensland Sole Supervisor
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News

Women In Research Fellowships awarded

October 27, 2017

Thirteen UON researchers have been awarded a Women in Research (WIR) Fellowship thanks to Research Advantage.

Capturing young people’s visions of ANZAC

November 6, 2014

HERMES awarded ANZAC Centenary Grant to capture and disseminate what ANZAC means to young Australians and their communities.

UON Research Group Launches World-class Journal

July 1, 2014

The University of Newcastle's Historical Experience, Representation, Media, Education, and Society (HERMES) Research Group has launched Historical Encounters

Dr Heather Sharp

Position

Senior Lecturer
School of Education
School of Education
Faculty of Education and Arts

Contact Details

Email heather.sharp@newcastle.edu.au
Phone 02 4921 8700

Office

Room HA121
Building Hunter Building
Location Callaghan
University Drive
Callaghan, NSW 2308
Australia
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